Identifying children with developmental and behavioural problems

Motor Disorders ◽

High Prevalence ◽

Definition Of ◽

Low Prevalence ◽

Chapter 13 deals with the definition of disablement and the epidemiology of disabling conditions, the importance of identifying, detecting, and caring for children with disabling conditions, the distinction (for convenience only) between two categories of disabling condition—low-prevalence high-severity disorders, and high-prevalence low-severity problems, the ways in which disabling conditions are identified, screening for autism, the place of developmental screening, the early identification of speech and language impairments and how they may be managed, motor disorders and specific learning disabilities, psychological, behavioural, and emotional disorders and service provision for them, and the vital importance of collaboration between health, social services, and education in the planning of early identification activities.

Dyslexia as the most prevalent form of specific learning disabilities

L.O. Badalyan Neurological Journal ◽

10.46563/2686-8997-2021-2-3-146-158 ◽

2021 ◽

Vol 2 (3) ◽

pp. 146-158

Author(s):

Nikolay N. Zavadenko

Keyword(s):

Learning Disabilities ◽

Executive Functions ◽

Emotional Disorders ◽

Functional Neuroimaging ◽

Speech Development ◽

Language Development Disorders ◽

Brain Connectome ◽

The Brain ◽

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.

Recommended Best Practices for the Early Identification and Diagnosis of Children with Specific Learning Disabilities in Ontario

Canadian Journal of School Psychology ◽

10.1177/0829573506295461 ◽

2005 ◽

Vol 20 (1-2) ◽

pp. 21-43 ◽

Cited By ~ 7

Author(s):

Allyson G. Harrison

Keyword(s):

Learning Disabilities ◽

Best Practices ◽

Early Identification ◽

Development of a Prototype for Early Identification Children with Specific Learning Disabilities

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.b1053.0782s219 ◽

2019 ◽

Vol 8 (2S2) ◽

pp. 302-309

Keyword(s):

Learning Disabilities ◽

Early Identification ◽

Positive Feedbacks ◽

Related Information ◽

Use Of Technology ◽

Development Life Cycle ◽

Effort Expectancy ◽

Computer Based ◽

Early identification of children who may at risk of having difficulties in learning is crucial in order to assist them in overcoming barriers to learn. The adoption of computer related information technology has been greatly explored to support specific learning disabilities children. However, current computer-based support systems are lacking to guide parents and teachers with information about the children with the specific learning disabilities. The early awareness of learning disabilities problems will help the parents and teachers to take suitable action for their children’s academic and social development. Thus in this paper, a computer-based prototype for early identification children with specific learning disabilities using ontology (e-SLD) is developed and evaluated in terms of its usability based on Unified Theory of Acceptance and Use of Technology (UTAUT) factors. The research methodology consists of two main phases including software development life cycle and usability testing. The findings shows positive feedbacks of the prototype in terms of its usability, in which the average of 70% of the respondents agreed with the system’s performance expectancy, 72% of the respondents agreed with the system in terms of its effort expectancy, 68% of the respondents agreed with the system in terms of its social influence and around 72% of the respondents agreed that e-SLD is a tool to screening and recommending suitable activity of specific learning disabilities children.

The development of an ontology model for early identification of children with specific learning disabilities

International Journal of Electrical and Computer Engineering (IJECE) ◽

10.11591/ijece.v9i6.pp5486-5494 ◽

2019 ◽

Vol 9 (6) ◽

pp. 5486

Author(s):

Rosmayati Mohemad ◽

Nur Fadila Akma Mamat ◽

Noor Maizura Mohamad Noor ◽

Arifah Che Alhadi

Keyword(s):

Special Education ◽

Learning Disabilities ◽

Early Identification ◽

Development Process ◽

Ontological Engineering ◽

Ontology Model ◽

Education Environment ◽

Five Phases ◽

<span lang="EN-US">Ontology-based knowledge representation is explored in special education environment as not much attention has been given to the area of specific learning disabilities such as dyslexia, dysgraphia and dyscalculia. Therefore, this paper aims to capture the knowledge in special education domain, represent the knowledge using ontology-based approach and make it efficient for early identification of children who might have specific learning disabilities. In this paper, the step-by-step development process of the ontology is presented by following the five phases of ontological engineering approach, which consists of specification, conceptualization, formalization, implementation, and maintenance. The details of the ontological model’s content and structure is built and the applicability of the ontology for early identification and recommendation is demonstrated.</span>