Developmental changes in the cognitive profile of a student with specific searning disorder
Elena Sofia Rende, Alessandra Zagato, Claudia Zamperlin
This paper prompts a discussion based upon the clinical case of Anna, an 18-year old pupil diagnosed in 2021 with developmental dyslexia, specific spelling disorder, and developmental dysgraphia, who requested an updated assessment in anticipation of her transition to university. Previous evaluations had revealed a cognitive profile (WISC-IV) within the average range, albeit characterized by internal discrepancies. The most recent assessment, confirmed that specific learning disorders (SLDs) are present, furthermore it investigated general cognitive functioning using the Intelligence and Development Scales–2 (IDS-2), highlighting a significant change in the core indices. This discrepancy prompts a critical reflection on the nature and sensitivity of the assessment tools employed, while also considering the possible influence of developmental and motivational variables. The paper discusses the implications of these findings, with a particular focus, on a qualitative level, on the differences between the WISC-IV and IDS-2 batteries in measuring verbal reasoning indices.
Keywords
Specific learning disorders, Cognitive profile, Assessment tools, WISC-IV, IDS-2.