Types Of Learning Disorders Research Articles

Knowledge, attitudes, and associated factors of caregivers towards children with autism spectrum disorder in East Coast Peninsular Malaysia.

Caregivers are directly involved in managing the daily basic needs of children with autism spectrum disorder (ASD). The knowledge and attitudes of these caregivers are important to achieving success in their roles. Thus, this study aimed to determine what constitutes good knowledge, attitudes, and associated factors among caregivers toward children with ASD. A cross-sectional study was conducted among 128 caregivers of children with ASD in Kota Bharu, Kelantan from May to August 2020, using convenience sampling. Validated questionnaires were used to assess the knowledge and attitudes toward children with ASD. The data were analyzed using SPSS version 24. Descriptive statistics and simple and multiple logistic regression analyses were then performed. The response rate was 100%. The proportion of good knowledge and attitudes toward children with ASD among caregivers was 85.1% and 88.3%, respectively. Factors significantly associated with good knowledge were being female (OR (95% CI) 2.79 [0.99-7.90]) and ASD children being non-first-born children (OR (95% CI) 0.41 [0.15-1.12]). Factors significantly associated with good attitudes were age of 30 years and older (OR (95% CI) 0.13 [0.03-0.62]) and caregiver having other children with other types of learning difficulties (OR (95% CI) 0.15 [0.04, 0.52]). The proportion of caregivers with good knowledge of ASD and good attitudes toward children with ASD was high. The caregiver's age and sex, the position of the ASD child among the siblings, and the presence of other types of learning disorders in the family need to be considered when managing children with ASD.

Exploration and analysis of On-Surface and In-Air handwriting attributes to improve dysgraphia disorder diagnosis in children based on machine learning methods

Dysgraphia is a type of learning disorder that affects children’s writing skills. Poor writing skills can obstruct students’ academic growth if it is undiagnosed and untreated properly in the early stages. The irregularity in the symptoms and varying levels of difficulty at each age level made the dysgraphia diagnosis task quite complex. This work focuses on developing machine learning-based automated methods to build the dysgraphia screening tool for children. The proposed work analyzes the various attributes of online handwritten data recorded by digitizing tablets during On-Surface (when the pen is on the tablet’s surface) and In-Air activity (when the pen is away from the tablet’s surface). The proposed work has considered feature extraction from the whole handwriting data in a combined manner instead of feature extraction from task-specific (word, letter, sentence, etc.) handwritten data separately to reduce the number of features. This approach has significantly reduced the number of features by about 85%. Extracted features are used to train and evaluate multiple machine learning classifiers such as K-Nearest Neighbor (KNN), Support Vector Machine (SVM), Random forest, and AdaBoost. Evaluation in a publicly available dataset indicates that the AdaBoost classifier achieved a classification accuracy of 80.8%, which is 1.3% more than the state-of-the-art method. Moreover, a deep analysis of different characteristics (kinematic, dynamic, temporal, spatial, etc.) of online handwriting is conducted to examine their significance in distinguishing normal and abnormal handwritten data. The analysis can help psychologists determine what attributes and methods should be considered for effective treatment.

Anxiety Disorder Caused by Learning Difficulties in Mathematics

One of the brain disorders causing great damage to those who suffer from it is dyscalculia. Dyscalculia often causes math anxiety. This circumstance is characterized by feelings of tension and fear that interfere with performance in tasks related to Mathematics. Mathematics anxiety is not always caused by a learning difficulty but in cases where this difficulty exists, if it is not diagnosed and treated properly, it is not possible to eliminate the anxiety. By using the BAEP technique, it is possible to determine the existence of a certain type of learning disorder, which allows attention to be focused on remedying the specific cause that produces the anxiety. Due to the existence of multiple factors that cause anxiety, the neuronal system that is activated is a network of interconnected networks whose controllability we need to study. In this work, we also study the controllability of multiagent neural networks by simulating possible brain networks.

Relationship Between Cognitive Flexibility, Attention Shifting, and Planning With Accuracy, Speed, and Reading Comprehension in Normal Children and Children With Dyslexia

Background and Aims Dyslexia is a type of learning disorder that causes problems in reading. Children with dyslexia are affected by various problems, including executive functions. The aim of this study was to investigate the relationship between executive functions and components of reading (comprehension, speed, and accuracy). Methods In this study, 22 normal students and 22 dyslexic students between the age of eight and nine years participated in order to evaluate their executive function and reading skills. Diagnosis of dyslexia was determined by reading and dyslexia test (NEMA). To evaluate the components of reading (speed, accuracy, and comprehension), the comprehension text of the test was used. The Wisconsin Card Sorting Test (WCST) for cognitive flexibility assessment, the Tower of London (TOL) test for the evaluation of planning, and the Color Trail Test (CTT) was used to evaluate attention transmission. Results The average score of dyslexic children in attention shifting, cognitive flexibility, planning, comprehension, speed, and reading accuracy was significantly lower than normal children (P<0.001). A significant correlation was observed between reading accuracy and speed and attention shifting (P<0.05). There was no significant correlation between reading components and other executive function factors (P<0.05). Conclusion Attention shifting, planning, cognitive flexibility, comprehension, speed, and accuracy of reading in dyslexic students are weaker than in normal students, and recovering these factors will lead to an overall improvement in reading. It seems that enhancing the ability of attention shifting in a particular way for students with a major weakness in reading speed or accuracy will be effective.

Psychotherapy with Patients with Neurocognitive Impairments

ABSTRACT Neurodivergent children, adolescents, and adults demonstrate both learning and attention challenges that contribute to academic and social failures. The emotional consequences of these disorders include: lowered self-esteem, pervasive feelings of shame, profound insecurity about academic skills, and a deep sense of vulnerability. In many cases, symptoms of depression and anxiety are direct consequences of these challenges. Thus, many patients with neurocognitive difficulties will consult with psychotherapists for help in alleviating their psychiatric symptoms. It is therefore essential that clinicians are mindful of the various types of learning disorders, understand their impact on the developing psyche, and are able to facilitate insight and awareness of these issues. I will provide an overview of the different types of learning disorders, review the literature on common psychological themes found in the psychotherapy of individuals with these disorders, and then present case histories illustrating both themes in treatment and effective interventions. Such interventions will include psychoeducational, insight-oriented, and relational techniques.

A new gene for dyslexia (DYX3) is located on chromosome 2

Dyslexia is usually defined as persistent difficulty in reading and spelling in the absence of any neurologic or other causes, in an individual with normal intelligence and adequate schooling. Difficulties in spelling and decoding may persist through adult life. The prevalence may be as high as 5-10%, but these figures probably include many types of learning disorders. Currently, there is no single test which permits a clear diagnosis of dyslexia. Over the last 15 years, possible localizations of genes for dyslexia have been reported on chromosome 15(DYX1), 6p21.3-23(DYX2), and 1p. We have investigated a large Norwegian family in which dyslexia is inherited as an autosomal dominant trait. A genome-wide search for linkage was initiated in 36 of the 80 family members and a region in 2p15-p16 was identified which cosegregated with dyslexia. Maximum lod scores of 3.54, 2.92 and 4.32 for three different diagnostic models were obtained. These results were confirmed by a non-parametric multipoint GENEHUNTER analysis in which the most likely placement of the gene was in a 4 cM interval between markers D2S2352 and D2S1337. Haplotype analysis showed that reading disability in this large kindred was due to another cause (most likely ADHD) in 2 children,. This is the first genome search that has been carried out in dyslexia. Isolation of DYX3 will give a new and exciting insight into the processes involved in reading and spelling.

Are Different Types of Learning Disorder Associated With Distinct Cognitive Functioning Profiles?

Introduction: DSM-5 presented a revised conceptualization of specific learning disorders (LD). Contrary to former versions, the various types of LD—i.e., mathematics disorder, reading disorder, and writing disorder—are not treated as distinct diagnostic entities but are integrated into one single LD category. In support of this new classification, it has been argued that the various types of LD overlap to a great extent in their cognitive functioning profiles and therefore do not exhibit a distinct set of cognitive causes. In contrast, ICD-11 still adheres to the idea of discrete categories and thus follows the specificity hypothesis of LD. Using latent profile analysis (LPA), we therefore tested the specificity of cognitive strengths and weaknesses in children with different types of LD. Secondly, we aimed at examining the extent to which observed LD characteristics (type and severity of LD as well as IQ-achievement discrepancy) were consistent with the membership of a given latent profile.Method: 302 German third-graders (134 girls; IQ ≥ 85; Mage = 111.05 months; SD = 5.76) with single or comorbid types of LD in the domains of mathematics, reading, and spelling completed a wide range of domain-specific and domain-general cognitive functioning measures.Results: Five qualitative distinct profiles of cognitive strengths and weaknesses were identified. Profile 1 (23% of the sample) showed Comprehensive Cognitive Deficits, performing low in all measures except for naming speed, language, and inhibition. Profile 2 (21%) included children with a Double Deficit in Phonological Awareness and Phonological Short-term Memory. Profile 3 (20%) was characterized by a Double Deficit of Phonological Awareness and Naming Speed. Profile 4 (19%) included children with a Single Deficit in Attention, and profile 5 (17%) consisted of children without any cognitive deficits. Moreover, type and severity of LD as well as IQ-achievement discrepancy discriminated between the profiles, which is in line with the specificity hypothesis of LD.Discussion: Overall, the finding of specific associations between the LD types and the identified cognitive profiles supports the ICD-11 classification of LD. Yet, those inferences may not be valid for an individual child but need to be examined through comprehensive diagnostic.

Cognitive functioning in children with learning problems

Several cognitive deficits associated with reading and mathematics problems have been identified. However, only few studies assessed the impact of these variables in children with combined problems in reading and arithmetics, and none of these studies included children with low IQ. This longitudinal study was designed to assess the impact of different cognitive variables as well as socioeconomic status on literacy and mathematics development of elementary school children with different kinds of learning problems and IQ levels over the course of 2 years. A total of six subgroups was selected from a total sample of 929 second-grade children, with the subgroups differing according to their IQ level and the type of learning disorder. The subgroups consisted of initially 24 reading disabled, 22 mathematics disabled, 35 combined, and 29 low- and 28 overachieving children, as well as 28 typically developing children. Participants were repeatedly assessed in regard to their literacy, mathematics, IQ as well as specific and general cognitive variables. Overall, reading problems were linked to deficits in phonological awareness, while mathematics problems were linked to memory and attention deficits. Children with combined problems showed additive deficits in phonological awareness and attention. The same applied for low-achieving children who were additionally characterized by low socioeconomic status. Good phonological awareness served as a protective factor in overachieving children. The correlation of cognitive variables and group membership was more pronounced at the end of elementary school than in grade 2. Our results confirm an additive approach of cognitive deficits in children with combined learning problems. Phonological awareness constitutes not only a risk factor for learning problems but also a protective factor for good academic achievement in children with low IQ.

Studying and Learning during Crisis Situations

Catastrophes (floods, earthquakes, industrial accidents) require exceptional logistic, health, psychological, educational and social intervention in the areas they occur. In this paper, we present the results of a study carried out on University students in post-emergency conditions in the city of L'Aquila, Italy, two years after the devastating 2009 earthquake, in order to individuate the consequences that this catastrophic event had on student motivation and academic performance. This paper aims at outlining aspects of learning and studying in critical situations and defining a teaching intervention model to be adopted under such conditions. Studying is a complex activity involving an intentional application of the mind to the acquisition and memorising of knowledge and information needed to carry out a task or test. It may be associated with the perception of a threat to one's self- esteem, safety and way of life. Repeated failure can lead to conditions of learned helplessness in students, while success and progress in a scholastic setting can stimulate students' confidence in their abilities and develop a sense of empowerment allowing them to acquire coping strategies that can help to limit the debilitating effects of stress(1; 2; 3). Learning during emergency and post-emergency situations is conditioned by stress and trauma. Subjects being taught are facing high levels of stress and in 7-14% of cases suffering from post traumatic stress disorder (PTSD). If these conditions are not taken into consideration within the teaching strategies adopted, various types of learning disorders may arise(4; 5; 6; 7; 8). This theory has been verified in various studies conducted on students who experienced the 2009 earthquake in the city of L'Aquila, Italy(9). The results obtained are presented in this article, however, as we shall see, they cannot be generalised. It is, in any case, important to ask: how can teaching and education allow individuals and groups to regain hope for the future after having gone through a catastrophic event? Can learning represent a means of re-elaborating individual and collective trauma? How can we develop teaching strategies able to enhance the learning process under

Diagnostic criteria for fetal alcohol syndrome and fetal alcohol spectrum disorders

Prenatal ethanol exposure, in our professional practice, is an almost neglected condition as an important etiological factor for the induction of a wide spectrum of neuropsychiatric diseases that may appear during childhood, adolescence or adulthood. Children born to alcoholic mothers may show a profound mental retardation ranging to an apparent normality, and extending through epilepsy, attention deficit disorders with or without hyperactivity, autism and pervasive developmental disorders, and different types of learning disorders. When adolescents, they may develop different kinds of personality disorders and substance abuse disorders. Finally, in adulthood, they may suffer from different types of affective and psychotic disorders, among others. A great number of those children may not develop their full mental and social potentiality as free individuals. They usually have diverse types of cognitive, attentional, mnemonic and affective impairments. Not infrequently, they engage in antisocial behaviors or have school or work troubles. In this work, the present clinical classifications and diagnostic criteria for the disorders emerging from a prenatal ethanol exposure are reviewed in order to call attention to the medical pediatric and neuropsychiatric community about the increasingly, although underdiagnosed, frequency of these disorders in our country.

Profiles of learning disability subtypes in a retrospective sampling of adolescents' scores on the Woodcock-Johnson Psycho-Educational Battery-Revised.

This study was an effort to subtype adolescents' learning disabilities using scores on the Woodcock-Johnson Psycho-Educational Battery-Revised. A cluster analysis of 88 cases classified as learning disabled and 75 as nonlearning disabled was conducted to characterize subtypes. Two distinct subtypes emerged for the group while one for the nonlearning disabled group was identified. A multivariate analysis of variance to test for differences in scores among the identified subtypes yielded significant differences, suggesting that these students had two specific types of learning disorders. Cross-validation is essential.

A New Type of Learning Disorder

A description of Prader-Willi syndrome and some of its manifestations which can be associated with learning disabilities

Education of Children with Learning Problems

Approximately 10 per cent of all school-aged children have some type of learning disorder. These students are usually labeled mentally retarded, learning disabled, or emotionally disturbed/behavior disordered. The authors discuss the commonly used definitions of these disorders, the prognosis in school for children with learning disorders, the educational characteristics of these children, specific teaching and training approaches, and the administrative arrangement and physical environment for learning-disordered students.

Family Systems and the Learning Disabled Child

Types of learning disorders are manifold, and each may require different modes of intervention. In children whose learning difficulties stem from psychological causes, family dynamics can play a significant role. Different family constellations provide clues as to the best possible intervention for the individual child. Presented here is a continuum of the varying types of treatment that might be employed, dependent upon the child's problem and the family dynamics. Factors which are important in ultimate choice of treatment are detailed.