Indicadores específicos para la detección de simulación de la dislexia

  1. José F. Cervera-Mérida 1
  2. Ana Pellicer-Magraner 1
  3. Amparo Ygual-Fernández 2
  1. 1 Universidad Católica de Valencia San Vicente Mártir
    info

    Universidad Católica de Valencia San Vicente Mártir

    Valencia, España

    ROR https://ror.org/03d7a9c68

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Revista de educación

ISSN: 0034-8082

Ano de publicación: 2024

Número: 404

Páxinas: 201-226

Tipo: Artigo

DOI: 10.4438/1988-592X-RE-2024-404-623 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de educación

Resumo

Disability faking increases when health and education systems provide compensatory aids to pupils or patients. Although tests are available to assess dyslexia, direct observation is not sufficient to detect cheating behaviour. In order to protect people with this learning disability, it is necessary to use specific strategies to detect deception in case of doubt. This research looks for reliable indicators to ensure that the person has dyslexia or is faking it. METHOD 30 people with dyslexia, 30 simulators and 30 controls participated. A set of experimental tasks were applied: in one of each pair, people with dyslexia have difficulties and in the other they do not. RESULTS: Simulators tend to generalise a pattern of exaggeration on all tests, whereas dyslexics respond differentially to tasks that relate to the neuropsychological characteristics of their disorder and other tasks free of that influence. DISCUSSION AND CONCLUSION: A set of five indicators - text reading, pseudoword copying, and the effects of frequency, articulatory suppression and phonemic cueing - allow the detection of fraud with sensitivity and specificity rates above 90%.

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Fonte de datos: Dialnet