The comparison of sluggish cognitive tempo, processing speed, and executive functions in female children with specific learning disabilities and typically developing female children: A pilot study

2021 ◽  
pp. 1-8
Author(s):  
Zeinab Robati Firoozehchi ◽  
Ali Mashhadi ◽  
Imanollah Bigdeli
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Executive Functions ◽  
Processing Speed ◽  
Specific Learning Disabilities ◽  
Sluggish Cognitive Tempo ◽  
Typically Developing ◽  
Female Children ◽  
Specific Learning ◽  
Cognitive Tempo

Dyslexia as the most prevalent form of specific learning disabilities

2021 ◽  
Vol 2 (3) ◽  
pp. 146-158
Author(s):  
Nikolay N. Zavadenko
Keyword(s):  
Learning Disabilities ◽  
Executive Functions ◽  
Emotional Disorders ◽  
Functional Neuroimaging ◽  
Specific Learning Disabilities ◽  
Speech Development ◽  
Language Development Disorders ◽  
Brain Connectome ◽  
The Brain ◽  
Specific Learning

Dyslexia is the most common form of specific learning disabilities. Dyslexia is observed in 5-17.5 % of schoolchildren, and among children with specific learning disabilities, it accounts for about 70-80 %. Usually, dyslexia manifests itself as the inability to achieve an appropriate level of reading skills development that would be proportional to their intellectual abilities and writing and spelling skills. Secondary consequences of dyslexia may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background skills. The review discusses neurological management of reading and writing as complex higher mental functions, including many components that are provided by various brain areas. The principles of dyslexia classification, the main characteristics of its traditionally defined forms are given: phonemic, optical, mnestic, semantic, agrammatic. The article analyzes the cerebral mechanisms of dyslexia development, the results of studies using neuropsychological methods, functional neuroimaging, and the study of the brain connectome. The contribution to dyslexia development of disturbances in phonological awareness, rapid automated naming (RAN), the volume of visual attention (VAS), components of the brain executive functions is discussed. The origin of emotional disorders in children with dyslexia, risk factors for dyslexia development (including genetic predisposition) are considered. Dyslexia manifestations in children are listed, about which their parents seek the advice of a specialist for the first time. In the process of diagnosing dyslexia, attention should be paid to the delay in the child’s speech development, cases of speech and language development disorders and specific learning disabilities among family members. It is necessary to consider possible comorbidity of dyslexia in a child with attention deficit hyperactivity disorder, dyscalculia, developmental dyspraxia, disorders of emotional control and brain executive functions. Timely diagnosis determines the effectiveness of early intervention programs based on an integrated multimodal approach.

scholarly journals HIPERKINEZINIŲ SUTRIKIMŲ TURINČIŲ VAIKŲ INTELEKTO STRUKTŪRA

Psichologija ◽  
2011 ◽  
Vol 44 ◽  
pp. 57-74
Author(s):  
L. Rakickienė ◽  
S. Girdzijauskienė
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Processing Speed ◽  
Digit Span ◽  
Specific Learning Disabilities ◽  
Clinical Group ◽  
Intelligence Scale ◽  
Intellectual Abilities ◽  
Freedom From Distractibility ◽  
Specific Learning

Straipsnyje aprašomas tyrimas, kuriuo siekta įvertinti Lietuvos pradinio mokyklinio amžiaus vaikų, turinčių hiperkinezinių sutrikimų, intelekto struktūros ypatumus. Tyrime dalyvavo 29 septynerių–dešimties metų vaikai, kuriems diagnozuotas hiperkinezinis sutrikimas. Tyrimo dalyviai atliko lietuviškąją Wechslerio intelekto testo vaikams – trečio leidimo versiją (WISC-III). Patvirtinančioji bei tiriančioji faktorių analizė parodė, kad hiperkinezinių sutrikimų turinčių vaikų intelekto struktūra, nustatyta WISC-III testu, nesiskiria nuo reprezentacinėje vaikų imtyje nustatytos intelekto struktūros. Klinikinės vaikų imties rezultatų vidurkių profilis buvo palygintas su WISC-III Lietuvos standartizacinės imties rezultatais. Nustatyta, kad hiperkinezinių sutrikimų turinčių vaikų WISC-III atlikimui būdinga žemas Atsparumo trukdžiams balas bei AKIS profilis (žemi Aritmetikos, Kodavimo, Informacijos ir Skaičių eilės subtestų balai), atspindintys dėmesio koncentracijos, atminties, nuoseklaus girdimosios informacijos apdorojimo ir žinių kaupimo sunkumus. Santykinai geri Panašumų, Paveikslėlių išdėstymo, Kubelių kompozicijos rezultatai leidžia teigti, kad operavimas sąvokomis, analizės ir sintezės gebėjimai, takusis intelektas yra hiperkinezinių sutrikimų turinčių vaikų galios. Kadangi didelei daliai klinikinės imties vaikų be hiperkinezinio sutrikimo buvo diagnozuotas gretutinis specifinis mokymosi gebėjimų raidos sutrikimas, palyginome vaikų, turinčių vien hiperkinezinį sutrikimą, ir vaikų, turinčių abi minėtas diagnozes, gebėjimų profilius. Pasirodė, kad nors hiperkinezinį sutrikimą bei gretutinį specifinį mokymosi gebėjimų raidos sutrikimą turinčių vaikų intelektiniai gebėjimai menkesni, gretutinis mokymosi gebėjimų raidos sutrikimas beveik neturi įtakos hiperkinezinių sutrikimų turinčių vaikų intelektinių gebėjimų profiliui.Pagrindiniai žodžiai: hiperkineziniai sutrikimai, intelekto struktūra, WISC-III, gretutinis mokymosi gebėjimų raidos sutrikimas. Intelligence Structure in Children with Hyperkinetic DisordersRakickienė L., Girdzijauskienė S. SummaryThe Wechsler Intelligence Scale for Children – Third edition (WISC-III) has been widely used to assess the intellectual abilities of children with hyperkinetic disorders by both researchers and practitioners. The characteristic features of the WISC-III profile of this clinical group have been described by several authors (Anastopoulos et al., 1994; Assessmany et al., 2001; Snow and Sapp, 2000; Mayes and Calhoun, 2006; Ek et al., 2007). However, the issue of the WISC-III construct validity in this particular clinical group was scarcely addressed. It remains possible that in hyperkinetic children with poor attention this long and attention-demanding test measures other constructs than in general population. The objective of this study was to examine the structure of intelligence in primary school children diagnosed with hyperkinetic disorders. 29 children (23 boys and 6 girls) aged seven to ten years, participated in the study. All the children were diagnosed with a hyperkinetic disorder, and ten of them had a comorbid diagnosis of specific learning disabilities. The participants of the study completed the Lithuanian version of the Wechsler Intelligence Scale for Children – Third edition (WISC-III) (2002). The Confirmatory factor analysis confirmed the construct validity of WISC-III when used in hyperkinetic children: one factor model (general intelligence) fits the data satisfactorily, while two factor (Verbal IQ, Performance IQ) and four factor (Verbal Comprehension, Perceptual Organisation, Freedom from Distractibility, Processing Speed) models fit the data very well. However, the exploratory factor analysis revealed a different factor structure without the Processing Speed factor, more similar to WISC-R. It also showed that Object Arrangement is a problematic subtest when used with hyperkinetic children as it does not fit with any of the three factors. We suggest that its performance could be determined by emotional variables rather than by cognitive ones. The WISC-III profile of hyperkinetic children as a group was characterized by the low Freedom from Distractibility score and ACID profile (low Arithmetic, Coding, Information and Digit span scores). The mean scores of these subtests and factors were significantly lower than the standardization sample mean, which is 10 for subtest scores and 100 for factor scores: M = 8.4, t = –3.215, p < 0.01 for Information; M = 8.5, t = –5.998, p < 0.01 for Coding; M = 8.4, t = –3.194, p < 0.01 for Arithmetic; M = 6.9, t = –5.998, p < 0.01 for Digit Span; M = 86.17, t = –5.393, p < 0.01 for Freedom from Distractibility. These peculiarities of hyperkinetic children’s WISC-III performance are explained by difficulties in attention, short-term memory, sequential auditory processing and factual knowledge. Satisfactory results of Similarities, Picture Completion and Block Design suggest relative strengths of using concepts, ability to analyse and synthesize information, and fluid intelligence. It has been proposed that comorbid specific learning disabilities may affect the cognitive performance of hyperkinetic children. For this reason, the effect of a comorbid learning disability was also assessed. The results showed that, although the intellectual abilities of hyperkinetic children with a comorbid learning disability are lower, the comorbid learning disability does not change the hyperkinetic children’s intelligence profile.Keywords: hyperkinetic disorders, intelligence structure, WISC-III, specific learning disabilities. 

scholarly journals Specifične teškoće učenja i cerebelarna teorija - uvid u zadatke ravnoteže i motorike

2017 ◽  
Vol 53 (1) ◽  
pp. 101-114
Author(s):  
Mirjana Lenček ◽  
Mateja Usorac ◽  
Jasmina Ivšac Pavliša
Keyword(s):  
Learning Disabilities ◽  
Reading Skills ◽  
Rank Correlation ◽  
Specific Learning Disabilities ◽  
Typically Developing ◽  
Motor Tasks ◽  
Spearman’S Rank Correlation ◽  
Learning Impairment ◽  
Specific Learning

The cerebellar deficit hypothesis, proposed by Nicolson and Fawcett (1996; 1999), suggests that dyslexia, one of the most frequent specific learning disabilities, involves general impairment in the ability to perform skills automatically, which several studies have linked to the cerebellum. Disorders in cerebellar development may lead to impairments in reading and writing that are key features of dyslexia and other specific learning disabilities, which would be consistent with the presumed role of the cerebellum in language-related skills. The cerebellum has traditionally been considered as a motor area, so performance on motor and balance tasks may be a way to assess problems in cerebellar function associated with specific learning impairment. The aim of the present study was to determine whether there are differences in performance on balance and motor tasks (Yap and van der Leij, 1994; Ramus and colleagues, 2003) between students with specific learning disabilities (N=32) and typically developing students (N=32), as well as to determine whether performance in both groups correlates with reading skills. Students were in the fourth grade of elementary school in Zagreb, Croatia. Typically developing students achieved a significantly higher total score on balance and motor tasks than students with specific learning disabilities (Mann Whitney U test), supporting the cerebellar deficit hypothesis. In addition, performance on balance and motor tasks correlated significantly with performance on reading tasks (Spearman’s rank correlation). Further research is needed to clarify these correlations and why they occur.

scholarly journals Electroencephalographic changes as neuroscience-based cognitive skill training program

2020 ◽  
Vol 11 (1) ◽  
pp. 63-68
Author(s):  
Phakkharawat Sittiprapaporn
Keyword(s):  
Learning Disabilities ◽  
Executive Functions ◽  
Training Program ◽  
Cognitive Processing ◽  
Cognitive Skills ◽  
Skill Training ◽  
Computer Training ◽  
Specific Learning Disabilities ◽  
The Brain ◽  
Specific Learning

Background: Brain is an organ that is easily affected by the physical changes.Abnormalities are known to occur with the brain in terms of memory, eyesight, intellect, and balance as the brain is an organ that is easily affected by the physical changes. Executive functions have been shown to be related to academicachievement and the ability to learn, as well as a range of a neurodevelopmental disorders. The failure of many traditional educational interventions for students with specific learning disabilities may be attributed to large deficits in executive functions, including working memory and inhibition. Aims and Objective: This study examined how BrainWare SAFARI, a computer-based training, aid students with specific learning disabilities in enhancing their executive functions and specific learning disabilities. Materials and Methods: The present experimental study examined the effectiveness of a specific 12-week neuroscience-based, cognitive skills computer-training program, BrainWare SAFARI, on the cognitive processing of elementary students with specific learning disabilities. Results:The results of this study showed that all students Participants were able to complete a sufficient number of sessions in BrainWare SAFARI experienced significant improvements in multiple areas of cognitive processing. The results showed that the attention level changed with statistically significant while the meditation level was not changed. Conclusion: Thus, this neuroscience-based, cognitive skills computer-training program, BrainWare SAFARI, could result in increased academic performance.

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