602. Learning Disorders Aren’t Actually “Specific” w/ Dr. Robin Peterson

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Today, I welcome back pediatric neuropsychologist Dr. Robin Peterson to explore why our field continues to struggle with defining and diagnosing learning disorders. We examine the limitations of traditional diagnostic frameworks, such as the IQ-achievement discrepancy model and pattern of strengths and weaknesses (PSW) approaches, while discussing why a conceptual shift toward developmental learning disabilities may better serve children. Robin breaks down the high comorbidity between reading disorders and ADHD, addresses the clinical nuances of identifying learning disorders in high-IQ individuals, and candidly details the current measurement challenges surrounding complex written expression. Our conversation offers actionable guidance for clinicians seeking to balance rigorous empirical evidence with meaningful patient advocacy.

Main Topics

05:22: Why the field continues to struggle with defining and diagnosing learning disorders

13:24: Questioning the specificity of learning disabilities and the limits of traditional models

18:10: Navigating the high comorbidity between dyslexia and ADHD in clinical practice

23:56: Diagnosing broad learning difficulties versus isolated academic skill deficits

39:01: Evaluating the validity of Pattern of Strengths and Weaknesses (PSW) and Response to Intervention (RTI)

49:58: Identifying learning disorders in high-IQ populations and defining clinical impairment

56:46: Deconstructing writing disorders, basic mechanics versus complex written expression

Cool Things Mentioned

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