Learning Disabled Children Research Articles

Teachers’ perceptions of the concomitance of emotional behavioural difficulties and learning disabilities in children referred for learning disabilities in Oman

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD.

Neural alterations from lead exposure in zebrafish

Lead was used extensively as a gas additive and pesticide, in paints, batteries, lead shot, pipes, canning and toy manufacturing. Although uses of lead have been restricted, lead persists in our environment especially in older homes, and generally in soil and water. Although extensive studies have determined that fetal and childhood exposures to lead have been associated with childhood and adolescent memory impairments and learning disabilities, there are limited studies investigating early neural and morphological effects that may lead to these behavioral and learning abnormalities. Here we utilize the zebrafish vertebrate model system to study early effects of lead exposure on the brain. We treat embryos with 0.2mM lead for 24, 48 and 72h and analyze neural structures through live imagery and transgenic approaches. We find structural abnormalities in the hindbrain region as well as changes in branchiomotor neuron development and altered neural vasculature. Additionally, we find areas of increased apoptosis. We conclude that lead is developmentally neurotoxic to a specific region of the brain, the hindbrain and is toxic to branchiomotor neurons residing in rhombomeres 2 through 7 of the hindbrain and hindbrain central artery vasculature.

Event-related brain potentials during a semantic priming task in children with learning disabilities not otherwise specified.

Learning disabilities (LDs) are the most common psychiatric disorders in children. LDs are classified either as “Specific” or “Learning Disorder Not Otherwise Specified”. An important hypothesis suggests a failure in general domain process (i.e., attention) that explains global academic deficiencies. The aim of this study was to evaluate event-related potential (ERP) patterns of LD Not Otherwise Specified children with respect to a control group. Forty-one children (8−10.6 years old) participated and performed a semantic judgment priming task while ERPs were recorded. Twenty-one LD children had significantly lower scores in all academic skills (reading, writing and arithmetic) than twenty controls. Different ERP patterns were observed for each group. Control group showed smaller amplitudes of an anterior P200 for unrelated than related word pairs. This P200 effect was followed by a significant early N400a effect (greater amplitudes for unrelated than related word pairs; 350–550 ms) with a right topographical distribution. By contrast, LD Not Otherwise Specified group did not show a P200 effect or a significant N400a effect. This evidence suggests that LD Not Otherwise Specified children might be deficient in reading, writing and arithmetic domains because of their sluggish shifting of attention to process the incoming information.

Central auditory processing functions in learning disabled children assessed by behavioural tests

Background: There is a high prevalence of central auditory processing disorders (CAPD) in children diagnosed with learning disability (LD). It is important to identify any deficits early in order to determine appropriate management. Objective: To assess central auditory processing functions in children with LD through behavioural testing. Study design: The present study comprised 60 normal hearing children of both genders. Cases included 30 children with LD, and the controls included 30 healthy children. Each group was further subdivided into three equal number subgroups according to age: 6–8 years, > 8–10 years and > 10–12 years. All subjects were submitted to full history taking, otological examination, basic audiological evaluation and central auditory processing testing which included: low pass filtered speech test, speech-in-noise test, dichotic digit test, pitch pattern sequence test, auditory fusion test and memory tests. Results: This study showed that the prevalence of CAPD in children with LD was 80%, with relatively more than soft CAPD criteria used. There were statistically significant differences between cases and controls regarding the central tests included in this study, except the LPF test and, in the youngest subgroup, the SPIN test. Age significantly affected psychophysical testing, and right ear advantage was found in our subjects. However, gender had no effect on testing. Conclusion: Central auditory processing functions were significantly affected in children with LD compared to controls.

Speech evoked auditory brainstem response in learning disabled children

Background: Children with learning disability (LD) are thought to have deficits of neural origin. Speech evoked auditory brainstem responses (ABR) can objectively assess the biological processes underlying auditory processing of complex signals, not revealed using standard ABR responses to clicks. Objective: To assess central auditory processing functions in children with learning disability through electrophysiological testing. Methods: The present study comprised 60 normal hearing children of both genders. Cases included 30 learning disabled children and the controls included 30 healthy children without a learning disability. Each group was further subdivided into three subgroups according to age: subgroup age ranging from 6 to 8 years, > 8 to 10 years and > 10 to 12 years. All subjects were submitted to full history taking, otological examination, basic audiological evaluation, and Speech ABR testing. Parameters measured were latencies and amplitudes of the onset response and the steady state response waves. Results: This study showed that all subjects demonstrated identifiable and repeatable waves. The reliability of the response peaks was generally very good. All LD children showed statistically significant delayed latencies of waves V, A and F in both ears in all tested subgroups, compared to their controls. There was a statistically significant diminished amplitude of wave F in all tested subgroups in both ears compared to their controls. There was a statistically significant decreased amplitudes of waves D and E in 6–8 years subgroup and waves C and D in 8–10 years subgroup compared to their controls. In addition, compared to the controls, the amplitude of waves D and E were statistically significantly decreased in the 6-8 years subgroup, and waves C and D in the 8-10 years subgroup. Conclusion: Speech evoked ABR response parameters are affected in LD children, reflecting abnormalities in brainstem encoding of speech signals.

Young maternal age and old paternal age induce similar risk of mental disorders in offspring

There is robust evidence of an increased risk for autism, schizophrenia and learning disabilities in children born to older fathers, and an increased risk for Down's syndrome in children born...

Neurocognitive profiles of learning disabled children with neurofibromatosis type 1.

Neurofibromatosis 1 (NF1) is a genetic condition generally associated with intellectual deficiency and learning disabilities. Although there have been groundbreaking advances in the understanding of the molecular, cellular, and neural systems underlying learning deficits associated to NF1 in animal models, much remains to be learned about the spectrum of neurocognitive phenotype associated with the NF1 clinical syndrome. In the present study, 32 children with NF1 ranging from 7 to 14 years were evaluated with neurocognitive tests dedicated to assess basic capacities which are involved in reading and mathematical achievement. Deficits in lexical and phonological strategies and poor number facts retrieval were found underlying reading and arithmetic disorders, respectively. Additionally, efficiencies in lexical/phonological strategies and mental arithmetic were significant predictors of individual differences in reading attainment and math. However, deficits in core numeric capacities were not found in the sample, suggesting that it is not responsible for calculation dysfluency. The estimated prevalence of Developmental Dyscalculia was 18.8%, and the male:female ratio was 5:1. On the other hand, the prevalence of Developmental Dyslexia was almost 3 times as high (50%), and no gender differences were found (male: female ratio = 1:1). This study offers new evidence to the neurocognitive phenotype of NF1 contributing to an in depth understanding of this condition, but also to possible treatments for the cognitive deficits associated with NF1.

Alteration of Rat Fetal Cerebral Cortex Development after Prenatal Exposure to Polychlorinated Biphenyls

Polychlorinated biphenyls (PCBs) are environmental contaminants that persist in environment and human tissues. Perinatal exposure to these endocrine disruptors causes cognitive deficits and learning disabilities in children. These effects may involve their ability to interfere with thyroid hormone (TH) action. We tested the hypothesis that developmental exposure to PCBs can concomitantly alter TH levels and TH-regulated events during cerebral cortex development: progenitor proliferation, cell cycle exit and neuron migration. Pregnant rats exposed to the commercial PCB mixture Aroclor 1254 ended gestation with reduced total and free serum thyroxine levels. Exposure to Aroclor 1254 increased cell cycle exit of the neuronal progenitors and delayed radial neuronal migration in the fetal cortex. Progenitor cell proliferation, cell death and differentiation rate were not altered by prenatal exposure to PCBs. Given that PCBs remain ubiquitous, though diminishing, contaminants in human systems, it is important that we further understand their deleterious effects in the brain.

Fathers and Mothers of Children With Learning Disabilities

This study compared emotional and coping resources of two parent groups with children ages 8 to 12 years—children with learning disabilities (LD) versus with typical development—and explored how mothers’ and fathers’ emotional resources (low anxious/avoidant attachment, low negative affect, and high positive affect) may explain differences in parents’ coping resources (active/avoidant coping with a child-related problem, sense of coherence). Parents ( N = 410) comprised 107 couples with LD children and 98 couples with typically developing children. Significant group differences emerged on parental coping strategies, and significant sex differences emerged too, more so in the LD group. As hypothesized, parental emotional resources contributed to coping resources, although this differed partially between groups. Discussion focuses on the unique value of emotional resources for coping resources in both populations.

Comparison of Private and Government School Teachers in Relation to Awareness and Attitude Regarding Learning Disabilities of Children

There are many children who look normal and behave normally but academically, they are not as good as their peers. They suffer from a lesser-known condition called learning disability (LD). Children spend most part of their learning hours in school with teachers, who are responsible for the integrated all round development of a child. Keeping all this in view a comparative study of awareness and attitude regarding learning disabilities of children was carried out among teachers working in selected private and Government schools of Ambala, Haryana. Objectives of the study were to assess and compare the awareness and attitude of private and government school teachers regarding learning disabilities of children. The study was also intended to determine the relationship between awareness and attitude scores of private and government school teachers regarding learning disabilities of children and to find the association of the levels of awareness and attitude of private and government school teachers regarding learning disabilities of children with selected personal variables. 120 subjects (60 form private schools and 60 from Government schools) were conveniently selected. The data related to awareness and attitude of teachers was assessed by their response to structured awareness questionnaire and 3- point attitude scale. There was no significant difference in awareness of private and government school teachers regarding learning disabilities of the children. Moreover, in both the private and Government schools, the teachers had the highest awareness deficit in the area of ‘role of teachers in management of learning disabilities’. There was a significant difference in attitude of private and government school teachers towards children suffering from learning disabilities. A low degree positive relationship was also found between awareness and attitude obtained by private and government school teachers regarding learning disabilities of children

Parental Perception of Emotional Problems in Children and Adolescents with Mixed Specific Developmental Disorder

This study examined the emotional and behavioral problems of children with Mixed Specific Developmental Disorders (MSDD) as reported by their parents (main caregiver). Forty-four children with MSDD (43% males and 57% females, mean age 10.55 yrs, SD 2.85) attending the Bambino Gesù Children’s Hospital health clinics and their parents participated in the study. They were compared with children affected by specific learning disabilities (SLD) (61 children: 56% males and 44% females, mean age 10.92 yrs, SD 2.59). Measurements included the Child Behavior Checklist (CBCL) and detailed cognitive and learning assessment. CBCL T scores indicated that 57% of the children with MSDD and 36% of those with SLD had an internalizing mental health problem (p <0.05), particularly as regard the withdrawn/depressed scale (61% MSDD versus 57% SLD, p<0.05), thought problems (59% versus 55%, p<0.01) and attention problems (64% versus 60%, p<0.05). Thus, MSDD children appeared to have a greater incidence of psychopathological traits than SLD children. In clinical settings, the assessment of learning disabilities in children with MSDD should include both cognitive and learning abilities, as well as psychological/mental health aspects.

A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach

The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.

Computer assisted instruction (CAI) as remedial teaching on diagnostic test of learning disability (DTLD) for fifth grade students

A experimental study investigated whether computer-assisted instruction package (games/simulations) as remedial teaching for learning disabled children among fifth grade students and whether computer assisted instruction help equally both boys and girls. The study adopted the pre-test-post-test-control group design. Simple random sample of sixty four students were drawn from seven schools in Meerut, Uttar Pradesh, India. The researcher developed computer assisted instructions package (game/simulations) for learning disabled children which was used as an instrument for experimental group while control group were exposed to traditional teaching method. The instrument for data collection was Diagnostic Test of Learning Disability DTLD Test. The t-test statistics was used to analyse the hypothesis. The findings revealed that experimental group performed better than the control group. The study found to be computer assisted instruction method was better than traditional method on fifth grade learning disabled students (boys and girls).

Effectiveness of Computer Assisted Instructional Package as Remedial Teaching for Learning disabled Children

The study determined the effectiveness of Computer-Assisted Instructional package (Games/Simulations) as Remedial teaching for learning disabled children among fifth grade students. Two null hypotheses were tested. The study adopted the pre-test-post-test-control group design. Simple random sample of sixty four (64) students were drawn from seven schools in Meerut, Uttar Pradesh, India. The researcher developed computer assisted instructional package (Game/Simulations) for Learning Disabled Children which was used as an instrument for experimental group while control group were exposed to traditional teaching method. The instrument for data collection was DTLD Test. The t-test statistics was used to analyse the hypothesis. The findings revealed that experimental group performed better than the control group.

EEG Brain Mapping of Normal and Learning Disabled Children Using Factor and Linear Discriminant Analyses

Objective: To use multivariate statistical analysis to process the electroencephalographic (EEG) signal recorded during the solving of language and mathematics tasks by two groups of children, with (LD) and without (NO) learning disabilities, and thus, to understand the possible difference in the neural circuit organization between these two groups. Methods: We processed the EEG data using an algorithm that summarize all the information about the possible sources of the EEG signal, recorded by each of our 20 electrodes, into a unique variable. Factor Analysis (FA) was used to study the covariance of this variable and Linear Discriminant Analysis (LDA) to separate samples of distinct groups. Results: FA disclosed 3 factors to group NO and 2 for group LD. The electrodes, grouped on each factor of each group are quietly different. LDA disclosed a frontal/posterior differentiation between NO and LD groups, grouping mainly the frontal and central electrodes on NO group and the occipital and posterior temporal electrodes on the LD group. Conclusion: Results clearly differentiate both groups of children, showing a stronger participation of (pre)frontal and central regions of the brain on normal children, whereas learning disabled children showed the use of frontal, temporal and occipital areas.

Expectations of Greek Parents about Employment Opportunities for their Child with Learning Disabilities: Implications for Social Workers

A survey was carried out in Heraklion, Crete, to determine the expectations on employment of all parents who had a child with learning disabilities (LDs) between the age of 14 and 45 years, living with them and having participated in some educational or vocational programme for at least 1 year. From the 310 families, which fulfilled the criteria for admission in the current study, 176 families participated. The research method chosen was a structured interview. The results demonstrated that parents expected their LD child not to work or to work in a sheltered workshop whereas, ideally, most parents wanted some form of competitive employment for their children. The findings suggest that social workers and other professionals should inform parents more positively about the potential abilities of their children and emphasise the importance of a job for all parties involved.

Clinical Utility of the Colorado Learning Difficulties Questionnaire

Behavioral disorders are highly comorbid with childhood learning disabilities (LDs), and accurate identification of LDs is vital for guiding appropriate interventions. However, it is difficult to conduct comprehensive assessment of academic skills within the context of primary care visits, lending utility to screening of academic skills via informant reports. The current study evaluated the clinical utility of a parent-reported screening measure in identifying children with learning difficulties. Participants included 440 children (66.7% male), ages 5.25 to 17.83 years (mean = 10.32 years, SD = 3.06 years), referred for neuropsychological assessment. Academic difficulties were screened by parent report using the Colorado Learning Difficulties Questionnaire (CLDQ). Reading and math skills were assessed via individually administered academic achievement measures. Sensitivity, specificity, classification accuracy, and conditional probabilities were calculated to evaluate the efficacy of the CLDQ in predicting academic impairment. Correlations between the CLDQ reading scale and reading achievement measures ranged from -0.35 to -0.65 and from -0.24 to -0.46 between the CLDQ math scale and math achievement measures (all P < .01). Sensitivity was good for both reading and math scales, whereas specificity was low. Taking into account the high base rate of reading and math LDs within our sample, the conditional probability of true negatives (96.2% reading, 85.1% math) was higher than for true positives (40.5% reading, 37.9% math). Overall, the CLDQ may more accurately predict children without LDs than children with LDs. As such, the absence of parent-reported difficulties may be adequate to rule out an overt LD, whereas elevated scores likely indicate the need for more comprehensive assessment.

Physiological slowing and upregulation of inhibition in cortex are correlated with behavioral deficits in protein malnourished rats.

Protein malnutrition during early development has been correlated with cognitive and learning disabilities in children, but the neuronal deficits caused by long-term protein deficiency are not well understood. We exposed rats from gestation up to adulthood to a protein-deficient (PD) diet, to emulate chronic protein malnutrition in humans. The offspring exhibited significantly impaired performance on the ‘Gap-crossing’ (GC) task after reaching maturity, a behavior that has been shown to depend on normal functioning of the somatosensory cortex. The physiological state of the somatosensory cortex was examined to determine neuronal correlates of the deficits in behavior. Extracellular multi-unit recording from layer 4 (L4) neurons that receive direct thalamocortical inputs and layers 2/3 (L2/3) neurons that are dominated by intracortical connections in the whisker-barrel cortex of PD rats exhibited significantly low spontaneous activity and depressed responses to whisker stimulation. L4 neurons were more severely affected than L2/3 neurons. The response onset was significantly delayed in L4 cells. The peak response latency of L4 and L2/3 neurons was delayed significantly. In L2/3 and L4 of the barrel cortex there was a substantial increase in GAD65 (112% over controls) and much smaller increase in NMDAR1 (12-20%), suggesting enhanced inhibition in the PD cortex. These results show that chronic protein deficiency negatively affects both thalamo-cortical and cortico-cortical transmission during somatosensory information processing. The findings support the interpretation that sustained protein deficiency interferes with features of cortical sensory processing that are likely to underlie the cognitive impairments reported in humans who have suffered from prolonged protein deficiency.

EFEKTIFITAS GAME EDUKASI UNTUK MENINGKATKAN KEMAMPUAN PENJUMLAJAN BAGI ANAK KESULITAN BELAJAR DI MIN KOTO LUAR, KECAMATAN PAUH

This research is motivated by the child's learning disabilities who can not do the sums 1-20. From which researchers gave test, the child can not do the sums 1-20. This study aims to prove the effectiveness of educational games for kids summation improve learning disabilities. Type of research is the Single Subject Research, with ABA design and data analysis techniques using visual analysis chart. Measurement variables using a percentage of the number of questions answered correctly. Observations were made in three sessions, the first session before being given intervention baseline (A1) performed seven times of observation. In this session children upon ability children were in the range of 15%, 20%, and 10%. Second, the intervention sessions (B) through a given educational game nine times, observations, suggests that increasing a child's ability to be in the range of 25%, 30%, 60%, 75%, 90%, and up to 100%. Third, baseline sessions after the intervention no longer given (A2) are given for seven observations and answer questions upon ability summation children were in the range of 65%, 80%, 95%, and 100%. From the results of this study indicate that effective educational games to enhance the ability of the sum of numbers for child learning disabilities in MON Koto Affairs, District Pauh. So that educational games can be used as one solution to help improve the child’s ability to sum numbers learning disabilities.

Embryonic disruption of the candidate dyslexia susceptibility gene homolog Kiaa0319-like results in neuronal migration disorders

Developmental dyslexia, the most common childhood learning disorder, is highly heritable, and recent studies have identified KIAA0319-Like (KIAA0319L) as a candidate dyslexia susceptibility gene at the 1p36–34 (DYX8) locus. In this experiment, we investigated the anatomical effects of knocking down this gene during rat corticogenesis. Cortical progenitor cells were transfected using in utero electroporation on embryonic day (E) 15.5 with plasmids encoding either: (1) Kiaa0319l small hairpin RNA (shRNA), (2) an expression construct for human KIAA0319L, (3) Kiaa0319l shRNA+KIAA0319L expression construct (rescue), or (4) controls (scrambled Kiaa0319l shRNA or empty expression vector). Mothers were injected with 5-bromo-2-deoxyuridine (BrdU) at either E13.5, E15.5, or E17.5. Disruption of Kiaa0319l function (by knockdown, overexpression, or rescue) resulted in the formation of large nodular periventricular heterotopia in approximately 25% of the rats, which can be seen as early as postnatal day 1. Only a small subset of heterotopic neurons had been transfected, indicating non-cell autonomous effects of the transfection. Most heterotopic neurons were generated in mid- to late-gestation, and laminar markers suggest that they were destined for upper cortical laminae. Finally, we found that transfected neurons in the cerebral cortex were located in their expected laminae. These results indicate that KIAA0319L is the fourth of four candidate dyslexia susceptibility genes that is involved in neuronal migration, which supports the association of abnormal neuronal migration with developmental dyslexia.