Learning Problems In Children Research Articles

Remediation of Learning Difficulty Utilizing School-Based Cognitive Behavioral Intervention Measured by EEG Theta-Alpha and Theta-Beta Ratio During Resting and Cognitive Task Performance Conditions.

Background. EEG is an effective tool due to its ability to capture and interpret the changes in brain activity under different situations. Quantitative EEG (qEEG) can be essential in evaluating and treating children's learning problems. Methods and procedure. Fifty school-going children with difficulty in learning were studied. Analysis of the difference between pre-intervention and postintervention EEG power ratio of frequency bands, including Theta to Beta and Theta to Alpha, while eyes-closed, eyes-open, hyperventilation, writing, and reading conditions and the values for relative powers were calculated. The study correlated postintervention theta/beta ratio (TBR) and theta/alpha ratio (TAR) values with behavioral measures. Results. The findings suggested that there was a significant difference in pre-intervention and postintervention relative TAR and TBR power values. A significant increase of TAR and TBR power values was observed in eyes-closed (resting), hyperventilation, writing, and reading task conditions, indicative of a state of arousal at FP1FP2, T3T4, and O1O2 scalp locations. During eye open conditions, the TAR and TBR were significantly low at all 3 scalp locations, indicating a relaxed, conscious, and aware state of mind. Postintervention TAR and TBR values were significantly correlated with behavioral measures during 5 task conditions on several scalp locations. Conclusion. These quantitative electroencephalogram findings in children with learning problems indicate that with the increased complexity of the cognitive tasks, TAR and TBR increase, while postintervention, children could attain a relaxed and conscious state of mind during eyes-open condition.

The implication of sleep disturbances on daily executive functioning and learning problems in children with autism without intellectual disability

BackgroundIndividuals with autism spectrum disorder (ASD) often have sleep disturbances, executive functioning difficulties, and learning problems. The aim of this study was twofold. First, to examine the quality of sleep in children with ASD without intellectual disability and typically developing (TD) children. Second, to explore the implication of sleep disturbances in the association between daily executive functioning and learning problems in children with ASD without intellectual disability. MethodThe sample included 47 children with autism without intellectual disability and 32 TD children. Parent-reported questionnaires were used to assess participants' sleep disturbances, daily executive functions, and learning problems. All statistical analyses performed were adjusted for age, IQ, and medication. ResultsAs expected, the prevalence of sleep disturbances was significantly higher in the ASD group than in the TD group. Regarding the second aim of the study, the total score of sleep disturbances was significantly associated with learning problems and the metacognition subdomain of executive functioning in children with autism without intellectual disability. In turn, executive functions and learning problems were also significantly associated. Finally, sleep disturbances were found to mediate the relationship between global executive functioning and learning problems in children with ASD without intellectual disability. ConclusionsThe findings suggest that sleep disturbances are common in children with autism, and that they play a mediating role in the association between executive functions and learning problems. Therefore, sleep should be a crucial aspect of interventions to improve the learning and academic performance of school-aged children with ASD without intellectual disability.

Relationship of Parents' Educational Capability, Availability of Learning Materials, Availability of A Learning Environment, With Homeschooling Learning Success

The research provides in-depth insights into the factors influencing the success of the learning process in the context of homeschooling in Denpasar. Here are some key points that can be drawn from the findings of this research:Parental Educational Capability:Parental educational capability has a positive and significant impact on the success of homeschooling.Factors such as a lack of commitment, time, technological proficiency, motivation, and responsiveness to the child's learning problems can affect parental educational capability. The availability of learning materials has a positive effect on the success of homeschooling. Aspects such as the suitability of materials to the child's interests and talents, material flexibility, ease of provision by parents, the child's interest in the material, learning facilities from various sources, and community support affect the availability of learning materials. The availability of a conducive learning environment also contributes positively to the success of the homeschooling process. Aspects such as positive family interactions, trust in the child's interests and talents, good relationships with the child's learning environment (tutors, homeschooling institutions, tutors, and community friends), and socializing with various communities support the creation of a good learning environment. Success The success of homeschooling is influenced by learning objectives, curriculum and teaching strategies, the teaching and learning process, and learning achievements that include the ability to have a diploma, portfolio, certificates from tutoring, and behavioral changes. Recommendations: Parents of homeschooling children are advised to pay more attention to fundamental aspects before deciding on homeschooling. If facing difficulties, it is recommended to seek assistance from learning communities or apply for scholarships from social foundations to ensure the successful implementation of homeschooling for the child.This research can serve as a foundation for parents, educators, and relevant stakeholders to enhance the quality of homeschooling in Denpasar by considering the identified factors.Keywords: Educational ability, availability of materials, environment, success in learning at homeschooling

Kerjasama Guru dan Orang Tua dalam Mengatasi Masalah Belajar Anak SD di Kasik Putih, Kec Sungai Aur, Kabupaten Pasaman Barat

The research is motivated by problems that occur with elementary school children related to children's learning problems, the learning problems here are: there are still children who do not understand learning, and there are children who while studying do activities such as disturbing friends in class, and do not pay attention to the teacher in learning, as well as related to parental concern. This study aims to reveal the form of cooperation between teachers and parents in overcoming the learning problems of elementary school children in Kasik Putih, Sungai Aur District, West Pasaman Regency. This study uses a qualitative descriptive methodological approach, namely field research (field research) is a method that describes the conditions that occur in the field. Located at SDN 07 Sungai Aur, the data source for this research is the collaboration of teachers and parents. Key informants 2 teachers and 2 parents, supporting informants 2 children, were able to provide information in accordance with the research data. Data collection techniques carried out by researchers were field observations, interviews, documentation, data analysis techniques, data reduction, data presentation and drawing conclusions. While the data validity technique uses data trigulation techniques. In this research data trigulation the authors use the point of comparing observational data with interviews. The results of the study concluded: 1) the form of teacher and parent collaboration in overcoming children's learning problems is communication between the two parties, supervising children's learning at school and at home, supervising children's behavior at school and at home. Efforts made to establish teacher and parent collaboration are visits to parents' homes, correspondence, being invited to school, joint meetings, and division of tasks.-day.

Development of sensory integration therapy in Mainland China: A comprehensive study with bibliometrics and visualization techniques

Sensory integration therapy (SIT) is an intervention to improve the developmental and learning problems in children. It was introduced in China from late 1980 s to early 1990 s and has received considerable attention from scholars. However, due to its late development in China and its specialised nature, it is worth exploring in depth whether it is recognized by the general public and how it is researched by academics. Therefore, we used Internet survey approach to explore the actual feedback of users towards SIT through the Internet. At the same time, bibliometric method and visualization techniques were used to study 892 journal articles on SIT in CNKI, Wanfang Database and VIP Database to analyze the spatial and temporal distribution, subject distribution, keyword co-occurrence, and keyword clustering of SIT research in mainland China since it came to China mainland. We found that the research on SIT in mainland China has been fruitful. However, the public is less aware of its basic function, therapeutic effects, and necessity. Our findings point to the need to raise awareness of sensory integration disorder and sensory integration therapy among the general public, and to strengthen academic research on sensory integration therapy.

Perhatian Orang Tua terhadap Masalah Belajar Anak di Kanagarian Pulakek Koto Baru

Parents' attention to children's learning problems is lacking, parents ignore children's learning problems, parents leave early in the morning and come home in the evening to earn a living, generally as farmers. The purpose of this study was to determine the attention of parents in Kangarian Pulakek Koto Baru to the learning problems of elementary school level children, which are related to attention to children's discipline in learning, homework, completeness of learning facilities, textbooks, and guiding children in learning. The research method is a qualitative descriptive method. Key informants were parents of children and informants supporting the nagari nagari guardians and children of both high school and junior high school students in Kanagarian Pulakek Koto Baru. The research results show; 1) the attention of parents in Kanagarian Pulakek Koto Baru to the discipline problem of children learning less, 2) the attention of parents in Kanagarian Pulakek Koto Baru has not given enough attention to their children in doing schoolwork at home, 3) the attention of parents in Kanagarian Pulakek Koto There is also a lack of new learning facilities for children and 4) The attention of parents in Kanagarian Pulakek Koto Baru in guiding their children to study at home is very lacking. Based on the data above, it can be concluded that parents in Kangaria Pulakek Koto Baru still do not pay enough attention to the learning problems faced by their children.

The Problems of Using Online-Based Individual Learning Programs During the Covid-19 Pandemic

Face-to-face learning system during a special pandemic for students with special needs. Therefore, individual distance learning activities (DARING) are one of the solutions carried out by inclusive schools so that children with special needs can continue to receive learning and can maintain their health under the supervision of parents at home. The purpose of this study is to describe how the problems faced by teachers and parents in learning with special needs children. This study uses a qualitative method with a descriptive phenomenological approach. Data collection techniques with Observation, Interview, and Documentation. Data validation uses source triangulation and technical triangulation. As for the data analysis using the theory of Miller and Huberman The results showed that the learning problems of children with special needs during the pandemic were very complex, the researchers divided them into several factors, the first factor being the teacher: teachers are not ready to design individual children with special needs learning programs based on innovative ones, teachers are still difficult to allocate time to accompany children with special needs and other normal children. The second is from parents: parents find it difficult to accompany children to study at home because parents cannot create a good learning environment for children so that children are often in trance and cannot be conditioned. The third is environmental factors: the learning environment at home is not very conducive, there are many distractions, so it is difficult for children to concentrate.This obstacle will have an impact on the sustainability of the quality of learning with special needs children so that related parties will try to do better in providing services.

Cortisol awakening response and developmental outcomes at 6-7 years in children born extremely preterm.

Extremely preterm (EPT) birth has been related to dysregulation of stress responses and behavioral/learning problems at school age. Early adverse experiences can blunt HPA axis reactivity. We hypothesized that an attenuated cortisol awakening response would be associated with developmental and behavioral problems at school age in EPT children. This secondary analysis of a sub-cohort of the SUPPORT study included children born between 24 and 27 weeks, evaluated at 6-7 years with a neurodevelopmental battery and cortisol measures. Differences were tested between EPT and a term-born group. Relationships of cortisol awakening response to test scores were analyzed. Cortisol was measured in 110 EPT and 29 term-born 6-7 year olds. Unadjusted WISC-IV and NEPSY-II scores were significantly worse among EPT children only. Conners Parent Rating Scale behavior scores were significantly worse among EPT children. After adjusting for covariates, blunted cortisol awakening responses were found to be associated with poorer scores on memory tests and greater problems with inattention for the EPT group (p < 0.05) only. Among children born EPT, we identified an association of blunted cortisol awakening response with memory and inattention problems. This may have implications related to stress reactivity and its relationship to learning problems in children born EPT. Extended Follow-up at School Age for the SUPPORT Neuroimaging and Neurodevelopmental Outcomes (NEURO) Cohort: NCT00233324. In children born EPT, stress reactivity may have a relationship to learning problems. Cortisol awakening response should be a component for follow-up in EPT born children. Components of executive function, such as memory and attention, are related to stress reactivity.

Mobility, educational, and social performance of children with learning problems in Taiwan: A 3-year follow-up study.

This study evaluated the performance of children with learning problems in Taiwan by using the Taiwan Data Bank of Persons with Disability. We included 3854 children (2343 males, 1511 females; mean [SD] age 9y 11mo [2y 4mo]) with specific learning disorder (SLD), attention-deficit/hyperactivity disorder (ADHD), autism, epilepsy, or intellectual disabilities for analysis. We used the Functioning Scale of the Disability Evaluation System-Child version to investigate performance at follow-up for at least 3years. These participants demonstrated improvement across all the domains of the International Classification of Functioning, Health, and Disability including for mobility, learning, social participation, and daily living. The children with SLD (p=0.3) and epilepsy (p=0.442) did not demonstrate significant improvement in learning, whereas those with ADHD (p<0.001), autism (p<0.001), and intellectual disabilities (p<0.001) did. The children with epilepsy displayed the most impairment and least improvement. This cross-diagnostic study of learning problems indicated the children with autism or ADHD received more structural education. However, education strategies for those with SLD or epilepsy required improvement. Finally, SLD is possibly underdiagnosed in children, and children with epilepsy are affected in multiple aspects. Specific learning disorder (SLD), ADHD, autism, epilepsy, and intellectual disability can cause learning problems in children. Children with ADHD and autism showed more improvement in academic performance. SLD has been neglected and underdiagnosed, resulting in poor improvement. Children with epilepsy have multiple impairments and exhibited minimal improvement.

Development of a learning disabilities test: a case study at elementary school

Development of a learning disabilities test: a case study at elementary school

Depression and learning problems in children: Executive function impairments and inattention as mediators

This study examines the relationship between depression and learning problems in children, focusing on the mediating role of executive function impairments and inattention. A sample of 115 children, aged 7 to 12 years, who had difficulties in school activities, were tested over the past three years, with different measures assessed by different raters. Regression analyses were employed in analyzing the data. The psychometric tests used were Child Depression Inventory (CDI) and Conners 3rdEdition. Children with a high level of depressive symptoms have also a very high level of learning problems, executive function impairments and inattention. Executive function impairments and inattention add significant explanatory variance for learning problems in school-aged children over and above depression. Executive function impairments and inattention have a partial mediating effect on the relationship between depression and learning problems. The assessment of the executive functions and attention is an important part in the assessment of children with depression; intervention and treatment programs for depression should include components focused on executive functions and attention.

Comparison of psychopathologies of children of Parents with Chronic Psychiatric Disease

Aim: In this study, children whose parents were diagnosed with schizophrenia and bipolar I disorder (BID), were compared with each other, and compared with those who did not have any mental disorders in their parents in terms of presence and types of psychopathology. Methods: This study was carried out on a group of children aged 6 to 17 years. The parents of 11 children were diagnosed with schizophrenia, the parents of 36 children were diagnosed with bipolar disorder and 47 children whose parents did not have any mental disorders, were included in the control group. All children and adolescents filled in the State-Trait Anxiety Inventory for Children (STAI-CH); the parents completed a socio-demographic data form, Conners’ Parent Rating Scale-Short form (CPRSSF), DSM IV-based Screening and Assessment Scale for Behavioural Disorders in Children and Adolescents (T-DSM-IV) and Children’s Sleep Habits Questionnaire (CSHQ)-Abbreviated Form. Results: As a result of the assessments, Oppositional defiant disorder (ODD) symptoms were found to be higher in children who had parents diagnosed with the BID (BID-c) when compared with both children who had parents diagnosed with schizophrenia (SZ-c) and the control group (p=0,08). Learning problems were found to be higher in the SZ-c group when compared with both the (BID-c) and the control group (p=0,08). State anxiety was found to be higher in the SZ-c group when compared with the control group (p=0,020). No difference was found between the groups in terms of conduct disorder (CD), attention deficit (AD), hyperactivity, psychosomatic complaint, sleep disorder and trait anxiety (respectively; p=0,112, p=0,590, p=0,098, p= 0,776, p=0,741, p=0, 924). Conclusion: The results of the study suggested that the symptoms of ODD may be more common in the BID-c group, and the learning problem might be more common in the SZ-c group. Care should be taken in terms of ODD in children of parents diagnosed with bipolar I disorder, and in terms of learning problems in children of parents diagnosed with schizophrenia. Key Words: Schizophrenia, bipolar disorder, child, parents, psychopathology

Association of Atopic Dermatitis Severity With Learning Disability in Children

Recent population-based data indicate that atopic dermatitis (AD) is associated with learning disability (LD) in children, but the association between AD severity and LD is unknown. To evaluate the association of AD severity with learning problems in children with AD. This cross-sectional study analyzed data of US participants enrolled in the Pediatric Eczema Elective Registry (PEER) between November 1, 2004, and November 30, 2019. Participants were children aged 2 to 17 years at registry enrollment with physician-confirmed diagnosis of AD and had completed 10 years of follow-up in PEER. Atopic dermatitis severity measured by both the Patient-Oriented Eczema Measure (POEM) score and self-report. The POEM scores ranged from 0 to 28, with strata of clear or almost clear skin (0-2), mild (3-7), moderate (8-16), severe (17-24), and very severe (25-28). Self-reported AD severity was categorized as clear skin or no symptoms, mild, moderate, or severe. Learning disability diagnosed by a health care practitioner, as reported by the participants or their caregivers. Among the 2074 participants with AD (1116 girls [53.8%]; median [interquartile range (IQR)] age, 16.1 [13.9-19.5] years at 10-year follow-up), 169 (8.2%) reported a diagnosis of an LD. Children with an LD vs those without an LD were more likely to have worse AD severity, as measured by the median (IQR) total POEM score (5 [1-10] vs 2 [0-6]; P < .001), POEM severity category (moderate AD: 50 of 168 [29.8%] vs 321 of 1891 [17.0%]; severe to very severe AD: 15 of 168 [8.9%] vs 85 of 1891 [4.5%]; P < .001); and self-report (moderate AD: 49 of 168 [29.2%] vs 391 of 1891 [20.7%]; severe AD: 11 of 168 [6.5%] vs 64 of 1891 [3.4%]; P < .001). In multivariable logistic regression models adjusted for sex, age, race/ethnicity, annual household income, age of AD onset, family history of AD, and comorbid conditions, participants with mild AD (odds ratio [OR], 1.72; 95% CI, 1.11-2.67), moderate AD (OR, 2.09; 95% CI, 1.32-3.30), and severe to very severe AD (OR, 3.10; 95% CI, 1.55-6.19) on the POEM were all significantly more likely to have reported an LD than those with clear or almost clear skin. This cross-sectional study found that worse AD severity was associated with greater odds of reported LD, independent of socioeconomic characteristics, AD onset age, and other related disorders. Although additional prospective and mechanistic studies are needed to clarify the association of AD with learning, the findings suggest that children with more severe AD should be screened for learning difficulties to initiate appropriate interventions that can mitigate the consequences of an LD.

Risk Factors Associated With Frequent Acute Exacerbations of Asthma.

Introduction: Asthma can lead to fatigue, frequent hospital visits, psychological problems, and learning problems in children. One of the complications of asthma is its life-threatening acute exacerbation. It is important to identify precipitating factors responsible for frequent acute exacerbations of asthma.Methods: This case-control study was conducted in the pulmonology ward of Liaquat University of Medical and Health Sciences, Jamshoro, from May 2019 to February 2020. Sampling was done by convenient probability technique. The case group was identified as patients with two or more episodes of acute exacerbation of asthma and the control group was identified as asthmatic patients without acute exacerbation in the last year.Results: Factors leading to acute exacerbation of asthma include number of asthma attacks in the past seven days (4.9 ± 3.4 vs. 2.2 ± 2.0; p < 0.0001) and number of nights with troublesome cough in the past 28 days (12.2 ± 8.1 vs. 4.3 ± 3.1; p < 0.0001). Participants with recent upper respiratory tract infection (38.4% vs. 10%; odds ratio [OR] 5.62), smoking history (30.7% vs. 12%; OR 3.25), gastroesophageal reflux disease (26.9% vs. 8.0%; OR 4.2) and non-adherence to medication (26.9% vs. 8.0%; OR 4.2) were more likely to experience from exacerbation of asthma.Conclusion: It is important to identify risk factors that may cause acute exacerbation of asthma in the patients. Patients should be educated of the risk factors and complications of the exacerbation episode of asthma.

The Importance of Parents Support in Student Learning Problems

The implementation of the teaching and learning process is inseparable from various learning problems. In the problems experienced by students need to be created an atmosphere of active learning. One factor is the family environment. The relationship between parent and child has a very big influence on children's learning outcomes. Therefore, problems or obstacles experienced by children can be influenced by parents. There’s till found learning problems of children caused by lack of parental support. So it can be concluded the relationship of parental support with learning problems is the provision of support provided by parents such as student interaction or communication with parents. For advice this issue is a good relationship between parents and children. And also parental care is needed in shaping learning skills. This paper will describe the form of learning problems and aspects of parental support and their implications in guidance and counseling.

An Eco-System Architectural Model for Delivering Educational Services to Children With Learning Problems in Basic Mathematics

A large diverse amount of educational content can dynamically contribute to the construction of basic knowledge for elementary school children. These contents can be used to develop or expand such knowledge and this becomes different when it needs to be applied to children with learning problems in basic mathematics. Then, it is necessary to manage effectively educational resources. The current work proposes the use of an architectural model in order to support teaching activities of a multidisciplinary group of specialist in inclusive education. A case study presents here some examples of teaching activities such as the specification of context and the management of educational resources according the learning problems of children at elementary school.

Learning Problems of Children with Special Needs in Kindergarten

This study is mainly purposed to investigate the teaching method and approach used by the teachers in teaching special needs students in TK Al-Faizin, the learning problems (barriers) faced by teachers and the ways to solve these learning problems (barriers) of special needs student in TK Al-Faizin. This research is a descriptive qualitative research using observation, interview, and documentation to collect the data. 3 steps of analyzing the data involves data reduction, data display, and conclusion by Miles and Huberman. The results revealed that the teacher used the model of group learning with safety activities and various learning methods based on theme-based approach. The problems (barriers) faced by teachers included value barriers, power barriers, practical barriers, and psychological barriers. To solve the problems, teachers adapt the curriculum, collaborate with the parent, improve their teaching competence through independent learning, share with their peer teachers, and hold a parenting program once a month.

Estimation of the referral rate of suspected cases of central auditory processing disorders in children aged 8-12 years old in Oshnavieh, Western Iran, based on auditory processing domain questionnaire and speech in noise and dichotic digit tests

Background and Aim: Studies have shown that central auditory processing disorder is a sensory processing deficit which has five percent prevalence among school-aged children that results in speech, language and learning problems in children. The aim of the current study was investigating the referral rate of children suspected to central auditory processing disorder (CAPD) by using auditory processing domain questionnaire (APDQ), speech in noise test, and dichotic digit test.Methods: Three hundred and ninety six APDQ questionnaire was obtained from children’s parents among five schools in Oshnaviyeh. The children with low APDQ score underwent speech in noise and dichotic digit test (DDT).Results: The findings revealed that 37 children were suspected to CAPD based on APDQ. 35 of these participants in DDT and 24 of them in speech in noise test also indicated low scores, respectively. Moreover, results were unrelated to gender, however, age had a positive correlation with the questionnaire scores.Conclusion: Based on the findings, the APDQ can be used as a screening questionnaire for detecting CAPD.

Learning problems in children with mild intellectual disability

School failure is one of the more complex, more difficult and unfor­tunately frequent problem that modern school meets. Many factors can cause school failure, such as: child development characteristics, family and school-originated factors. The purpose of the research is analysis of the specific learning problems in students with a mild intellectual disability. For our research we used ACADIA test, which contains 13 subtests for assessing the overall individual functioning. The research involved 144 students. We divided the sample into two groups, children with intellectual disability (our target group) and control group. We found that generally all students with the intellectual disability have special learning problems. According to individual subtests analysis we concluded that the ability for visual association is best developed among these students while on the subtest for auditory memory they achieved worse results. With the analysis of the control group we found that 13.75% of the students have special learning problems.

AN ACCOUNT OF INTERVENTION PROGRAMME FOR INFANT AGE CHILDREN WITH COMMUNICATION DISORDERS WITHIN A LARGE METROPOLITAN LAGOS COMMUNITY

This is a chronicle of a remedial programme implemented to address the learning problems of children with communication disorder in a location in Lagos State. The report presents the history of educational programme of the community,and the nature of the intervention which includes the policy framework with which the intervention was packaged, the staffing involved, parental involvement, the integration of the programme into the regular school and the curriculum of the programme. The report also provided information on the success recorded in the programme and suggestions for its sustenance