During the past thirty or more years, I have had the privilege of working with hundreds of individuals and families whose lives have been touched by learning disabilities (LD). Hearing about their journeys, helping them frame their concerns and take appropriate actions, and tracking their progress over time has proven to be a never-ending professional development opportunity, filled with "ah-hah!" moments and surprises.

This is especially true as I reflect upon how many of these personal adventures include mention of some effort to find (and often a first-hand experience with) a "quick fix," controversial therapy or unconventional treatment of some sort. A few minutes of searching on the internet will lead to all kinds of information about cures, remedies and therapies dating back centuries. (I was especially entertained by mention of "Swamp Root" medicine, "Vin Vitae," and the "Kickapoo Indian Medicine Company.")

While it may seem like a bit of a stretch for us to connect these types of treatments to modern times and contemporary issues, let's remember that these were the fads and hopeful treatments that were embraced by the public, no different (in underlying science and wishful thinking) than those that we encounter today. While we have certainly made dramatic strides in the fields of education, medicine and mental health, there is still much that we do not know about "what works" for individuals who struggle with disorders of learning and behavior. In the absence of convincing data and clear connections between research and practice, we are all prone to wishful (and even magical) thinking. I suggest that this is not altogether a bad thing, as it could (and sometimes does) lead to new ways of thinking about problems and solutions.

That said, let's be sure to resist the temptation to embrace alternative approaches to problems that lack meaningful evidence. It's bad for the field of LD, it is a waste of effort and expense, and it offers false hope to those who struggle to overcome the challenges of LD each and every day.

Clear Thinking

A few weeks ago I rediscovered a great little book titled Clear Thinking with Psychology: Separating Sense from Nonsense by John Ruscio that offers readers a four-part exploration of what is referred to as "pseudoscience" and how people build beliefs and take actions. While it provides some theoretical background about how the human mind processes information that leads to decision-making of different kinds, it is also filled with examples of the importance of "clear thinking," evaluating evidence, asking questions that minimize the negative consequences of taking risks, and weighing claims that promise to provide relief for particular problems. A few of the important issues covered in this text and from other complementary sources are offered below.

If you are not sure about the scientific merits of a particular intervention or therapy:

• Identify the key words and phrases being used and make sure that they are defined in ways that are clear. For example, words such as "help," "progress" and "outcome" may capture the positive feelings you want to associate with some activity, but there needs to be some well-defined way to assess results and to determine whether they are credible (and related to the intervention) or just a matter of chance.
• Anecdotal information is not the same as scientific evidence. Personal experience as reported by "experts," or professional "intuition" is relevant -- but not sufficient as evidence. Look for feedback (both positive and negative) from credible peer review processes. If this type of information is not offered in background and promotional materials, it probably doesn't exist!
• Don't be swayed by jargon or lulled into belief because of credentials. The scientific process that underlies the "proof" behind a particular activity should be transparent (not hidden from parents and educators) and easy to understand. When it comes to teaching and learning, good science (in different forms, of course) is not confined to research in university settings; it takes place in classrooms and in the home as well. Be sure that your decision to try something new makes sense to you, and is not based solely on the perceived authority of others.
• Beware of promises. There can be no guarantee that any single approach to learning will work with a given individual. And "money back if not completely satisfied" is not sufficient reason to experiment with a person's well-being.

Other Readings and Resources

• Best Evidence Encyclopedia
  A project of the Center for Data-Driven Reform in Education at Johns Hopkins University, this site distills evidence from a number of different sources about promising practices and interventions in education.
• What Works Clearinghouse
  Postings on this site are vetted through the Institute for Educational Sciences (IES) of the US Department of Education. The site contains reviews and effectiveness ratings of a wide range of programs and practices.

Sheldon Horowitz, Ed.D. is the Director of LD Resources & Essential Information at the National Center for Learning Disabilities. This article first appeared as a Research Roundup column in LD News.

Read all Research Roundup Columns by Dr. Horowitz in the Research Roundup Archive.