Treatment Of Learning Disabilities Research Articles

AACAP Sidney Berman, MD, Award for the School-Based Study and Treatment of Learning Disorders and Mental Illness: “Is the Next School Shooter Sitting Before Me?” Lessons Learned Over Two Decades of Psychiatric Threat Assessment

AACAP Sidney Berman, MD, Award for the School-Based Study and Treatment of Learning Disorders and Mental Illness: “Is the Next School Shooter Sitting Before Me?” Lessons Learned Over Two Decades of Psychiatric Threat Assessment

Utility of coping mechanisms in children with learning disabilities to arrive at the similimum: A case series

Objectives: In India, learning disabilities (LD) constitutes about 10–20% of scholastic problems in children. The standard way of treating these children is through remediation. An extra-mural Research Project supported by the Department of AYUSH (2008–2011) comprised a single blind, case–control study conclusively proved the value of homeopathy intervention in the treatment of LD. It is difficult to locate the characteristics in the written expressions of LD. This paper, explores through the use of a case series the most appropriate method, of identifying and incorporating the characteristic coping techniques used by these children to deal with their disability into the totality. The totality, thus erected, is processed through the use of various repertorial or nonrepertorial approaches. Materials and Methods: Detailed case histories of the children diagnosed with LD including data from the caregiver/s and the child were studied. The evolutionary behavioural expressions of the children were noted and analysed to derive the coping mechanisms utilized. These contributed to the characteristics which in turn defined the approach to the totality and further the similimum. Results: Incorporation of coping mechanisms with expressions at the mental and physical level was invaluable in leading to the similimum. The results indicated a significant change not only in the expressions of the LD but also in a better adaptation of the child to the environment. Conclusion: Identifying and valuing the coping mechanisms are of value in arriving at the similimum in children with LD.

Combined use of vitamin E and nimodipine ameliorates dibutyl phthalate-induced memory deficit and apoptosis in mice by inhibiting the ERK 1/2 pathway

Learning disabilities (LDs) in children are a serious global problem. Dibutyl phthalate (DBP), a plasticizer widely used in daily life, has been linked to triggering childhood LDs, however the mechanism underlying this remains unclear. Studies have shown that the ERK 1/2 pathway is closely related to apoptosis of hippocampal neurons. On the basis of these links between LDs, DBP and the ERK 1/2 pathway, we explore whether DBP induces hippocampal neuron apoptosis and increases behavioral disorders in mice via the ERK 1/2 pathway. We looked at oxidative stress, examined the calcium signal, detected the ERK 1/2 pathway and evaluated apoptosis as well as using histological observations, and found that DBP significantly increased oxidative damage and apoptosis in hippocampal neurons via the ERK 1/2 pathway in mice. We also found that pretreatment with the dihydropyridine's (DHP's) Ca2+ antagonist, nimodipine (NMDP), combined with the antioxidant Vitamin E (VE), attenuated ERK 1/2 phosphorylation and DBP-mediated disorders, suggesting that a combined use of VE and NMDP can ameliorate DBP-induced memory deficit and apoptosis via inhibiting the ERK 1/2 pathway. These results indicate that DBP predisposes oxidative damage and apoptosis in hippocampal neurons by activation of the ERK 1/2 pathway, and may be proposed as a possible mechanism underlying LDs in children. Moreover, VE and NMDP may play a certain protective role in the targeted treatment of childhood LDs.

4.0 AACAP Sidney Berman Award for the School-Based Study and Treatment of Learning Disorders and Mental IllnessNow Is the Time! Expanded Roles for Child and Adolescent Psychiatrists in School-Based Mental Health

The field of school-based mental health offers unique and timely opportunities for child psychiatrists to partner with schools in meeting the mental health needs of youth. Increasingly, federal agencies, such as the Substance Abuse and Mental Health Services Administration (SAMHSA), are launching new national initiatives to promote mental health prevention and services in schools. For example, after the Newtown, Connecticut school shooting in 2012, President Obama released his “Now is the Time” presidential plan. Through this initiative, SAMHSA allocated $40 million for the development of school district demonstration projects in 20 states. This grant program, “Project AWARE (Advancing Wellness and Resilience Education)” aims to develop innovative strategies within schools to increase mental health awareness, to identify youth mental health problems early, and to connect youth to school-based and community-based mental health services.

Comprehensive Cognitive Assessments are not Necessary for the Identification and Treatment of Learning Disabilities

There is considerable controversy about the necessity of cognitive assessment as part of an evaluation for learning and attention problems. The controversy should be adjudicated through an evaluation of empirical research. We review five sources of evidence commonly provided as support for cognitive assessment as part of the learning disability (LD) identification process, highlighting significant gaps in empirical research and where existing evidence is insufficient to establish the reliability and validity of cognitive assessments used in this way. We conclude that current evidence does not justify routine cognitive assessment for LD identification. As an alternative, we offer an instructional conceptualization of LD: a hybrid model that directly informs intervention and is based on documenting low academic achievement, inadequate response to intensive interventions, and a consideration of exclusionary factors.

Application of Artificial Neural Networks Modeling for Evaluation of E-Learning/Training Convergence Time

This paper addresses the challenging issue of how to evaluate dynamically learning performance of E-learners' convergence time on the basis of recently adopted interdisciplinary trend. Objectively, this work investigates systematically and interprets realistically some of observed brain functions’ educational phenomena while E-learning process proceeds. Herein, ANNs modeling is adopted for realistic measurements of an E-learning performance parameter. More specifically, this parameter considers timely changes of learners' intelligence level before and during learning / training process. At any time instant, the state of synaptic connectivity pattern inside E-learner's brain supposed to be presented as timely dependent weight vector. This synaptic state expected to lead to obtaining spontaneously some learner's output (answer). Obviously, obtained responsive learner's output is a resulting action to any arbitrary external input stimulus (question). So, as the initial brain state of synaptic connectivity pattern (vector) considered as pre-intelligence measuring parameter. Actually, obtained e-learner’s answer is compatibly consistent with modified state of internal / stored experienced level of intelligence. In other words, dynamical changes of brain synaptic pattern (weight vector) modify adaptively convergence time of learning processes, so as to reach desired answer. Additionally, introduced research work is motivated by some obtained results for performance evaluation of some neural system models concerned with convergence time of learning process. Moreover, this paper considers interpretation of interrelations among some other interesting results obtained by a set of previously published educational models. The interpretational evaluation and analysis for introduced models results in some applicable studies at educational field as well as medically promising treatment of learning disabilities. Finally, some interesting remarks illustrating comparative analogy between learning performance at neural systems and cooperative learning at Ant Colony System (ACS) are presented.

Let's Not Do Away with Comprehensive Cognitive Assessments Just Yet.

We review rational and empirical reasons that comprehensive cognitive assessments are useful sources of information in the evaluation and treatment of learning disabilities. However, the existing evidence base that demonstrates the value of comprehensive cognitive assessments for this purpose is not nearly as strong as it needs to be. Proponents of comprehensive cognitive assessments for learning disability identification must do more to rigorously evaluate their beliefs or else concede the argument to those with better evidence.

New Approaches to the Diagnosis and Treatment of Learning Disabilities in an International Context

Abstract. Learning disability (LD) is a term frequently used to describe neurological disorders affecting academic and school performance. Although often applied, this term is not precisely defined. While the new DSM-V has substantially redefined LD, problems still remain, including the influence of different cultural experiences and the near absence of proposals for the application of biomarkers in LD diagnosis. This paper discusses these issues and calls for more emphasis to be placed on the identification and application of biomarkers for LD diagnosis. In addition, it proposes that these biomarkers should be incorporated into a more comprehensive bio-psycho-social diagnosis model of LD.

33.1 REVIEW OF THE USE OF QUANTITATIVE ELECTROENCEPHALOGRAPHIC NEUROFEEDBACK AND THETA BETA NEUROFEEDBACK IN CHILDREN WITH DYSLEXIA AND LEARNING DISORDERS

The goal of this session is to review the literature on the use of quantitative EEG (qEEG) neurofeedback (NF) and the use of theta/beta ratio (TBR) NF in the treatment of learning disorders (LD).

The Impact of a Proposed Educational Program According to the Circadian Biorhythm Pattern for the Treatment of Learning Disabilities on the Performance of Reception Skill in Volleyball

The proposed educational program according to the pattern of circadian biorhythm should be used to improve the performance level of reception skill in volleyball among the female students with learning disabilities at Faculty of Physical Education in Port Said.

Évaluation ophtalmo-pédiatrique et orthoptique de l’enfant dyspraxique

Orthoptic and ophthalmologic consultation is an essential step in the diagnosis and treatment of learning disorders, particularly in children with dyspraxia. Such a specialized consultation allows identification of cognitive visual disorders, especially oculomotor or visual-spatial impairment, which disrupt the cognitive processes involved in key academic tasks such as reading or handwriting. It is therefore essential to screen and manage these disorders early in order to implement a rehabilitation plan and counsel educators so as to facilitate learning. After describing cognitive visual disorders in the context of dyspraxia, we discuss principal signs, assessment and ophthalmologic and orthoptic management as conducted in our practice. Several clinical cases illustrate our approach.

Learning disabilities: Different theoretical approaches and ways of treatment

The article examines some methodological problems of research and treatment of learning disabilities. Analytic and holistic approaches to learning disabilities are introduced. Mainstream academic psychology is currently dominated by the analytic approach, which seeks to reduce complex phenomena to its parts in order to study and understand existing interactions between them. A review of literature reveals, that generally learning disabilities are defined in terms of deficits of various cognitive and language abilities and skills necessary for learning. Most often offered treatment procedures are based on programs that focus on improving deficient skills through repetition of various cognitive exercises. We put special emphasis on holistic approach which is presented through theorizing and the treatment of learning disabilities by French audio-psycho-phonologist Alfred Tomatis. According to A. Tomatis, neither normal nor abnormal behaviour can be understood without relating it to 1) the functioning of the whole organism, and 2) the historical and individual developmental processes. From his point of view, language, as a tool for communication, plays a very important role in the humanization of an individual. Individual personal development also confirms that the need for communication emerges already in the prenatal stage, when the link between foetus and mother is maintained, as the foetus hears from the 5th month of intrauterine life. The desire to communicate is implicit in the realization of human consciousness. Considering learning difficulties which are related with written language A. Tomatis claims that it is communication — primarily listening — disorder. The treatment, proposed by A. Tomatis, consists in teaching a person to use his ear as an apparatus capable of listening. He developed an electronic device called Electronic Ear designed to modify the way in which a subject listened and to help him improve language, learning and communication skills. Practitioners using A. Tomatis method confirm its effectiveness. However, it would be very difficult to evaluate his method through analitical experiments that would satisfy academic psychology, which remains skeptical. To contribute to the progress in understanding and treatment of learning disabilities academic psychology should pay more attention to the ideas approved in practice and to find more flexible ways of detection and evaluation of personal change.

Global Perspectives on Learning Disabilities and Emotional/Behavioral Disorders

As a reader of Intervention in School and Clinic, you will most likely be familiar with the ongoing debate in the literature over the definition of learning disabilities (LD) and to a lesser extent emotional and behavioral disorders (EBD). I take this lively debate as a sign that these areas are worthy of continued exploration. Furthermore, it is evident from my reading of the literature that there is sufficient interest and motivation around the globe to warrant the development of a new Global Perspectives Department in Intervention in School and Clinic. So I would like to extend a warm welcome to the readers and potential authors of this new department. This department was envisioned by Randall Boone and Kyle Higgins as one way of trying to broaden the range of countries served by the journal. It is further envisaged that this new department will enable the readers of Intervention in School and Clinic to learn more about how the issues surrounding the recognition, assessment, and treatment of LD and EBD are conceptualized and investigated around the globe. It is important to note that regardless of whether a country is developing or developed, the approaches taken with respect to the recognition and treatment of LD and EBD can be as diverse as the countries within which we all live and work. Therefore, from a global perspective, we can think of these particular disabilities as existing on a continuum of recognition and treatment. On one end of the continuum, there may be countries that for various reasons do not officially recognize these disabilities. At the other end of the continuum, there may be countries that not only recognize the disabilities but have extensive policy documents that encompass the assessment and treatment of these disabilities. As a practitioner or researcher in your own country, you undoubtedly have a better understanding of your local perspective, and so I would encourage you to share your experiences and perspectives in the pages of the new Global Perspectives Department in Intervention in School and Clinic. The global diversity that exists with regard to LD has been recently highlighted in a special issue from the journal Learning Disabilities Research and Practice. In this issue,

Learning Abilities and Disabilities

Twin studies comparing identical and fraternal twins consistently show substantial genetic influence on individual differences in learning abilities such as reading and mathematics, as well as in other cognitive abilities such as spatial ability and memory. Multivariate genetic research has shown that the same set of genes is largely responsible for genetic influence on these diverse cognitive areas. We call these “generalist genes.” What differentiates these abilities is largely the environment, especially nonshared environments that make children growing up in the same family different from one another. These multivariate genetic findings of generalist genes and specialist environments have far-reaching implications for diagnosis and treatment of learning disabilities and for understanding the brain mechanisms that mediate these effects.

Current Best Practices in Learning Disabilities in Israel

We present an analysis of the current state of practice in the diagnosis and treatment of learning disabilities (LD) in Israel. Through an examination of the cultural, historical, and demographic background of the country (“deep structures”), we show how a fragmented society has developed; it segregates different ethnicities and social groups and has led to an educational system (“surface structures”) that perpetuates that separation. Special education law also reflects and perpetuates that social reality. However, since 2002, the Israeli Ministry of Education, through legislation and ministerial guidelines, has embarked on a mission to include children with LD fully in the general education curriculum. This change is meaningful, because it is foreign to the Israeli educational perspective. The development of a response‐to‐intervention model that includes a specialist (called a Matal) charged with providing diagnostic and prescriptive case management is still in its experimental phase and its efficacy has yet to be evaluated. However, adoption of this model has already had an effect on the testing and diagnosis of LD. Future trajectories of Israeli LD are also discussed.

Piracetam: its possible mode of action in children with learning disabilities and its effect on in vitro cell growth

The use of pharmaceutical products such as Piracetam (Nootropil®) for the treatment of learning disabilities is becoming increasingly prevalent, and some studies have shown successful treatment of learning disabilities in children. This research article will discuss traditional uses of Piracetam, as well as uses in learning disabilities, with particular focus on case studies where it has been given to children with learning disabilities. Furthermore, we investigate how Piracetam could potentially enhance learning, with specific focus on brain areas. However, even though Piracetam may enhance learning, the question that arises is how safe it is at a cellular level. Therefore the effect of Piracetam at a cellular level was determined. To achieve this purpose the effect of a 24‐hour exposure to 0–70 mM Piracetam on the growth of the L929 cell line and chick embryonic neurons in vitro was investigated. No statistically significant changes in cell viability or number was observed at 0–7 mM Piracetam in both cell types, although at 70 mM cell viability in the L929 cell line was significantly reduced when compared with the control. Initial studies indicate that Piacetam is only toxic at concentrations greater than 70 mM; however, the effects of repeated dosages over long periods still need to be investigated.

Spontaneously hypertensive rats: a potential model to identify drugs for treatment of learning disorders.

Spontaneously hypertensive rats (SHR) of 3 to 12 months of age learned and retrieved less information than normotensive Wistar-Kyoto rats (WKY), although no difference was found with animals from 18 and 24 months of age. The combined influence of hypertension and aging had an additive detrimental effect on cognitive functions. Notwithstanding these deficiencies in learning and memory, SHR have seldom been used as a model in the screening of drugs with therapeutic potential for treatment of disorders of cognitive processes. Moreover, the calcium channel blocker nimodipine has beneficial effects on learning in both aged and hypertensive animals and humans. However, no attempt has been made to investigate whether nimodipine can reverse the additive deleterious effects of aging and hypertension in the same subject. We recently reported that deteriorated animals (middle-aged and/or hypertensive) chronically treated with nimodipine (via osmotic minipumps) exhibit higher learning scores. This information indicates that nimodipine can reverse the impairing effects of either aging or hypertension on learning; the presence of the two conditions, however, produces a severe impairment that can be partially reversed by this drug. Therefore, we propose that mature and middle-aged SHR represent a model for the screening of potentially useful drugs in the treatment of learning disorders, probably associated with hypertension and/or aging. Nevertheless, it must be remembered that the SHR is a genetic model and the appearance of neural disturbances could be a parallel genetic phenomenon and not necessarily or exclusively related to hypertension per se.

Assessment and treatment of learning disabilities in Portugal.

This article is one in our Special International Perspectives on Learning Disabilities series. The author attempts to present the actual contextual picture of the learning disabilities (LD) field in Portugal, where the school failure rate in public schools is approximately 37% and 29% in primary and secondary systems, respectively. The need for a clear educational and legislative definition of LD is advanced, as well as some expectations for that national problem. A critical analysis of the assessment and treatment models is given, as well as some suggestions for and challenges to the role of schools and personnel training centers. Research priorities also are taken into account.

Cognitive ego psychology and the psychotherapy of learning disorders

The single most common referral problem in middle childhood and adolescence is academic underachievement and learning failure. Yet, the term “learning disorder” lacks specificity as a diagnostic entity and offers no guidelines for psychotherapy. An appreciation of the developmental processes by which the undifferentiated, unstructured, self-less and objectless newborn becomes a more fully developed, self-sufficient individual, capable of adaptive functioning and formal academic learning is encompassed in contemporary psychoanalytic conceptions of the separation-individuation process. This theory provides an organizing, theoretical base for diagnosis and treatment of learning disorders. Based on these conceptions, we discuss therapeutic techniques which are appropriate to the level of developmental arrest at each of the phases of the separation-individuation process.

Medical and Pharmacologic Treatment of Learning Disabilities

Medical and Pharmacologic Treatment of Learning Disabilities