Form Of Learning Disability Research Articles

Machine learning and deep learning performance in classifying dyslexic children’s electroencephalogram during writing

<span lang="EN-US">Dyslexia is a form of learning disability that causes a child to have difficulties in writing alphabets, reading words, and doing mathematics. Early identification of dyslexia is important to provide early intervention to improve learning disabilities. This study was carried out to differentiate EEG signals of poor dyslexic, capable dyslexic, and normal children during writing using machine learning and deep learning. three machine learning algorithms were studied: k-nearest neighbors (KNN), support vector machine (SVM), and extreme learning machine (ELM) with input features from coefficients of beta and theta band power extracted using discrete wavelet transform (DWT). As for the deep learning (DL) algorithm, long short-term memory (LSTM) architecture was employed. The kernel parameters of the classifiers were optimized to achieve high classification accuracy. Results showed that db8 achieved the greatest classification accuracy for all classifiers. Support vector machine with radial basis function kernel yields the highest accuracy which is 88% than other classifiers. The support vector machine with radial basis function kernel with db8 could be employed in determining the dyslexic children’s levels objectively during writing.</span>

Planting the seeds of Language Learning: Uprooting the Weeds of Disability

Language-based learning disability (LBLD) refers to an array of complexities related to the understanding and implementation of spoken and written language. LBLD is a common root of a students’ academic hardships because weak language skills hinder comprehension and communication, which are the basis for most school activities. Like every other form of learning disability, LBLD results from a combination of neurobiological anomalies (differences in the way an individual’s brain works) as well as environmental factors (e.g., the learning setting, the type of instruction). The key to helping students with LBLD is by knowing how to modify instruction and curriculum to make sure they develop proficient language and literacy expertise. Most individuals with LBLD need instructions that are explicit, multisensory, structured, and specialized, as well as ongoing, guided practice aimed at repairing their particular areas of weakness. While working on this topic, we have observed that people with learning disabilities are of average or above average intelligence. There often appears to be a large gap between the individual.s true potential and his/her actual achievement. Which is why learning disabilities are also referred as “hidden disabilities”: i.e. the person looks absolutely “normal” and seems to be a very bright and intelligent person yet may be incompetent to display the skill level expected from someone of a similar age. Therefore, the main objective of this paper is to make sure that communication shall never act as a hindrance to the potentials possessed by any differently abled person and to minimize the linguistic obstacles faced by the differently abled community on a regular basis.

How do maternal interaction style and joint attention relate to language development in infants with Down syndrome and typically developing infants?

Down syndrome (DS) is more detrimental to language acquisition compared to other forms of learning disability. It has been shown that early social communication skills are important for language acquisition in the typical population; however few studies have examined the relationship between early social communication and language in DS. The aim of the current study is to compare the relationship between joint attention and concurrent language skills, and maternal interactive style and concurrent language skills in infants with DS and in typically developing (TD) infants matched for mental age. We also investigated if these relationships differ between children with DS and TD children. Twenty-five infants with DS (17–23 months) and 30 TD infants (9–11 months) were assessed on measures of joint attention, maternal interactive style and language. The results indicated a significant positive relationship between responding to joint attention (RJA) and concurrent language for the DS group, and a significant positive relationship between maternal positive expressed emotion (PEEM) and concurrent language for the TD group. We hypothesise that different social-communication factors are associated with language skills in DS, at least between 17 and 23 months of age compared to TD infants of similar non-verbal and general language abilities.

Coaching nursing students with attention deficit hyperactivity disorder in clinical settings: A case study

Up to 18% of undergraduate students have some form of learning disability, with Attention Deficit Hyperactivity Disorder (ADHD) being the most common subtype. Some of these students enter nursing programs. Post-secondary institutions are developing processes to help students overcome traditional academic challenges, however, the demands of clinical practice courses are not easily modified. Effective performance in clinical settings requires nursing students to develop sophisticated executive functions for organization, prioritization, and managing distractions, all of which present considerable challenges for students with ADHD. We present a case study to illustrate the coaching intervention we adapted from the education literature for a nursing student with ADHD who was struggling in clinical practice courses. The most effective coaching strategies helped the student to harness his energy and enhance focus on the task at hand.

Managing Prader–Willi syndrome in families: An embodied exploration

This paper aims to explore the management of a rare chromosome disorder, Prader-Willi syndrome (PWS), within families. It is particularly concerned with developing an understanding of the management of diet and other everyday practices affecting the body. People with PWS tend to experience poor muscle tone combined with food obsession. The level of control over diet needed to prevent obesity and related health complications is often lacking as individuals also experience various forms of learning disability, autistic spectrum disorders and behavioural problems. The findings are based on data from twenty qualitative case studies of English families with a young person with PWS. Analysis of management strategies highlights the centrality of embodied agency in shaping everyday practices and interactions. The significance and influence of biology within this process is particularly evident, as people with the genetic condition PWS experience embodiment and emotion in distinct ways and differently from non-PWS family members in the research sample. Focusing on the multidimensional nature of processes surrounding body management, the paper highlights three key management practices and explores how these practices are influenced by people with PWS and interpreted by family members. Three key practices are identified as: restricting access to food, keeping occupied, and use of routine. The study represents the first UK empirical sociological study of PWS and primarily adds an insight of family management of PWS to a medically dominated literature around the disorder. The findings can sensitise health and social care professionals to some potential issues for families managing PWS, and guide and develop appropriate interventions to support young people with PWS and their carers.

Callous/unemotional conduct disorder as a learning disability

Cruelty has often been understood as the result of incurable bad character by those able to distinguish right from wrong. Recent research suggests a way of thinking about it as a form of disability in which people are unable to learn empathy, cognitive social skills and associated behaviour, which qualifies it as a form of learning disability. It is suggested that accepting this classification opens up the possibility that selected interventions might be successful in enabling people to understand, practise and appreciate affiliative behaviour.

The encyclopedia of learning disabilities

Millions of Americans, both children and adults, suffer from some form of learning disability, resulting in difficulties with spoken and written language, coordination, self-control, self-esteem, and attention. Studies of the causes of learning disabilities and their impact on society have resulted in an explosion of complicated jargon that is daunting to the layperson, especially a parent whose child has been diagnosed with a learning disability. The Encyclopedia of Learning Disabilities presents a comprehensive look at these disorders in a way that is understandable to educators, professionals, and general readers alike. More than 400 detailed entries define the different types of learning disabilities and problems, including neurological damage, perceptual dysfunction, and language disorders; their causes and treatments; relevant psychological and medical terms; pharmacology; and therapies. The volume also includes appendixes offering information on relevant directories and organizations, periodicals, standardized tests, and government regulations. Coverage Includes: The Americans with Disabilities Acts (ADA); Cognition; Eye-hand coordination; Hyperactivity; Intelligence Quotient (IQ); Learned helplessness; Motor skills; Norms; Occupational therapist; Reasoning ability; Sensory impairment; Task analysis; Word recognition.

The Neuropsychology of Learning Disabilities

Abstract: This critical review of the association between learning disabilities (LD) and neurological irnpairrnent ranges from functional studies of the normal brain (PET, fMRI) during reading to studies of neurological signs, soft signs, autopsies, studies of structural (MRI, CT) and functional ahnormalities in dyslexics. Reference is also made to the role of neurological signs for the adult outcome of LD, including academic as weil as personal achievement and adjustment outcome. It is concluded that the presence of neurological signs, including soft signs, is associated with most forms of learning disability. The poor stability of subtypes during childhood and poor outcome at adult age for some subtypes poses a challenge for further research. Future studies may be able to find a better fit between subtypes of LID and neurological abnormalities, on the one hand, and to adolescent and adult outcome on the other.

Reading disability: the role of language deficiencies.

Learning to read presents a considerable obstacle for approximately 4-10% of normal elementary school children, despite what would appear to be a favorable background of intellectual abilities and classroom experience. Such "reading disability" hinders educational progress and, as a consequence, can effect $elf~esteem, social status, and occupational choice. Some important new discoveries are showing that many instances of reading disability are rooted in some problem in the language domain (for recent reviews, see: Liberman, 1982; Mann, 1986a; Perfetti, 1985; Stanovich, 1982a, 1982b; Vellutino, 1987; Wagner & Torgesen, 1986). Our goal is to review the theoretical and experimental evidence for this position to see how it informs our understanding of reading disability and directs the way towards effective treatment of this very prevalent form of learning disability.

Brain stem evoked response in the assessment of learning disabilities.

Evidence has accumulated rapidly to support the hypothesis that neurological anomalies underlie specific forms of learning disability (LD). This article reviews recent studies directed at the electrophysiological assessment of LD children, with emphasis on the brain stem evoked response(BSER) methodology. Child studies appear to indicate that there are significant differences in BSERs between LD and age-matched normal controls. The methodological and statistical differences among these studies, which have clouded the findings and made replication difficult, are reviewed. Improvements in sampling and empirical procedures are suggested, including the use of discriminant analysis to explore BSER asymmetries in LD children. Future inquiry into the measurement and analysis of BSER activity in LD populations is warranted on the basis of these preliminary findings. New information may bring professionals closer to an understanding of the neurological causes of specific subtypes of LD and permit earlier identification of these "at risk" populations.

Pseudo-Retardation as a Form of Learning Disability: The Case of Jean

In a preschool for the retarded, a four-year-old girl was suspected of playing the role of a low-grade retardate, controlling her social environment by means of extreme dependence and helplessness. Rehabilitation was successful through a behavior modification program in which this role was not reinforced and through use of the Flying Start Learning-to-Learn Program, which positively reinforces good learning behaviors. This child showed herself to have good learning ability and her IQ was raised to within the normal range. It was noted that her choice of the dependent role was not arbitrary, but was an understandable aftermath of early handicaps.

Familial Characteristics of Genetic Dyslexia

The statistical data set forth in this report may be an invaluable contribution to the field of learning disabilities-especially to geneticists. The population sample and data collection procedures used for this study seem to have been well controlled. The concept of a homogeneous, three generation search for significant familial characteristics and disorders is an approach to the hereditary aspects of some forms of learning disabilities which would bear watching.—C. C. E.

Adolescent Psychiatry in a Private Danish Institution

This report, which relates a practical approach to dealing with adolescent boys and men is most unusual. While the majority of the school's population consists of what we here in America would call juvenile delinquents, it is obvious from the multiplicity of problems being met and dealt with that, in the general sense, it might be considered that a large portion of their pupils may have started out as children suffering with some form of learning disorder. Even without viewing individual protocols, the reader must wonder about the statement, “a great part of the pupils are retarded,” and ask if, in some cases, is this true “mental retardation” or a reflection of the handicap of some form of learning disability.—C. C. E.