Research activities in the area of learning disabilities are extensive. The findings from these studies have influenced funding, program development, education, and treatment for individuals with learning disabilities. Research is based on the use of single subject, within subject, and group comparison models. Across studies there is inconsistency in the description of subjects. There is also inadequate information regarding subject selection and study methodology. These inconsistencies and omissions are of concern to the National Joint Committee on Learning Disabilities (NJCLD). Limited subject description makes it difficult to interpret and generalize research findings and interferes with replication studies.
The purpose of this paper is to provide a set of descriptors the NJCLD believes are necessary to describe subjects in studies of learning disabilities. Documentation of these descriptors will facilitate replication of research and application of findings by practitioners. This paper will provide guidance to funding agencies, investigators, university programs and other agencies that conduct or supervise research as well as to authors, editors, and publishers who disseminate research findings.

The need for specific subject descriptors in learning disabilities research is based on recognition of the following factors:

The NJCLD recognizes that there may be problems collecting subject information as a result of factors such as study setting, e.g., school, clinic, hospital. These difficulties can limit the kinds and amount of subject information available. Therefore, the NJCLD recommends that investigators report all relevant facts related to the collection of subject information.

The NJCLD urges all investigators to document the criteria for subject inclusion as well as provide a description of all tests and experimental measures used in the study. To facilitate replication, consistency in research design, and reporting of subject information across studies, the following subject descriptors are recommended:

I. Demographic Data

II. Health and Medical History
Medical, including neurological/developmental, history
Sensory system problems

III. Education Data
Grade placement
Educational history, including current educational setting
Related services provided
Curricular and instructional histories

IV. Characteristics at the Time of Study
Sensory and medical status at the time of the study
Intellectual level
Behavioral and emotional status
Receptive and expressive language abilities
Achievement levels
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