Learning Difficulties Research Articles

A Systematic Review of Working Memory Applications for Children with Learning Difficulties: Transfer Outcomes and Design Principles

Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the PRISMA 2020 guidelines, this systematic review aims to identify current computer-based WM training applications and their theoretical foundations, explore their effects on improving WM capacity and other cognitive/academic abilities, and extract design principles for creating an effective WM application for children with LDs. The 22 studies selected for this review provide strong evidence that children with LDs have low WM capacity and that their WM functions can be trained. The findings revealed four commercial WM training applications—COGMED, Jungle, BrainWare Safari, and N-back—that were utilized in 16 studies. However, these studies focused on suggesting different types of WM tasks and examining their effects rather than making those tasks user-friendly or providing practical guidelines for the end-user. To address this gap, the principles of the Human–Computer Interaction, with a focus on usability and user experience as well as relevant cognitive theories, and the design recommendations from the selected studies have been reviewed to extract a set of proposed guidelines. A total of 15 guidelines have been extracted that can be utilized to design WM training programs specifically for children with LDs.

TRANSTORNOS ESPECÍFICOS DE APRENDIZAGEM: DISLEXIA, DISGRAFIA, DISORTOGRAFIA E DISCALCULIA EM FOCO

Educational legislation emphasizes the need to promote the full development of reading, writing and calculation skills, highlighting these skills as essential for the individual’s insertion and meaningful action in society. However, it is not uncommon for students to complete elementary school without mastering these essential skills for professional life. This article aims to investigate the difficulties faced by some students in the process of learning reading, writing and mathematical skills. Based on theoretical research, the article addresses Specific Functional Learning Disorders — Dyslexia, Dysgraphia, Dysorthography and Dyscalculia — as possible factors that negatively interfere with the academic development of these students. Presenting a theoretical foundation on the topic contributes to the review of pedagogical practice, suggesting the need for collective work in the search for resources and procedures that promote students’ proficiency both in reading and writing and in learning mathematical concepts and operations.

Effectiveness of Brain Training Exercises on Visual and Auditory Memory in Students with Dyslexia

Background: Dyslexia, a learning disorder characterized by reading difficulties, can also impair memory function in students. Objectives: This study aimed to address the gap in knowledge regarding the effectiveness of brain training exercises in enhancing memory function in this population. We investigated whether such interventions could improve academic success for students with dyslexia. Methods: A quasi-experimental design was utilized, incorporating pre-test, post-test, and 45-day follow-up measurements, with a control group for comparison. The target population comprised elementary school students diagnosed with dyslexia at learning disability centers in Tehran, Iran, during the 2022 - 2023 academic year. Using convenience sampling, 30 participants were selected and then randomly assigned to either the experimental (brain training) or control group through simple random assignment. Visual memory and digit-letter sequencing abilities were assessed using validated tools: The Visual Memory Questionnaire and the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) Digit-Letter Sequencing subtest, respectively. The experimental group participated in eight brain training sessions, each lasting 60 minutes, while the control group received no intervention during the study period. Data analysis was performed using SPSS version 27.0. Repeated measures ANOVA with Bonferroni post-hoc tests were employed for data analysis. Results: Post-test visual memory scores were significantly higher in the brain training exercises group (M = 8.73, SD = 1.60) compared to the control group (M = 5.30, SD = 1.25). Auditory memory scores demonstrated a similar trend, with the brain training group outperforming the control group (M = 10.80, SD=1.78 vs. M = 6.86, SD = 1.99). The brain training program produced significant improvements in visual and auditory memory among students with dyslexia, as evidenced by post-test results (P < 0.001). Conclusions: This finding suggests a robust positive effect of the intervention on memory function. These results suggest that brain training exercises can be a promising intervention for enhancing memory function in students with dyslexia.

Differential diagnosis: Understanding nonverbal learning disorder and autism spectrum disorder.

Previous research has suggested that children with Nonverbal Learning Disorder (NLD) share similar clinical profiles to those with autism spectrum disorder (ASD). Three groups of children were identified for the purpose of the current study: NLD (n = 41), ASD (n = 55), and ASD with a NLD profile (n = 17). Children who met DSM-5 criteria for ASD after a neuropsychological evaluation were included in this sample. The NLD group was defined by VSI < VCI, with a minimum of a 15-point discrepancy between indices and average to above average verbal intelligence, whereas children who met DSM-5 criteria for ASD and also demonstrated visual-spatial deficits met criteria for the NLD + ASD group. As anticipated, the ASD group performed better on measures of VSI compared to the NLD and ASD + NLD groups. There was not a significant difference between groups on measures of visuomotor and construction abilities, visual integration, motor processing speed, and academic achievement. No significant differences between groups were found on the CBCL/TRF Social Problems, Attention Problems, or Internalizing/Externalizing Problems scales, indicating similar phenotypes. However, there was a significant difference between groups on the Thought Problems subscale for teacher and parent rating scales. Results corroborate previous research indicating similarities between neuropsychological profiles and suggest that the ASEBA Thought Problems scale may aid in discriminating individuals with ASD from those with NLD.

Performance Comparison of Deep Learning Algorithm for Autism Spectrum Disorder Prediction

Autism Spectrum Disorder is a complex neurodevelopmental condition that significantly impacts social interaction and conduct in individuals. Early diagnosis and timely intervention are crucial for effectively managing the condition and enhancing overall outcomes. This study concentrates on creating predictive models through deep learning algorithms to assist in the early identification of ASD. The study employs an extensive dataset that covers various features linked to ASD traits, such as speech and language development, learning disorders, genetic factors, and behavioral characteristics. The investigation encompasses the assessment of three recurrent neural network (RNN) architectures-standard RNN, Long Short Term Memory(LSTM), and Gated Recurrent Unit(GRU) –for their effectiveness in predicting ASD. The dataset is split into 80% for training and 20% for testing. This study compares RNN, LSTM, and GRU algorithms. The classification results show that the LSTM and GRU models exhibited similar accuracy, with values of 71.03% and 70.78% respectively.

The effect of cancer and cancer treatment on attention control: evidence from anti-saccade performance.

Cancer and cancer treatment have been associated with cognitive changes in survivorship, with forgetfulness and distractibility reported years post-treatment. Deficits in attention control may explain these difficulties. We assessed breast cancer survivors using a primary measure of attention control, the saccade/antisaccade task, to assess the effects of diagnosis and treatment. Saccade performance was studied in a cohort of breast cancer patients at two time points, (1) after surgery before adjuvant treatment and (2) approximately 2years after enrollment, and compared to non-cancer controls. Saccade performance was assessed in a prosaccade task as well as in visually guided and unguided antisaccade tasks. We assessed the frequency of directional errors and saccadic reaction time. Survivors were more likely than controls to make directional errors in an unguided antisaccade task, with older survivors exhibiting the most significant difficulties following adjuvant treatment. Survivor and control performance were much more similar in a visually guided antisaccade task. These results indicate a main effect of cancer diagnosis on attention control, with greater deficits following treatment and in older survivors. Deficits in attention control may lead to greater difficulties in the initial learning of information, explaining reports of forgetfulness in survivors. These findings underscore the enduring impact of cancer and its treatment on attention control, particularly highlighting that older breast cancer survivors may experience more pronounced difficulties with inhibitory control in daily life. Antisaccade performance may provide a useful metric for quantifying this impact.

Filtered partial differential equations: a robust surrogate constraint in physics-informed deep learning framework

Embedding physical knowledge into neural network (NN) training has been a hot topic. However, when facing the complex real world, most of the existing methods still strongly rely on the quantity and quality of observation data. Furthermore, the NNs often struggle to converge when the solution to the real equation is very complex. Inspired by large eddy simulation in computational fluid dynamics, we propose an improved method based on filtering. We analysed the causes of the difficulties in physics-informed machine learning, and proposed a surrogate constraint (filtered partial differential equation, FPDE) of the original physical equations to reduce the influence of noisy and sparse observation data. In the noise and sparsity experiment, the proposed FPDE models (which are optimized by FPDE constraints) have better robustness than the conventional PDE models. Experiments demonstrate that the FPDE model can obtain the same quality solution with 100 % higher noise and 12 % quantity of observation data of the baseline. Besides, two groups of real measurement data are used to show the FPDE improvements in real cases. The final results show that the FPDE still gives more physically reasonable solutions when facing the incomplete equation problem and the extremely sparse and high-noise conditions. The proposed FPDE constraint is helpful for merging real-world experimental data into physics-informed training, and it works effectively in two real-world experiments: simulating cell movement in scratches and blood velocity in vessels.

Investigation of Association Between Expression of DYX1C1, KIAA0319, and ROBO1 Genes and Specific Learning Disorder in Children and Adolescents.

Specific learning disorder (SLD) is prevalent worldwide and is a complex disorder with variable symptoms and significant differences among individuals. Epigenetic markers may alter susceptibility to neurodevelopmental disorders (NDDs). Aberrant expression of protein-coding (mRNA) genes in this pathology shows that the detection of epigenetic molecular biomarkers is of increasing importance in the diagnosis and treatment of individuals with SLD. We compared gene expression level of dyslexia susceptibility 1 candidate gene 1 (DYX1C1), dyslexia-associated protein KIAA0319 (KIAA0319), and roundabout guidance receptor 1 (ROBO1) between children with SLD and healthy children by performing quantitative polymerase chain reaction (qPCR). In addition, we evaluated these gene expressions of severe children with SLD compared to non-severe and male SLD children compared to females. The expression of the DYX1C1, KIAA0319, and ROBO1 genes was statistically significantly upregulated in children with SLD (P < 0.05*). DYX1C1 was also upregulated in severe SLD children (P = 0.03*). In addition, KIAA0319 and ROBO1 genes were differentially expressed in male SLD children compared to females (P < 0.05*). Furthermore, we found that DYX1C1 and ROBO1 genes significantly affect the likelihood of the SLD (respectively, P < 0.001** and P = 0.007*). We expect that the findings provided from this study may contribute to the determination expression level of the relevant genes in the diagnosis, prognosis, and treatment of SLD. In addition, our findings could be a guide for future epigenetics studies on the use of the DYX1C1, KIAA0319, and ROBO1 in therapeutic applications in the SLD.

Is There an Association Between Cesarean Section Delivery with Specific Learning Disabilities (SLD) or/and Attention-Deficit/Hyperactivity Disorder (ADHD)? A Cross-Sectional Study in Greek Population

Background/Objective: Learning difficulties (LDs) are lifelong neurodevelopmental disorders with multifactorial causes, including perinatal factors like mode of delivery. This study aims to explore whether cesarean section (CS) delivery is linked to the occurrence of specific learning disabilities (SLDs), attention-deficit/hyperactivity disorder (ADHD), or their comorbidity. Methods: An online questionnaire was distributed via Google Forms to Greek mothers and parents of children with and without diagnoses, shared through school-related groups and various Greek pages focused on child development, special education, and learning difficulties. Conducted over eight months (October 2023–May 2024), this cross-sectional study involved 256 children, 137 with LDs diagnoses, and 119 controls. Results: In total, 59.9% of CS-born children had a diagnosis, compared to 40.1% of those born vaginally (X²(1) = 4.19, p = 0.045). CS delivery was associated with a 68% increased likelihood of LDs (OR = 1.68, 95% CI [1.02, 2.76]), with higher risks for ADHD (OR = 2.25, 95% CI [1.06, 4.79]) and comorbid SLD/ADHD diagnoses (OR = 2.75, 95% CI [1.17, 6.46]). Stratified analyses showed birthweight and gestational age as effect modifiers rather than confounders. Key postnatal risk factors identified were family history (OR = 4.65, 95% CI [2.41, 8.94]) and language acquisition difficulties (OR = 5.28, 95% CI [1.36, 20.47]). Conclusions: The findings suggest a possible association between CS and LDs, along with a novel link between CS and increased comorbidities. These results underscore the need for further research and provide valuable insights into how CS delivery may influence the risk of LDs, depending on the type of diagnosis.

Study of Students' Difficulties and Conceptual Understanding of the Qualitative and Quantitative Analysis of Organic Compound Elements

The study examines the learning difficulties and understanding of concepts faced by 28 chemistry students in organic compound element analysis courses using the RADEC learning model. The results showed a moderate increase in understanding. Still, several factors contributed to the low understanding, such as 28% of students reporting difficulty with Kjeldahl material, 24% with Dumas topics, 5% with Lassaigne destruction topics, 9% with Kjeldahl and Dumas topics, and 5% with digestion, distillation, and titration. Additionally, 24% of students did not understand the meaning of the questions, the lecture material's delivery, and the writing of reaction equations. Lack of preparation, such as reading before lectures, also contributed to low understanding.

Utility of Caregiver Signaling Questions to Detect Neurocognitive Impairment in Children with Sickle Cell Disease.

The American Society of Hematology cerebrovascular guidelines for sickle cell disease (SCD) recommend surveillance using signaling questions to screen for neurocognitive difficulties, though the clinical utility of these signaling questions has yet to be established. This study aimed to determine the clinical utility of caregiver signaling questions for detecting significant neurocognitive impairment (defined as >1.5 standard deviation (SD) below the normative mean on 2 or more measures) and domain-specific impairment (defined as >1.5 SD below the normative mean) in children and adolescents with SCD. Four hundred twenty-one caregivers of children with SCD ages 8-17 years (62% HbSS or HbSβ0 thalassemia) were asked seven signaling questions. Children completed performance-based neurocognitive and academic measures. Children who were reported to have repeated a grade, did not obtain primarily A/B grades in school, have a history of learning difficulties, or whose caregiver endorsed concern for their learning were more likely to have significant neurocognitive impairment and obtained lower scores across all measures (all q<0.05). History of learning difficulties emerged as the most sensitive and specific signaling question for detecting significant neurocognitive impairment (sensitivity=0.64, specificity=0.77) and domain-specific impairment (sensitivity range=0.56-0.77, specificity range=0.63-0.72). Cumulative caregiver report improved prediction of neurocognitive impairment beyond demographic/clinical factors alone. Though performance-based screening for all patients with SCD is the most effective means to identifying those with neurocognitive or academic impairment, use of caregiver signaling questions represents a brief and low-cost method to improve the detection of patients with SCD in need of support.

Missense variant Met119Val in ACTB in a patient with Baraitser-Winter syndrome type 1 and mild intellectual disability.

Here we report on a Brazilian female patient with striking dysmorphic craniofacial features of the Baraitser-Winter syndrome (BRWS), including coarse face with prominent metopic ridge, highly arched eyebrows, ocular hypertelorism, ptosis, long palpebral fissures, broad nasal tip, long philtrum, full cheeks, cleft lip and palate, and low-set ears with abnormal lobe. Other clinical signs included partial agenesis of the corpus callosum, asymptomatic pineal cyst, oligodontia, cervical cystic hygroma, pterygium colli, axillary pterygium, duplicated left hallux and seizures. Sanger sequencing of the ACTB gene showed a heterozygous missense variation NM_001101.5 (ACTB):c.355A&gt;G (p.Met119Val). This variant is located very close to the ACTB variant Thr120Ile, which results in the severe BRWS phenotype with severe intellectual disability and absence of speech, firstly described as Fryns-Aftimos syndrome. Despite this, our patient had mild developmental delay, without impairment of speech, and with moderated learning difficulties.

Top Dyslexia-Oriented Transcription &amp; Study Methods

Dyslexia is a prevalent learning disorder characterized by difficulties in reading, spelling, and writing, affecting academic performance and self-esteem. This review paper explores top dyslexia-oriented transcription and study methods, emphasizing the need for specialized strategies tailored to dyslexic learners' unique needs. The paper delves into the challenges faced by dyslexic students, including slow reading ability, difficulties in decoding words, and associated anxiety. It discusses various assistive technologies such as speech-to-text software, text-to-speech applications, and digital scanning pens that aid in transcription and study. Additionally, it highlights the benefits and limitations of these tools. The review also examines effective study methods, including reading assistance techniques, word processing and writing tools, and multisensory learning approaches, which enhance comprehension and retention. Practical recommendations for educators, parents, and policymakers are provided to ensure successful implementation and integration of these methods. The paper concludes with insights into future directions, emphasizing the importance of emerging technologies and ongoing research in developing more targeted interventions. By adopting these methods, dyslexic students can achieve improved academic outcomes and greater self-confidence.

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

PREVALÊNCIA DOS SINTOMAS DO TDAH EM CRIANÇAS COM BAIXO RENDIMENTO ESCOLAR SUBMETIDAS AO P.A.P.E. NO ANO 2022 EM PRESIDENTE PRUDENTE

Specific learning disorder impairs the brain's ability to process information, affecting around 30-40% of students. These disorders represent 35-45% of mental health visits and 35% of visits to pediatricians. In 2018, Presidente Prudente/SP launched the Specialized Pedagogical Support Program (PAPE) to offer support to students with learning difficulties in the Municipal Network. The study, including 136 students evaluated by MTA-SNAP IV, revealed that ADHD and ODD are common in the school age group, especially in elementary school and more frequent among boys, with inattention being the main characteristic. The research highlighted the effectiveness of the questionnaire in improving intervention and support methods, improving students' quality of life and academic performance. Greater involvement of the Municipal Health Department is recommended to enhance children's care and learning, preventing future problems such as school dropout and difficulties in adult life.

Abstract 4144597: Cardiovascular Health Among Youth with Neurodevelopmental Disability: Analysis of National Survey of Children's Health (NSCH) – 2021

Introduction: The National Survey of Children's Health (NSCH) provides data for key measures of child health and well-being. The aim of this study is to characterize the cardiovascular health (CVH) status of youth with neurodevelopmental disabilities (NDD) compared to those without neurodevelopmental disabilities (non-NDD). Hypothesis: Youth with NDD are more likely to have poor CVH status compared to non-NDD youth. Methods: We compared the odds of poor CVH status in youth with NDD vs non-NDD, using 2021 NSCH data, according to a modified AHA Life’s Essential 8 (LE8) scoring system. Participants were identified as having NDD based on the Diagnostic and Statistical Manual of Mental Disorders and diagnosis of an intellectual, communication, autism spectrum, attention-deficit/hyperactivity, specific learning, or neurodevelopmental motor disorder, including Tic disorder. The CVH status of each youth was scored according to a modified LE8 score- range 0 to 100 points, with higher scores indicating good health. Individual scores were generated for sleep (sleep duration), smoking (smoking/exposure), diabetes mellitus (yes/no), obesity (BMI percentile), heart condition (yes/no), and dyslipidemia (yes/no). A composite CVH score was generated using scores for sleep, smoking, diabetes mellitus, and obesity. Logistic regression was used to analyze the relationship between NDD and CVH status. Propensity score techniques were applied to address the potential selection bias between NDD and non-NDD. Results: 12,134 youth, 3 to 17 years of age, were identified as having NDD and 44,960 without. Compared to those with NDD, non-NDD participants were less likely to have age-inappropriate sleep duration (63.4 vs. 55.3, p &lt;0.0001 ), smoking/exposure (94.5 vs. 90.7, p&lt;0.0001 ), diabetes mellitus (95.2 vs. 90.2, p &lt;0.0001 ), obesity (80.0 vs. 73.2, p &lt;0.0001 ), a heart condition (95.4 vs. 93.8, p=0.021 ), or dyslipidemia (98.1 vs. 95, p&lt;0.0001 ). Overall CVH status was (93.9 vs. 91.0, p&lt;0.0001 ) among non-NDD vs NDD participants. NDD participants had a greater odds of having a heart condition (OR=1.91, 95% CI: 1.51-2.42) and poor CVH status (OR=1.53, 95% CI: 1.45-1.62). Propensity score matching showed similar results. Conclusions: Neurodevelopmental disability is associated with poorer CVH status in youth. Efforts to improve CVH status in youth should include greater focus on youth with NDD.

Small and Long Non-Coding RNA Analysis for Human Trophoblast-Derived Extracellular Vesicles and Their Effect on the Transcriptome Profile of Human Neural Progenitor Cells

In mice, the fetal brain is dependent upon the placenta for factors that guide its early development. This linkage between the two organs has given rise to the term, the placenta–brain axis. A similar interrelationship between the two organs may exist in humans. We hypothesize that extracellular vesicles (EVs) released from placental trophoblast (TB) cells transport small RNA and other informational biomolecules from the placenta to the brain where their contents have pleiotropic effects. Here, EVs were isolated from the medium in which human trophoblasts (TBs) had been differentiated in vitro from induced pluripotent stem cells (iPSC) and from cultured iPSC themselves, and their small RNA content analyzed by bulk RNA-seq. EVs derived from human TB cells possess unique profiles of miRs, including hsa-miR-0149-3p, hsa-302a-5p, and many long non-coding RNAs (lncRNAs) relative to EVs isolated from parental iPSC. These miRs and their mRNA targets are enriched in neural tissue. Human neural progenitor cells (NPCs), generated from the same iPSC, were exposed to EVs from either TB or iPSC controls. Both sets of EVs were readily internalized. EVs from TB cells upregulate several transcripts in NPCs associated with forebrain formation and neurogenesis; those from control iPSC upregulated a transcriptional phenotype that resembled glial cells more closely than neurons. These results shed light on the possible workings of the placenta–brain axis. Understanding how the contents of small RNA within TB-derived EVs affect NPCs might yield new insights, possible biomarkers, and potential treatment strategies for neurobehavioral disorders that originate in utero, such as autism spectrum disorders (ASDs).

Prevalence of Adult Attention Deficit Hyperactivity Disorder among Medical Students, King Faisal University

Background: The neurobehavioral disorder known as attention-deficit/hyperactivity disorder (ADHD) is typified by impulsivity, hyperactivity, and difficulty in maintaining focus. According to recent research, it can last into adulthood. Regarding identifying adult ADHD, the fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders" has undergone major alteration. As far as we are aware, few research has been done in the Gulf region on adult ADHD among medical students.Method: A cross-sectional study was carried out on students of medicine from all academic years in King Faisal University, Hofuf, from December 2023 until June 2024. 279 medical students participated in the study. Self-reported English questionnaires with two sections—a sociodemographic section and a screening scale for adult ADHD based on the DSM5 version—were utilized for the investigation. Outcomes: (14. %) of pupils mentioned having signs of ADHD. Results: Of the sample, 14% of students exhibited ADHD symptoms, a rate higher than the global prevalence. Female students (13.1%) and first-year students (18.9%) showed significant ADHD symptoms. Psychological comorbidities were present in 28.6% of ADHD-affected students compared to 11.4% of non-affected students. The ADHD group demonstrated mild but notable challenges in concentration, relaxation, and impulsive behavior, with implications for academic performance and stress management.Conclusion: Our study shows a higher prevalence compared with a worldwide prevalence of i.e., 14%. This difference could be due to community interaction and way of living life style factors. Those individuals may have difficulty in communication and learning which can disturb students’ academic efficiency, lengthen their study, and even disturb their development.

Addressing treatment hurdles in adults with late-onset attention-deficit/hyperactivity disorder: a detailed case report

BackgroundAttention-deficit/hyperactivity disorder (ADHD) is the most prevalent psychiatric disorder in children, characterized by inattention, hyperactivity, and impulsivity. This neurobehavioral disorder often persists into adulthood, presenting significant challenges when undiagnosed and untreated, due to potential long-term implications and comorbidities, including anxiety, mood instability, and mixed symptoms along the bipolar spectrum.Case presentationA 49-year-old married male patient presented with anxiety and recurrent depressive episodes, initially diagnosed as major depressive disorder. His mood symptoms fluctuated between depressive lows, irritability, and impulsivity. His diagnosis was revised to ADHD with comorbid bipolar spectrum disorder. The patient exhibited lifelong ADHD symptoms affecting academic performance, relationships, and job responsibilities. Cognitive-behavioral therapy (CBT) was employed to manage symptoms and enhance coping strategies. Despite progress in controlling anger and impulsivity, challenges persisted in inhibitory control and negative triggers, causing impulsive decisions. The patient reported a restless mind, depressive mood, and a sense of inadequacy. Improvements were noted in anxiety regulation, concentration, and sleep quality, though deficits in cognitive and behavioral domains remained. The patient faced challenges in academic performance, information processing speed, attention, and executive functions.ConclusionThis case underscores the importance of accurately diagnosing ADHD and its comorbidities in adults to ensure effective treatment. Delayed diagnosis can have lasting impacts, emphasizing the need for further research and personalized therapeutic approaches. The insights from this case serve as a valuable resource for healthcare professionals enhancing their understanding of the diverse manifestations of ADHD, aiding in better diagnosis and management strategies.

Semantic differences in understanding of English words of senior high school students: frequent questions and teaching suggestions

This research demonstrates the English words’ understanding due to semantic differences, together with further teaching advice and frequent questions. Because of the cultural differences, the expression of English and Chinese meanings is different. Consequently, it can be easy for learners to confuse and understand the intended meaning incorrectly. There are several negative results of students having weak knowledge of polysemous words: lower academic performance, and passage understanding, together with a weaker lexical foundation. In order to explore thus address the situation of mastered weak polysemy knowledge, this essay will investigate students and teachers who come from high schools in various cities in China their knowledge of polysemy as well as the following learning difficulties; the research found that (1) the universality of polysemy learning, academic performance; (2) the teaching pertinence, importance of foundation and teaching method. From those findings, this research supposes that the approach of increasing reading amount, fostering English literacy, and using a preferred vocabulary memorization method can be used so as to improve and solve the issue.