| Abstract: | This article reviews earlier and recent studies about the long-term and adult outcomes of children with learning disabilities (LDs). Although some results are contradictory or inconclusive because of the many methodological problems in the conduct of such studies, there is agreement that LDs persist into adulthood to some degree. Outcome is dependent on the severity of the LD at school age, on intelligence, on the socioeconomic status of parents, and on the presence or absence of neurological impairment. Intervention has not been clearly related to improved outcome. Some evidence has suggested that a language-deficit subtype of LD may show poorer outcome. The prognosis of outcome in the strict sense is limited at this time and has little validity for the individual child. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
