Reference
Guide | Reference

74  Learning Disorder Patterns

74.1 Summary

  • A set of patterns marked by persistent, specific academic skill difficulties despite adequate instruction and effort.

74.2 Prototype Features

  • Difficulties in reading, writing, or math that are persistent.
  • Performance below expected level for age or instruction.
  • Functional impact in academic or training settings.

74.3 Threshold Guidance

  • Use when learning difficulties are sustained and impairing across time.

74.4 Expected Domain Profile

  • Cognitive Control and Executive Function: variable.
  • Social Communication and Relatedness: variable.

74.5 Time-Course and Trajectory

  • Early onset with stable or slowly improving course.

74.6 Differential and Red Flags

  • Inadequate instruction or language barriers.
  • Sensory impairments.
  • Attention or mood-related performance issues.

74.7 Specifiers (treatment-relevant, non-prescriptive)

  • Course/time pattern (early-onset, stable).
  • Contributors (instruction mismatch, stress).
  • Risk modifiers (academic failure, dropout risk).

74.8 Measurement Prompts

  • Academic achievement testing or school reports.
  • Progress tracking over time.

74.10 Documentation Snippet (1-2 lines)

  • “Persistent reading and writing difficulties despite supports; Cognitive Control 2; stable course.”