Learning Disabled Children Research Articles

Event-Related Brain Potential Correlates of Event-Based Prospective Memory in Children With Learning Disability.

Prospective memory (PM) has been reported to be impaired in children with learning disabilities (LD), but few studies have examined the underlying neural mechanism of this impairment. To address this issue, the present study applied ERP technique to explore the difference of event-based prospective memory (EBPM) in 21 children with LD and 20 non-LD children with double task paradigm. Results from behavioral data showed that LD children exhibited lower accuracy than non-LD children. The ERP results showed that the two groups displayed significant difference in the ERP components, with longer N300 latency in LD group, but there was no obvious difference found in the prospective positivity component. The present findings seem to indicate that the poor performance of LD children on PM task might be result from deficits in PM cues detection. These results provided evidence for the existence of altered PM processing in LD children, which was characterized by a selective deficit in cues detection of PM. Therefore, these findings shed new light on the neurophysiological processes underlying PM in children with LD.

Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts.

Mastering motor skills is important for children to achieve functional mobility and participate in daily activities. Some studies have identified that students with specific learning disorders (SLD) could have impaired motor skills; however, this postulate and the potential impacts remain unclear. The purpose of the scoping review was to evaluate if SLD children have motor impairments and examine the possible factors that could interfere with this assumption. The sub-objective was to investigate the state of knowledge on the lifestyle behavior and physical fitness of participants with SLD and to discuss possible links with their motor skills. Our scoping review included preregistration numbers and the redaction conformed with the PRISMA guidelines. A total of 34 studies published between 1990 and 2022 were identified. The results of our scoping review reflected that students with SLD have poorer motor skills than their peers. These motor impairments are exacerbated by the complexity of the motor activities and the presence of comorbidities. These results support our sub-objective and highlight the link between motor impairments and the sedentary lifestyle behavior of SLDs. This could lead to deteriorating health and motor skills due to a lack of motor experience, meaning that this is not necessarily a comorbidity. This evidence emphasizes the importance of systematic clinical motor assessments and physical activity adaptations.

Penyuluhan Penggunaan Gawai Untuk Mencegah Gangguan Belajar Pada Siswa

The use of gadgets will have a serious impact on children's learning disorders. In another study, it was revealed that excessive use of gadgets can cause health problems. Learning disorders will be seen when all learning obligations are gradually neglected. The role of parents and teachers is very important in preventing children's learning disorders. Likewise, disturbances in children's health, which can occur at any time. The implementation of community service activities was held at SMP Alikhlas Bekasi. The implementation method used is FGD, participatory and practical. This activity was attended by 50 seventh grade junior high school students for the 2019/2020 academic year. The results of the activity showed that the results of the oral evaluation were 71, while the written evaluation was 80. The students already understood the impact of excessive use of gadgets.
 Keywords: Counseling, Devices, Middle School Students

What is Attention Deficit Hyperactivity Disorder (ADHD)? And How It Effects Parenting Lifestyle, Emotions, and Stress: A Systematic Review

Attention deficit hyperactivity disorder (ADHD) which is also known as hyperkinetic syndrome. It is the most common behavioral disorder in childhood and one of the key causes of learning disability in children. Children suffering from ADHD have normal or nearly normal intelligence. Main clinical feature includes a shorter attention span than other children in their group age. pharmacological and non-pharmacological therapies are available for the management of symptoms and to improve function but sometimes it will often fail to normalize symptoms of children suffering from ADHD. The interaction between parents and child with ADHD have great impact on parenting style and it always give negative outcomes. Parents of children suffering with ADHD also have stress to use several coping strategies to deal with ADHD symptoms impacting family life. The aim of this systematic review is to give brief introduction about ADHD and its impact on parents and caregivers daily lifestyle. Keywords : Attention deficit hyperactivity disorder, copying, parenting lifestyle, caregivers. DOI: 10.7176/JHMN/98-01 Publication date: March 31 st 2022

Investigation of the Association Between History of Learning Disabilities and Primary Progressive Aphasia in Brazilian Portuguese Speakers.

Primary Progressive Aphasia (PPA) is a neurological syndrome characterized by impaired language due to neurodegeneration. It is subdivided into three variants: semantic, agrammatic or nonfluent, and logopenic. Pieces of evidence have suggested that learning disabilities in childhood, such as dyslexia, might be susceptibility factors in the occurrence of PPA in adulthood. The objective of this study was to verify the existence of the relationship between PPA and the history of learning disabilities of patients and their children, compared to a control group of individuals with Alzheimer's disease (AD). A questionnaire was applied to investigate the presence of indicators of learning disabilities and difficulties in individuals with PPA and AD and their children. Twenty subjects with PPA and 16 with AD participated in the study. Our findings are presented and discussed in light of the current scientific evidence and the social, educational, and economic Brazilian scenario. Despite the challenges of doing research with individuals with PPA in Brazil, we present the first evidence about the investigation of association between the history of learning disabilities and difficulties and PPA in native Brazilian Portuguese speakers.

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

This study identified teacher challenges in the implementation of the individualized education plan (IEP) for special educational needs (SEN) children with learning disabilities (LD). A systematic literature review (SLR) was conducted to identify and synthesize the literature on this topic. Twelve studies met the inclusion criteria and were included in the analysis. Most of the findings indicated that teachers face challenges in all three aspects of competency challenges, that is knowledge, skill, and attitude challenges. Lack of knowledge on criterion-referenced tests (f = 3; 42%) can be considered as the biggest knowledge challenge faced by teachers. The biggest skill challenge was also found in the evaluation process, with teachers being less efficient in carrying out the evaluation process (f = 4; 57%). In terms of attitude challenges, the lack of motivation (f = 4; 66%) in implementing the IEP for LD children is the most common challenge encountered by teachers. Therefore, the results of the analysis and research carried out can serve as a guide and reference for educators, the Ministry of Education (MOE), and future researchers in an effort to solve teachers’ competency challenges in the IEP implementation process. However, additional high-quality research or an empirical study should be conducted to verify the validity of the conceptual framework formed by conducting a survey study in Malaysia.

Neuropsychology consultation to identify learning disorders in children and adolescents: a proposal based on lessons learned during the COVID-19 pandemic

ABSTRACT Learning disorders are common neurodevelopmental conditions, occurring both idiopathically and in the context of other medical conditions. They are frequently comorbid with other neurodevelopmental and psychiatric conditions. Delayed identification and treatment have been associated with significant negative psychosocial consequences. The need for pediatric neuropsychologists to efficiently screen for learning disorders is likely to increase in the months and years following the COVID-19 pandemic, which has severely disrupted access to educational services, especially for children who also face racial and economic disparities. In this paper, we describe a consultation model that can be used to screen for learning disorders and can be completed using both in-person and telemedicine visits. Implementation may result in earlier intervention for struggling children, increase access to neuropsychological services without increasing wait times for comprehensive evaluations, and provide opportunities for collaborations with other health professionals (e.g., pediatricians, therapists, psychiatrists, and neurologists).

Clinical and neurophysiological risk factors of learning disabilities in different types of idiopathic focal epilepsy

Objectives Academic difficulties are common in epileptic children. A learning disability (LD) is a reduction in the learning capacity of children or the intellectual ability of adults, which is different from mental retardation or dementia. Materials & Methods The participants were 56 patients, of whom 35 were males (62.5%), and 21 were females (37.5%). The participants attended the Neurology Outpatient Clinic, the Sohag University Hospital, between December 2016 and May 2017. Children with chronological age between 7 and 16 years with idiopathic focal and normal mental and motor developmental history were enrolled in this cross-sectional study. The Revised Quick Neurological Screening Test was used to assess different types of LD. Results LDs were present in 67.9% of our participants with a statistically significant association between LDs in one arm and younger age, earlier age of onset of epilepsy, frequent seizures, and seizure semiology, particularly of temporal lobe origin, in the other arm. In addition, left epileptic focus on EEG, prolonged treatment duration with antiepileptic drugs (AED), and polytherapy were significantly correlated with LDs.Conclusion Many factors are significantly correlated with LDs in children with idiopathic focal epilepsy, like age of the patient, age of epilepsy onset, seizure semiology, prolonged AED treatment, and polytherapy.

Comparison of the Effectiveness of Cerebral Exercise and Play therapy Therapy on Empathy and Parent Relations in Students of Learning Disorders in Tehran

Background and Aim: Learning disorder in children is a neuro-developmental disorder that affects the effective processing of verbal or non-verbal information. The present study was conducted with the aim of comparing the effectiveness of brain exercise exercises and filial play therapy on empathy and parent-child relationships in students with learning disabilities in Tehran. Methods: It was quasi-experimental research with a pre-test, post-test design with a control group. The research community includes all students with specific learning disabilities in the elementary school of Tehran. Regular multi-stage random sampling method was selected and randomly divided into three groups (two experimental groups and one control group). In all three groups, children's cognitive and emotional empathy scale questionnaires: parent rating form (Dodds et al., 2008) and Pianta overall positive parent-child interaction questionnaire, brain exercise therapeutic exercises (8 sessions) and the second experimental group, Filial play therapy (10 sessions) and no intervention was done for the control group. Statistical analysis was performed using multivariate, univariate analysis of covariance and Bonferroni’s post hoc test and SPSS23 software. Results: The findings of the research have shown that brain exercise exercises and filial play therapy on emotion management skills (F=4.880 and P<0.01), social competence (F=200.64 and P<0.01), empathy (F=231.23 and P<0.01) and parent-child relationships (F=29.97 and P<0.01) were effective. Also, there is no significant difference between the group of brain exercise exercises and the filial play therapy group on the improvement of empathy and parent-child relationships. Conclusion: It can be concluded that these two types of educational techniques can be used to help and educate children with learning disabilities.

Effectiveness of Conscious Parenting Training Based on Imago Therapy Approach on the Interaction of Mother-child Mothers of Children With Learning Disabilities

Objective: This research aimed to investigate the effect of Conscious Parenting Training Based on the Imago therapy approach on the interaction of mother-child mothers of children with learning disabilities. Methods: The present research was a quasi-experimental study with pre-test, post-test design, and control group. The statistical population included all mothers who have learning disabilities children in Hamedan city in the year of 2019 from which a sample of 30 people was chosen through available sampling and were randomly divided into two control (n=15) and experimental groups (n=15). Both groups sat for the pre-test and the experimental group received Conscious Parenting in 4 sections with 8 sessions of 90 minutes, while the control group did not receive this treatment. In the end, for both groups, the post-test was performed. The research tool included Pianta Child-Parent Relationship Scale (1994). Multivariate analysis of covariance was used for analyzing the data. Results: The results showed that Conscious Parenting had a significant effect on the interaction and also conflict, closeness, and dependency subscale in mothers of children with learning disabilities (P<0.001). Conclusion: It is recommended that this method can be used to inform parents about conscious communication with their children.

Knowledge regarding learning disabilities in children among primary school teachers

Background: Children are precious resources of a nation and if they are physically and psychologically healthy, then they can excel in all domains of life. Learning disabilities mainly affects the psychological domain of child as it interferes with basic skills such as organization, time planning, abstract reasoning, memory and attention. This disorder is unable to cure at primary stages as it is mostly neglected due to lack of knowledge regarding learning disabilities.Methods: A descriptive cross sectional study was used to assess the knowledge regarding learning disabilities in children among primary school teachers in selected schools of Jodhpur, Rajasthan, India in April 2017. A total sample size of 70 primary school teachers from Class 1st to 5th of four selected schools of Jodhpur, Rajasthan, India were taken using total enumeration sampling technique. The tool for data collection was self structured questionnaire.Results: The results of the study showed that the majority of primary school teachers (70% had average knowledge regarding learning disabilities, 27.14% had poor knowledge whereas only 2.86% had good knowledge and there is no significant association between the knowledge of primary school teachers and their socio-demographic variables like age, gender, marital status, religion, educational qualification, type of school, teaching experience, in-service education on learning disabilities, any family member/friend suffering with learning disabilities.Conclusions: The study concluded that primary school teachers had limited knowledge regarding learning disabilities in children. Therefore, there should be provision of awareness programmes among them along with parents of children.

‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities

ABSTRACT Children and young people with learning disabilities may not acquire the independent reading and writing skills which are conflated with ‘literacy’ in international educational policy, calling into question what ‘literacy’ means in the context of ‘special education’. Existing literature explores teacher perspectives, but less is known about parent views. This study conducts semi-structured interviews with two mothers of learning disabled children, drawing on Critical Discourse Analysis to trace inflections of policy, theory and practice-based discourses in their talk as they attempt to construct a meaningful version of ‘literacy’ in their children’s lives. It is argued that parents may align either with conventional discourses of autonomous literacy currently favoured in policy – which may result in disappointment at the child’s ‘inability’ – or with more expansive notions of ‘inclusive literacy’ which challenge and subvert conventional understandings of literate practice. Parental positioning, subjectivity and practice are interwoven with underpinning discursive constructions of ‘literacy’.

Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis.

Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. Children with LLDs showed higher internalizing (Hedges' g = 0.36) and externalizing problems (Hedges' g = 0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs.

Early diagnosis and management of learning disabilities in children living in rural communities

Abstract Children with learning disabilities have been shown to experience complex emotional and conduct difficulties, poor self-esteem and school refusal due to late diagnosis and inappropriate management. The current project has been conceived in light of the unique circumstances found in Greece, with a tremendous shortage of diagnostic services for learning difficulties in children attending primary schools and a total lack of family support services for the management of these difficulties at home. A university mobil unit was set in mid 2020 with funds raised by the Region of Crete, aiming at diagnosing learning difficulties in children living in remote areas as well as offering tailor-made biopsychosocial counselling to their families, at no cost. Diagnosis is made on the basis of reliable tools (e.g. WISC VGR, etc) by a range of specialised professionals (e.g. child psychologists, speech therapists, nurses, social workers). Children diagnosed with a learning disability receive a personalised intervention plan and a package of educational and counselling services ranging from 8-12 one-to-one tutoring sessions. Preliminary analysis of 68 records indicates 54 children being diagnosed with some type of learning disability. Nearly 40.0% of them were older than 10 years (implying delayed treatment seeking) and 46.3% lived in rural areas (implying service accessibility). Prevalence was higher among males as compared with females (61.1% vs 38.9%). A high prevalence of emotional difficulties was identified in children with learning disabilities (32.4%). Out of 54 children assessed for intelligence level, 8(14.8%) scored very low (70-79units) and 4 (7.4%) scored extremely low (below 69units). Out of the 12 who scored low, 11 were males. Family-centred and community-oriented interventions are necessary for early diagnosis and holistic management of learning disabilities. The project bears useful insight for health policy and health services planning. Key messages Early diagnosis and targeted interventions can help children overcome their difficulties. Family-centred interventions are necessary for efficient management of learning disabilities.

Parenting Stress in Parents of Children with Learning Disabilities: Effects of Cognitions and Coping Styles

AbstractThis study investigated the relationship between parental cognitions, coping styles, and stress in parents of children with learning disabilities. More specifically, parental beliefs about self‐efficacy and satisfaction in the parenting role were examined in relation to parenting stress. Furthermore, the relationship between parenting stress and problem‐focused and emotion‐focused coping styles was evaluated. Participants, who were 147 parents of 5‐ to 12‐year‐old children who had been diagnosed with a learning disability, completed three self‐report measures. A hierarchical multiple regression model was used to examine the effects of the predictor variables on parenting stress. Results revealed that parents’ perceptions of the severity of their child's learning disability, as well as their use of emotion‐focused coping strategies, were significant predictors of parenting stress levels. Participants’ beliefs regarding their self‐efficacy in the parenting role and their satisfaction with the parenting role were not significant predictors of parenting stress. Additionally, parental use of problem‐focused coping strategies was not a significant predictor of parenting stress. Implications for future research and clinical practice are discussed.

Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample

Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed.

The Computerized Adaptable Test Battery (BMT-i) for Rapid Assessment of Children's Academic Skills and Cognitive Functions: A Validation Study.

Background: Learning disabilities in children are a major public health concern worldwide, having a prevalence of 8%. They are associated with lost social, educational, and ultimately, professional opportunities for individuals. These disabilities are also very costly to governments and raise the issue of the appropriate means of screening. Unfortunately, validated tools for preliminary appraisal of learning and cognitive function in struggling children are presently restricted to specific age ranges and cognitive domains. This study sought to validate a first-line battery for assessment of academic skills and cognitive functions.Materials and Methods: The computerized Adaptable Test Battery, or BMT-i, includes a panel of tests for the first-line assessment of children's academic skills and cognitive functions. The tests reflect expected abilities for the age group in question, exploring academic skills (written language and mathematical cognition) and cognitive domains (verbal, non-verbal, and attentional/executive functions). The authors relied on the results of these tests for a sample of 1,074 Francophone children representative of the mainland French school-age population (522 boys and 552 girls, ages 4–13, from 39 classes at 7 public and 5 private schools). Thirteen speech-language pathologists and neuropsychologists individually administered the tests.Results: The psychometric characteristics of the empirical data obtained showed acceptable to good test homogeneity, internal consistency (Cronbach's alpha: > 0.70), test-retest reliability (intraclass correlation coefficients: ~0.80), and consistency with reference test batteries (r: 0.44–0.96).Conclusion: The BMT-i was validated in a large sample of children in mainstream French schools, paving the way for its use in first-line screening of learning disabilities among children with complaints, whether their learning difficulties have been flagged by their parents or by their teachers.

Assessment of Knowledge and Awareness of Public School Teachers Towards Learning Disabilities in Children - An Institutional Based Cross-Sectional Study in Dharmapuri District, Tamil Nadu.

Introduction:Literature indicates that the incidence of specific learning disabilities among Indian children has been rising. Scholars have been paying much attention to teachers’ knowledge which is largely associated with early identification and treatment of learning disabilities.Objectives:This study aimed to understand the knowledge and awareness of public-school teachers, about learning disabilities among children, in Dharmapuri district of Tamil Nadu, India.Material and Methods:A cross-sectional study was done among 200 school teachers in Dharmapuri district to achieve the desired objectives using structured and self- administered questionnaire.Results:The knowledge of teachers regarding learning disabilities among children was found to be moderate among the majority of the teachers (45%), where as substantially large number of participants showed an adequate level of knowledge (33.5%), and rest of the participants (21.5%) have shown an inadequate level of knowledge. A vast majority of participants (73.5%) were aware of the learning disability amongst children. The educational qualification (P value < 0.001) and experience (P value < 0.05) of the teachers had a significant association between knowledge level.Conclusion:In light of the findings, it is essential to spread the awareness and knowledge about the learning disabilities of children among teachers. The government should take necessary policy directions in raising awareness and knowledge of various learning disabilities among parents, teachers and peer groups so that these children will be handled in a better way in the social circle. This also should be included as a part of curriculum in teachers’ training programs.

Psychiatric Problems in Adolescence Mediate the Association Between Childhood Learning Disabilities and Later Well-Being

This follow-up study investigated the associations of childhood learning disabilities (LDs) with adult-age anxiety, depression, and unemployment. Psychosocial problems in childhood and psychiatric diagnoses and lack of education in adolescence were studied as potential mediators, and gender and mother’s education were studied as potential moderators of these associations. Data on childhood clinical neuropsychological assessments and lifelong register data on individuals with childhood LD ( n = 430; 301 [70%] males; 20–39 years of age) and matched controls ( n = 2,149) were applied. Mediation analyses were performed using structural equation modeling. Childhood LDs exerted a significant, but relatively small effect on psychiatric diagnoses in adolescence, which predicted adult-age depression and anxiety. Learning disabilities were related to unemployment both directly and via psychiatric diagnoses in adolescence. Examination of differences in the effects on adult-age outcomes of subtypes of LDs revealed mathematical disability to be more strongly associated with psychosocial problems in childhood and psychiatric problems in adolescence and adulthood than reading disability. Our findings show that LD has small and mostly indirect effects on the risk for later well-being problems. The findings emphasize the importance of adolescence in predicting adult-age psychiatric and employment problems and call for more holistic support for individuals with LDs.

Effect of Instructional training package on level of Knowledge and practice among primary school teachers regarding identification and management of selected learning disabilities in children

Effect of Instructional training package on level of Knowledge and practice among primary school teachers regarding identification and management of selected learning disabilities in children