Rapid letter naming performance to assist in identifying learning disabilities, autism and attention-deficit hyperactivity disorder

Abstract

Diagnosing a disability can be difficult and this is especially true of hidden, developmental disabilities, such as learning disabilities (LD), attention-deficit hyperactivity disorder (ADHD) and autism. The purpose of the present study was to examine how rapid letter naming (RLN) scores may distinguish between children with LD, ADHD and autism, thus serving early identification and intervention. The results indicate that four distinct and significantly different profiles for RLN may be discerned and that class membership discerned as a result of RLN performance may be associated with certain disabilities. The implications for practitioners include the use of RLN as a screening tool to increase the likelihood of discerning among certain disabilities.

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