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Referral bias for specific learning disorders? The wide‐ranging challenges for the youngest in class – Commentary on Arrhenius et al. (2021)
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Referral bias for specific learning disorders? The wide‐ranging challenges for the youngest in class – Commentary on Arrhenius et al. (2021)
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Referral bias for specific learning disorders? The wide‐ranging challenges for the youngest in class – Commentary on Arrhenius et al. (2021)
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Journal Article
Referral bias for specific learning disorders? The wide‐ranging challenges for the youngest in class – Commentary on Arrhenius et al. (2021)
2021
Overview
What is particularly notable about the research on the relative age effect is how consistent the findings are, overall, across countries with very different school systems. The register-based nationwide dataset is also ideal for an analysis of possible sex effects: the lack of such an effect in the analyses by Arrhenius et al. is therefore convincing and suggests that the underlying reason for the observed relative age effects applies equally to both boys and girls. The relative age effect previously reported on ADHD is a solid observation, as shown by a recent systematic review and meta-analysis of 20 large cohort and register studies, across many countries and continents (Holland & Sayal, ). [...]the relative age effect raises the issue of how to improve accuracy of diagnosis in borderline cases, and the importance of careful age-match comparisons.) The study by Arrhenius et al. () now shows that relative age effects emerge even for the diagnoses of specific learning disorders that are based on standardised, age-adjusted psychological tests.
Publisher
John Wiley & Sons, Inc,John Wiley and Sons Inc,Wiley
