Academic Performance Difficulties Research Articles

B - 109 Neurorehabilitation in Pediatric Acquired Brain Injuries: the Need for More Evidence Based Research.

Many children after sustaining an acquired brain injury (ABI) have noticeable changes in cognitive functioning (CF) making transitioning back to school difficult (Vanderlind et al., 2022). Neurorehabilitation helping to alleviate difficulties in CF are crucial to helping children succeed in school, however there is limited research on the effectiveness of neurorehabilitation in pediatric ABI's (Stark et al., 2020). This poster aims to highlight the current literature surrounding neurorehabilitation in pediatric ABI and recommendations for future research. Literature was obtained using PsychInfo and PubMed and searching keywords such as pediatric ABI, neurorehabilitation, and CF. Selected articles from 2000-2022 were reviewed and main findings were consolidated. Cognitive domains affected after an ABI include memory, executive functioning, and attention (Stark et al., 2020). Programs like AIM, NeuroPage, Captains Log, Cognitive Remediation Program, and MITII have been studied to test their effectiveness in alleviating these cognitive difficulties in pediatric ABI's (Linden et al., 2018, Wilson et al., 2009, Piovesana et al., 2017, Treble-Barna et al., 2016). According to the literature the only program that showed an improvement in CF was NeuroPage (Wilson et al., 2009). Research conducted on the efficacy of neurorehabilitation programs for memory, executive functioning, and attention in pediatric ABI's has shown mixed results. Due to the likelihood of children having difficulties in academic performance after an ABI, it is crucial that psychologists focus on research addressing the efficacy of interventions for these cognitive domains. Future research should focus on creating interventions that successfully target and improve CF in pediatric ABI.

Health-related quality of life among Thai children and adolescents with cleft lip and/or palate: a qualitative study

Background: Having cleft lip and/or palate (CLP) can be challenging for children and adolescents and appears to impact their health-related quality of life (HRQoL). To date, there is limited empirical work in this field, demonstrating a need for further exploration of qualitative research, especially with children and adolescents with CLP in Thailand. Objectives: To explore the HRQoL perceptions of Thai children and adolescents with CLP. Materials and methods: The present study was a qualitative approach. Eight children and adolescents with CLP, ages 9 to 14, were selected at the speech therapy clinic at Chiang Mai University, Thailand. Data were collected through a semi-structured interview guideline. The data were analyzed using thematic analysis. Results: Four main themes were identified: (1) physical well-being, (2) psycho-emotional well-being, (3) social well-being, and (4) school functioning. Five subthemes further described this experience: communicative competence; teasing or bullying; self-perception and self-esteem; family and friend support; and difficulties in academic performance. Each theme was described with illustrative quotes. Conclusion: The findings of this study provide a more thorough picture of HRQoL in children and adolescents with CLP. They have communicative competence, psycho-emotional well-being, social functioning, and school functioning issues rather than significant physical symptoms. Professionals should continue intervening as part of an interdisciplinary strategy to avoid or at least lessen negative effects on these children and adolescents with CLP.

Determinants of Poor Mental Health of Medical Students in Portugal-A Nationwide Study.

Medical students are a population that is vulnerable to the development of anxiety, depression, and burnout. This observational cross-sectional study sought to assess the levels of distress and identify precipitating factors in all students enrolled in a Portuguese medical school during the academic year of 2022/23. Students (n = 768) were surveyed via validated instruments to measure anxiety, depression, and burnout. Sociodemographic information was also collected through a questionnaire. The study indicated that almost half of this population had depressive symptoms. No differences were found in distress levels between medical schools, and when comparing curricular years, higher levels of distress were found in the pre-clinical years in comparison to the clinical ones. Burnout, being a woman, the existence of physical health problems, homo- and bisexual orientations, affective family problems, problems with relationships in the academic community, difficulties in academic performance, and daily organization were identified as predictors of distress. On the other hand, satisfaction with the social support received and with academic ratings were identified as protective factors. In conclusion, there is a high prevalence of distress in medical students, which is associated with personal, physical, social, economic, and academic factors. The identification of predictive factors of distress may allow for the early identification of vulnerable students and for intervention and prevention strategies to be defined.

Sensory-based motor processing in children with specific learning disabilities

IntroductionChildren with learning disabilities not only experience difficulties in academic performance but also exhibit neurological risks of motor and sensory processing. Evaluation of such a group might help identify their deficits even before early adolescence. The study aimed to assess sensory and motor problems in children with different types of specific learning disabilities.MethodsA cross-sectional study was performed in students of 4<sup>th</sup>, 5<sup>th</sup>, and 6<sup>th</sup> grades in governmental schools, Cairo, Egypt. Overall, 200 children with poor scholastic achievement were screened with an intelligence quotient test (Raven’s Progressive Matrices). The learning disabilities were evaluated with the Fathi al-Zayyat battery. Then, the Quick Neurological Screening Test was used to indicate motor and sensory problems.ResultsA total of 50 out of 772 screened children were confirmed to have learning disabilities (dyscalculia: 29, dyslexia: 11, mixed: 10), which represented 6.47% of the sample. Neurological signs were positive in all children with specific learning disabilities, while 82% of them were below average.ConclusionsThe study revealed that 82% of children with specific learning disabilities at 4<sup>th</sup>, 5<sup>th</sup>, and 6<sup>th</sup> grades were below age with a moderate discrepancy in the development of sensory and motor processes. The finger-to-nose test, double simultaneous stimulation of hand and cheek test, stand-on-leg test, and tandem walk test are associated with the type of specific learning disabilities (dyscalculia, dyslexia, or mixed).

Validation of a belief scale regarding adherence to iron supplementation treatment in mothers of children with anemia

Introduction: anemia in children can cause cognitive and motor deficits that can lead to difficulties in academic performance, physical endurance, affecting health and well-being Objective: to develop and validate a scale of beliefs about adherence to iron supplementation treatment in mothers of children with anemia (SBAIST) living in a high altitude region of Peru. Methods: a cross-sectional study was conducted in 192 mothers of children with anemia living in a high altitude region of Peru. The Health Belief Model (HBM) was used to develop and validate the SBAIST. Expert judgment analysis (Aiken's V) was used for content validity and exploratory factor analysis for construct validity. Reliability was determined by internal consistency. Results: for content validity, Aiken's V test showed concordant values for relevance (0.60 to 0.90), relevance (0.75 to 0.95), clarity (0.80 to 0.90) and total scale (0.75 to 0.92). Cronbach's alpha values per question ranged from α = 0.70 to 0.81, and for total scale was α = 0.75. The exploratory factor analysis (EFA) reflected Kaiser-Meyer-Olkin (KMO) values of 0.733, Bartlett's test of sphericity indicated a value of 968.680 (p < 0.001). The eigenvalues in the five dimensions reflected values from 1.05 to 4.03. The percentage of variance for factor 1 (barriers = 33.58 %), factor 2 (severity = 12.61 %), factor 3 (action cues = 10.78 %), factor 4 (barriers = 8.07 %), factor 5 (susceptibility = 7.63 %), and for the total scale was 74.12 %. Conclusion: HBM is a useful tool that allowed validation of the scale of beliefs about adherence to iron supplementation treatment in mothers of children with anemia living at high altitude in Peru.

Impact of COVID-19 pandemic on health-related quality of life, personal resilience, and academic performance difficulties of recovered patients in Egypt

Background: In early March 2020, the World Health Organization (WHO) declared Coronavirus disease-2019 (COVID-19) to be a global pandemic. This fatal disease may have a severe impact on quality of life, personal resilience, and academic performance. Aim of the study: To assess the impact of the COVID-19 pandemic on the health-related quality of life, resilience, and academic performance difficulties among recovered patients in Egypt. Study Design: A descriptive exploratory cross sectional research design was used. Study Settings: The current study was conducted among Egyptian subjects living in 27 governorates using an online survey method. Study Subjects: The study was carried out on a 405 Egyptian who were responded to the online questionnaire. Data collection tools: Health-Related Quality of Life, Personal Resilience and Academic Performance Difficulties among Recovered COVID – 19 Patients Assessment Survey Questionnaire was used which include five main parts (part I, &amp; II to assess sociodemographic data, and history and risk factors, part III to Health-Related Quality of Life, part IV to assess personal resilience, and part V to assess the academic performance).

Sociocultural Adaptation Among University Students in Hungary: The Case of International Students From Post-Soviet Countries

With the number of international students increasing worldwide, the sociocultural adaptation difficulties that sojourners face should be addressed adequately. This study explored the sociocultural adaptation of international students (N = 267,Mage = 24.5, SD = 4.7) in Hungary. The exploratory factor analysis of the Sociocultural Adaptation Scale yielded five factors: Affiliative Relations, Bureaucracy and Services, Power Relations, Cultural Understanding, and Academic Performance. The students’ countries of origin (post-Soviet countries versus others) and locations of residence (the capital versus small cities) were determinants of sociocultural adaptation. Depressive symptoms, perceived stress, and lower life satisfaction were associated with greater sociocultural adaptation difficulties. Resilient coping was linked with a lower level of difficulties in academic performance (rs = −.20) and cultural understanding (rs = −.15). Our findings supported that the students’ countries of origin, places of residence, and mental health should be considered in improving counseling and educational programs targeting international students.

Handwriting Deficits and Tourette’s Syndrome (TS): Is There a Connection?

Abstract Date Presented 03/28/20 Studies have reported high prevalence of children with TS having difficulties in academic performance. The exact mechanism contributing to poor academic performance is not known. Circumstantial evidence suggests children with TS experience challenges in handwriting that may be attributed to their tics. The purpose of this study was to examine the link between TS and handwriting in children. Primary Author and Speaker: Hon Yuen Additional Authors and Speakers: Karmen Mitchell, Heather Simpson

A Systematic Review of Academic Discourse Interventions for School-Aged Children With Language-Related Learning Disabilities.

Purpose This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary- and middle school-aged students with language-related learning disabilities. Method A methodical search of the literature for interventions targeting expository or narrative discourse structure for students aged 9-14 years with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results An 8-point critical appraisal scale was applied to analyze the quality of the study design, and effect sizes were calculated for six of the seven studies; equivocal to small effects of far-transfer outcomes (i.e., generalizability to other settings) and equivocal to moderate near-transfer outcomes (i.e., within the treatment setting) were identified. The most effective intervention studies provided explicit instruction of expository texts with visual supports and student-generated learning materials (e.g., notes or graphic organizers) with moderate dosage (i.e., 180-300 min across 6-8 weeks) in a one-on-one or paired group setting. Greater intervention effects were also seen in children with reading and/or language disorders, compared to children with overall academic performance difficulties. Conclusions A number of expository discourse interventions showed promise for student use of learned skills within the treatment setting (i.e., near-transfer outcomes) but had limited generalization of skills (i.e., far-transfer outcomes). Supplemental Material https://doi.org/10.23641/asha.12449258.

Return to Learn: Academic Effects of Concussion in High School and College Student-Athletes.

While awareness and understanding of concussion have improved drastically, post-concussion management in academic settings is still at its infancy. The aim of the study was to examine to what extent concussion influences academic performance and to whether there would be a difference in concussion effects on academic performance between high school and college students. This cross-sectional survey study included students, who were between 14 and 24 years old and sustained a sport-related concussion within the previous year. The study used a modified chain-referral sampling method, by distributing a questionnaire link to 3,000 randomly stratified athletic trainers, who worked in high school or college settings. These athletic trainers were then asked to forward the questionnaire link to students in their team, who have sustained a concussion within the previous year. The questionnaire recorded responses regarding demographics (age, sex, race/ethnicity, number of previous concussions); 22 concussion-related symptoms in a binary scale (presence/absence); perception of difficulties in math, reading, writing, computer use, and attention in a 5-point Likert scale; and asymptomatic duration of academic engagement in a 7-point Likert scale. There were 130 respondents with a history of concussion in the past year (n = 59 high school, n = 71 college). While recovering from concussion, significantly more college students (84.5%) reported “difficulty concentrating” than high school students (68.6%: p = 0.049). High -school students experienced more difficulty with math than college students (p = 0.002), whereas college students experienced more difficulty with reading (p = 0.013) and computer use (p = 0.026) than high school students. Asymptomatic duration of cognitive activity was influenced by age (p = 0.0004), where younger students were less tolerant in performing academic tasks after a concussion than older students. Our data indicate that concussions can induce negative symptoms in the academic setting regardless of age. The post-concussion difficulties in academic performance may be a grade-dependent manner, where concussions triggered difficulty in math among high school students and in reading and computer use among college students. It is clear that there is a need for guidelines and accommodations to support students with concussion in academic settings, and the guideline should reflect the age-dependent response to concussions.

Prevalence and correlates of Attention Deficit Hyperactive Disorder (ADHD) risk factors among school children in a rural area of North India.

Background:Attention-deficit hyperactive disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood and has the potential for continuity into adolescence and adulthood. Its presence increases difficulties in academic performance and social interactions besides leading to low self-esteem. The present study aimed to determine the prevalence of ADHD among children of age 6–12 years in Government schools of a rural area in Jammu district of J and K.Methods:The present study was conducted in R.S. Pura block of Jammu district. Miran Sahib zone of R.S Pura block was chosen randomly and all the government primary schools in this zone were included in the survey. The presence of ADHD was assessed using Vanderbilt ADHD diagnostic teacher rating scale. The children positive for ADHD were visited at their residential places and a personal information questionnaire (PIQ) was administered to their parents—preferably the mother. The data thus collected was presented as proportions.Results:ADHD prevalence was found to be 6.34% (13/205). Majority (69.3%) of the ADHD-positive children were living in a joint family and belonged to lower/lower middle class. Family history of ADHD was absent in all the ADHD-positive children.Conclusion:The current study conducted in a rural area among 6- to 12-year-old children of Government schools has shown a reasonably high ADHD prevalence of 6.34%.

Adaptación escolar y problemas comportamentales y emocionales en menores expuestos a violencia de género

In recent years, as gender violence has become more visible in Spain, so sensitivity to the needs of children exposed to this violence has increased. However, interventions usually focus on psychosocial rehabilitation of women rather than their children. The aim of this work is to analyse the behavioural and emotional problems of a sample of children living in shelters with their mothers after having suffered gender violence. The Child Behaviour Check List (CBCL) was used to analyse the behavioural and emotional problems of 46 children aged between six and sixteen (M = 11.15; SD = 2.6) living in shelters. An ad hoc Likert questionnaire was also designed to gather information about these children’s school adaptation. Behavioural and emotional problems were detected in most of the minors, as well as difficulties in academic performance and school adaptation. A relationship between behavioural and emotional problems and school adjustment was also observed. These results reflect the need for greater attention to the difficulties of children exposed to gender violence and show the importance of the educational sphere for early detection and support of these difficulties.

Assessment of prevalence of attention deficit hyperactivity disorder among schoolchildren in selected schools

Background:Attention deficit hyperactivity disorder (ADHD) is considered the most common neurodevelopmental disorder of childhood and can continue through adolescence and adulthood. Global impairment in children with ADHD increases with increasing number of concurrent disorders. The presence of ADHD in childhood increases the likelihood of additional difficulties in academic performance, social interactions, and low self-esteem developing into adolescents and young adults.Aims:The study aims to (i) to determine the prevalence of ADHD among schoolchildren at selected schools in Kancheepuram district, (ii) to find the agreement between parent and teacher reports, and (iii) to associate the prevalence of ADHD among schoolchildren with their selected demographic variables.Settings and Design:A quantitative research approach with cross-sectional research design was adopted for the study. The study focused on primary schoolchildren from the selected schools in Kancheepuram district.Materials and Methods:Totally 3253 children aged between 8 and 11 years were enumerated from the selected six schools in Kancheepuram district after obtaining informed consent from their caregivers. The presence of ADHD was assessed using Conners’ Teacher–Parent Rating Scale given to caregivers and teachers and confirmed with the Diagnostic and Statistical Manual of Mental Disorders-5 criteria for ADHD.Results:The analysis revealed the overall prevalence of ADHD to be 8.8%. The subtypes of ADHD were categorized as 124 (43.3%) for inattentive type, 124 (43.3%) for hyperactive type, and 38 (13.2%) for combined type of ADHD.Conclusion:The present study shows a high prevalence of ADHD among primary schoolchildren.

Graduate degree completion: Associations with alcohol and marijuana use before and after enrollment

Research has shown that alcohol and marijuana use are associated with academic performance difficulties, but the relationship to completion of a graduate degree has not been explored. Undergraduate students (n = 1253) were assessed during their first year of college and annually thereafter until age 29. Among the subset of the original sample who enrolled in graduate school (n = 520), measures of alcohol and marijuana use were averaged separately for the time periods before and after graduate school enrollment. Logistic regression models were developed to examine the associations between these variables and graduate degree completion, adjusting for other factors. In general, a minority of the sample were excessive drinkers or frequent marijuana users. The majority of drinkers (70%) drank an average of twice a week or less each year, and 62% of marijuana users used marijuana once a month or less each year. After adjusting for demographic and program characteristics, marijuana use frequency after graduate school enrollment was negatively associated with odds of graduate degree completion. Alcohol use frequency before graduate school enrollment was positively associated with odds of graduate degree completion. Results add to the growing body of literature on marijuana use and decreased academic achievement, but results should be interpreted with caution given the small, but significant, effect sizes found. The positive association between alcohol use frequency and degree completion might be attributed to engagement in the academic environment. Future studies should examine the potential mechanisms through which alcohol and marijuana use are related to the academic achievement of graduate students.

Las mujeres universitarias embarazadas y el factor que incide en su avance y el rendimiento académico

El embarazo adolescente en ecuador es un mayor porcentaje donde el instituto ecuatoriano de estadística y censos muestra en el año 2014 43.3% de mujeres embarazadas tomando en cuenta que son menores de 15 años y el 3% señoritas de 17 años y mamas de 18 a 19 años y según los informes de cada 43% adolescentes de 12 a 19 años son madres. La planificación familiar permite a las parejas tener una mayor oportunidad para la reflexión sobre sus hijos ya que facilitara un mejor desarrollo de la economía ya que la planificación familiar es parte del esfuerzo se supervivencia infantil por existen casos que algunos adolescentes provocan el embarazo de temprana edad o algunos llegan hijos a cada año o hijos no deseados están al propenso de abandono o descuido que puede llegar al aborto. El nuevo estudio de estado anídense afirma promover el acceso gratuito de anticonceptivos y otros medicamentos para combatir el embarazo y acudir con las clases de educación sexual para prestar un mejor conocimiento sobre el sexo aunque los anticonceptivos no son muy seguros para combatir el embarazo el implante cuenta con más seguridad y prevenir el embarazo adolescente.&#x0D; El embarazo es un problema de salud como las universidades suelen caerse y cada vez más universitarias de cada región suelen embarazarse sin embargo es una problemática que trae dificultades en el rendimiento académico. Este estudio es basado en una realidad de las madres y padres solteros de las universidades que merecen seguir el estudio en el ecuador ya que plantea la creación de guarderías universitarias para que las madres puedan graduarse si ningún problema debido al embarazo.

Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery-VMI): lessons from exploration of cultural variations in visual-motor integration performance of preschoolers.

Visual-motor integration (VMI) is important in children's development because it is associated with the performance of many functional skills. Deficits in VMI have been linked to difficulties in academic performance and functional tasks. Clinical assessment experience of occupational therapists in Singapore suggested that there is a potential difference between the VMI performance of Singaporean and American children. Cross-cultural studies also implied that culture has an influence on a child's VMI performance, as it shapes the activities that a child participates in. The purpose of this study was to (1) explore if there was a difference between the VMI performance of Singaporean and American preschoolers, and (2) determine if there were ethnic differences in the VMI performance of Singaporean preschoolers. The Beery-VMI, which was standardized in America, is commonly used by occupational therapists in Singapore to assess the VMI ability of children. We administered the Beery-VMI (fifth edition) full form test (excluding the supplemental tests) to 385 preschoolers (mean age = 63.3 months) from randomly selected schools in Singapore. We compared the scores of Singaporean preschoolers with those of the American standardization norms using the one-sample t-test. Scores of different ethnic groups among the Singapore population were also compared using a one-way anova, followed by the Bonferroni post-hoc test. Singaporean preschoolers and the standardization sample of American children performed significantly differently in all age groups (P < 0.05). Among the Singapore population, the scores were also significantly different (P < 0.05) between the (i) Chinese and Malay and (ii) Chinese and Indians ethnic groups. Preschoolers from different cultural and ethnic groups had different VMI performance. Certain cultural beliefs and practices may affect VMI performance. Clinicians should exercise caution when using an assessment in communities and cultures outside the ones on which it was standardized.

Academic Performance Difficulties: Age and Grade at First Referral

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Depression and school performance in middle adolescent boys and girls

The study aimed to investigate the associations between different levels of depression with different aspects of school performance. The target population included 2516 7th–9th grade pupils (13–17 years) of whom 90% completed the questionnaire anonymously in the classroom. Of the girls 18.4% and of the boys 11.1% were classified as being depressed (R-Beck Depression Inventory (BDI), the Finnish version of the 13-item BDI). The lower the self-reported grade point average (GPA) or the more the GPA had declined from the previous term, the more commonly the adolescents were depressed. Depression was associated with difficulties in concentration, social relationships, self-reliant school performance and reading and writing as well as perceiving schoolwork as highly loading. The school performance variables had similar associations with depression among both sexes when a wide range of depression was studied but gender differences appeared when studying the severe end of the depression scale. Our study indicates that pupils reporting difficulties in academic performance should be screened for depression.

Vision, Visual-Information Processing, and Academic Performance Among Seventh-Grade Schoolchildren: A More Significant Relationship Than We Thought?

To compare visual and visual-information processing skills between children with and without mild reading and academic problems and examine the incidence of visual deficits among them. Seventy-one seventh graders classified as proficient (n = 46) and nonproficient (n = 25) readers were compared with respect to scores on an accepted vision screening, on tests of visual-perception, visual-motor integration, and academic performance. Further, academic performance and visual-information processing were compared between children who failed and passed the vision screening. Visual deficits were found in 68% of the participants, and among significantly more boys than girls. Nonproficient readers had significantly poorer academic performance and vision-screening scores than the proficient readers. Participants who passed the visual screening performed significantly better in visual perception than those who failed. Visual function significantly distinguishes between children with and without mild academic problems, as well as on visual-perception scores. The high occurrence of visual deficits among participants warrants consideration of vision deficits among schoolchildren with academic performance difficulties.

MMPI-2 Predictors of Academic Performance

This report describes relationships between MMPI-2 validity and clinical scale scores and four different measures of academic performance (high school GPA, cumulative college GPA, classroom attendance, standardized course grade). A total of 435 MMPI-2 profiles were provided by college students enrolled in various undergraduate psychology courses. Elevations on the F, Pd, Sc, Ma, and Si scales were associated with academic performance difficulties. The number of elevated MMPI-2 scales was found to be significantly related to high school and college GPA. The profile mean elevation was also correlated significantly with high school and college GPA. Efforts were also made to quantify the severity of risk posed to academic performance by particular MMPI-2 attributes. Only about 7.5% of participants reported a cumulative college GPA that was less than or equal to 2.5, but this risk was tripled (22.6%) among participants with F scale elevations (T&gt; 59). About 15.4% of the total sample attended class less than 60% of the time, while only about half (7.4%) of those generating low Pd scores showed equal levels of absenteeism. Simple MMPI-2 interpretive guidelines are provided for the identification of students at elevated risk for academic difficulty. The practical and theoretical implications of these results were discussed within the context of a broader literature involving the use of psychological inventories to identify cognitive and academic functioning deficits.