Academic Journal
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Συνδεδεμένο Πλήρες Κείμενο

Interventions for Comorbid Learning Disabilities

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Interventions for Comorbid Learning Disabilities
Γλώσσα: English
Συγγραφείς: Daniel R. Espinas (ORCID 0000-0002-3667-9655), Lynn S. Fuchs
Πηγή: Child Development Perspectives. 2025 19(3):156-164.
Διαθεσιμότητα: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Ημερομηνία έκδοσης: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Office of Special Education and Rehabilitative Services (OSERS) (ED)
Contract Number: R324B00012
P20HD075443
Τύπος εγγράφου: Journal Articles
Reports - Evaluative
Descriptors: Learning Disabilities, Comorbidity, Intervention, Instructional Effectiveness
DOI: 10.1111/cdep.12538
ISSN: 1750-8592
1750-8606
Περίληψη: Comorbidity, the simultaneous or successive co-occurrence of two or more disorders in one individual, is common among individuals with learning disabilities (LDs). The topic has garnered much attention in the field of LD, with advances over the past three decades in describing, predicting, and explaining comorbid LDs. However, efforts to design, evaluate, and implement interventions for individuals with comorbid LDs have received far less attention. In this article, we focus on these critical matters. After discussing how comorbidity and LDs have been conceptualized, defined, and explained, we consider what the field has learned about how individuals with comorbid LDs respond to academic interventions and what approaches may be effective for supporting their educational development.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 20250101
Αριθμός Καταχώρησης: EJ1480092
Βάση Δεδομένων: ERIC
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  Data: Comorbidity, the simultaneous or successive co-occurrence of two or more disorders in one individual, is common among individuals with learning disabilities (LDs). The topic has garnered much attention in the field of LD, with advances over the past three decades in describing, predicting, and explaining comorbid LDs. However, efforts to design, evaluate, and implement interventions for individuals with comorbid LDs have received far less attention. In this article, we focus on these critical matters. After discussing how comorbidity and LDs have been conceptualized, defined, and explained, we consider what the field has learned about how individuals with comorbid LDs respond to academic interventions and what approaches may be effective for supporting their educational development.
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