Abstract
The purpose of the study was to investigate the relationship between the Test of Detection and Investigation of Attention and Concentration, the Test of Executive Function (Simos et al., 2007a,b) and the Test of Psychosocial Adjustment and Self-Report Scale (Hatzichristou et al., 2007), in a sample of 44 Greek 5th grade students with writing disabilities. The results in our study indicated that there were significant Pearson correlations ranged from 0.39 to 0.43 between cognitive, academic and social factors. Additionally, regression analysis indicated that certain scales of the Test of Attention and Concentration have predictive power to emotional sufficiency (t = 2.001, p < 0.05) and academic self-concept (t = 2.072, p < 0.05). Further implications of these findings for a school-based neuropsychological evaluation and planning of individualized educational interventions are discussed.
Highlights
Empirical research (Dunn & Shapiro, 1999; Merrell, 1998; Olivier & Steenkamp, 2004; Sideridis & Padeliadu, 2001) has documented several aspects of cognitive and psychosocial functioning in children with learning dis-How to cite this paper: Alevriadou, A., & Giaouri, S. (2016)
In a synchronic level, helps us create a complex profile of cognitive and social-emotional characteristics, which are linked to difficulties of a certain type during their school course
The results of this study indicate that there are correlations between cognitive and school, social and emotional parameters
Summary
Empirical research (Dunn & Shapiro, 1999; Merrell, 1998; Olivier & Steenkamp, 2004; Sideridis & Padeliadu, 2001) has documented several aspects of cognitive and psychosocial functioning in children with learning dis-How to cite this paper: Alevriadou, A., & Giaouri, S. (2016). Empirical research (Dunn & Shapiro, 1999; Merrell, 1998; Olivier & Steenkamp, 2004; Sideridis & Padeliadu, 2001) has documented several aspects of cognitive and psychosocial functioning in children with learning dis-. How to cite this paper: Alevriadou, A., & Giaouri, S. Giaouri abilities (LD in one or more academic domains). Complex cognitive functions of mental flexibility, metacognition, working memory, attention and concentration play a crucial role in written language process as well. Understanding the way these characteristics develop and interact is very important, as it immediately affects the way appropriate teaching approaches should be planned and it may help researchers and practitioners more accurately screen and treat students with LD
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