6 K – L

Kapvay® (see stimulants and other ADHD medications)

Karyotyping

Karyotyping is an important medical diagnostic technique. It allows geneticists to visualize chromosomes so that their number can be counted. The same procedure permits searching for obvious anomalies on individual chromosomes. Most mistakes in the number of human chromosomes (i.e., departures from the expected 44 autosomes and 2 sex chromosomes) such as Down syndrome, Turner syndrome, and Klinefelter syndrome are associated with developmental and/or school learning problems. Gene mutations, such as appear in fragile X syndrome, are also important for school psychologists.  The example of karyotyping seen here depicts a normal array of 46 chromosomes.

Klinefelter syndrome

Klinefelter syndrome is a genetic condition that appears only among males. It is caused by an extra X chromosome, making the individual’s genotype 47XXY. Those affected with Klinefelter syndrome may lack secondary sex characteristics, an absence which becomes more apparent at adolescence. The syndrome is important for school psychologists because it may go undetected and because it is commonly associated with language impairment and reading difficulties (more than one-half may suffer a reading disability). Consequently, social and academic problems are common at school. For example, one study found that more than 80% of boys with Klinefelter syndrome confirm poor quality of life at school (Close et al., 2015).

Additional information is available from the following NIH link:https://ghr.nlm.nih.gov/condition/klinefelter-syndrome

The same is true of the American Association for Klinefelter Society Information and Support: http://www.aaksis.org/

Klonopin® (see anti-anxiety medications)

Larry P. v. Wilson Riles

This was an important court case for school psychologists pertaining to the use of IQ tests. This case eventuated in the limited use of intelligence tests in California. The lawsuit arose from documented over-representation of Black children in programs for students with mild intellectual disability. IQ tests had been instrumental in identification of such students. In 1979 schools were finally enjoined from using such tests for Black students undergoing assessment for mild intellectual disability. 

Laterality (of brain function)

This is the notion that the left and right hemispheres of the human brain subserve different functions. For example, the left hemisphere presumably is differentially important for linguistic tasks and processing highly familiar (routine) information (Pliszka, 2016). In contrast, the right hemisphere for many individuals is differentially important for visual-spatial tasks and for confronting novelty. Although these distinctions are often overly simplified, they sometimes are important in helping understand students with focal impairments, such as arise from epilepsy or from a localized traumatic injury.

Latuda® (see anti-psychotic medications)

Lead (effect on brain)

Many U.S. children are exposed to lead from the water they drink or from other immediate environmental sources (e.g., flakes of lead-based paint in their home). There is a risk that lead will accumulate in the brain thus engendering cognitive and behavioral problems. When practicing in areas where environmental exposure is a known risk, school psychologists might consider communicating with students’ primary care physicians, individuals who might choose to order laboratory testing.

For details, see the following link from the American Academy of Pediatrics: https://healthychildren.org/English/safety-prevention/all-around/Pages/Blood-Lead-Levels-in-Children-What-Parents-Need-to-Know.aspx.

Additional facts are available from the National Institutes of Health: https://www.nih.gov/news-events/nih-research-matters/low-levels-lead-linked-problems-children

Least restrictive alternative

This is a critical notion for school psychologists. It concerns programming students with disabilities in the setting most similar to their counterparts without disabilities. Thus, to the extent possible, students should receive services in the educational “mainstream.” This is exemplified by use of in-class programming and resource instruction rather than placement in stigmatizing self-contained special education classrooms or even more restrictive separate schools.

Lexapro® (see anti-depressant medications)

Lexical

A term that refers to the words or vocabulary of a language. This is important for school psychologists because they often encounter children with lexical deficiencies that constrain classroom success generally and limit reading (especially reading comprehension) particularly.

LGBTQ (lesbian, gay, bisexual, transgender, and questioning) youth

LGBTQ represents an extremely diverse set of youth for whom particular social-emotional and adjustment issues are sometimes, but not always, present. For example, cumulatively this group is at risk for intolerance that may manifest in violence and bullying. Such students are also at risk for depression and substance abuse. School psychologists, consequently, may be an important resource for an individual student as well as a potential advocate for system-wide supports that encourage safe and supportive schools. A positive school climate may mitigate many of the risks cited above.

For more information see the following CDC link: https://www.cdc.gov/lgbthealth/youth.htm

Lindamood-Bell® approach (to reading and math)

This approach includes an array of structured intervention programs to help students, especially those experiencing specific learning disabilities, dyslexia, or dyscalculia. Regarding reading decoding, the Lindamood Phoneme Sequence (LiPS) program, which is one aspect of the broader Lindamood-Bell approach, has been the subject of empirical research reported by the U.S. Department of Education’s Institute of Education Sciences (IES).

The following link from IES provides facts: https://ies.ed.gov/ncee/wwc//InterventionReport/279.

More information is also available from the Lindamood-Bell organization itself: http://lindamoodbell.com.

Low birth weight

Newborns weighing less than 800 grams are at severe risk (~10% may not survive); those less than 500 grams are at even greater risk (40% may not survive).  Obviously, low birth weight and prematurity are associated, and both increase the probability of health and developmental problems (see premature birth).  Babies with preterm birth (especially extremely preterm birth, i.e., < 28 weeks) and low birth weight (especially extremely low birth weight, i.e., < 1000 grams) are particularly vulnerable to cognitive and academic problems during their school years (Hutchinson, de Luca, Doyle, Roberts, & Anderson, 2013).

A phenomenon referred to as “small for gestational age” is also relevant. As the name implies, these newborns are small without necessarily being premature. Problems with quality of the pregnancy may be indicated, as is jeopardy of subsequent health and developmental problems. 

The following link from the CDC contains additional information: https://www.cdc.gov/nchs/fastats/birthweight.htm

Luvox® (see anti-depressant medications)