Resilience research in learning disabilities: Guiding principles from developmental psychopathology

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-03-01 DOI:10.1016/j.learninstruc.2025.102090

Rebecca F. Slomowitz , Angela J. Narayan , Lauren M. McGrath

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引用次数: 0

Abstract

Background

The learning disabilities literature has had a long-standing focus on identifying risk factors that can inform diagnostic assessment and guide intervention efforts. While many existing conceptual models of learning disabilities have acknowledged the theoretical possibility of resilience mechanisms (Bishop & Snowling, 2004; Catts & Petscher, 2022; McGrath, Peterson, & Pennington, 2020; Pennington, 2006), few studies have empirically investigated such processes. However, more attention has been recently directed towards resilience mechanisms that may operate in the context of learning disabilities. Initial studies have found that cognitive-linguistic abilities and individual differences in task behaviors may play a role in supporting academic skills (specifically reading) despite the presence of risk factors (Eklund, Torppa, & Lyytinen, 2013; van Viersen, de Bree, & de Jong, 2019). However, many empirical results that signal potential for resilience processes are difficult to synthesize because methods and analyses are not consistent across studies. For example, studies may operationalize and analytically investigate resilience mechanisms in differing ways, leading to challenges in understanding the replicability and generalization of findings.

Conclusions

In this paper, we make recommendations for standardized practices for studying resilience mechanisms, drawing from the well-validated guidelines for resilience science that have been established within the developmental psychopathology (DP) literature (Masten, Narayan, & Wright, 2023).This theoretical paper outlines the DP perspective on resilience, demonstrates the application of specific DP principles to the learning disabilities field, and provides a set of methodological recommendations for the inclusion of resilience-based methods alongside the prevailing risk-based methodology in learning disability research.

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学习障碍的复原力研究：发展心理病理学的指导原则

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.