Learning difficulties

2021 ◽  
pp. 39-46
Author(s):  
Mark Selikowitz
Keyword(s):  
Auditory Processing ◽  
Learning Difficulties ◽  
Learning Difficulty ◽  
Academic Difficulties ◽  
Academic Difficulty ◽  
Children With Adhd ◽  
Social Difficulties ◽  
Oral Expression ◽  
The Brain ◽  
Poor Concentration

Specific deficits in information processing in the brain are the commonest causes of academic difficulties in children with ADHD. For many children with ADHD, academic difficulty is not confined to a particular subject but occurs across several areas of study. This chapter explores learning difficulties in ADHD, including common areas of difficulty, including written expression, oral expression, and others. The chapter also discusses when problems become apparent, the causes of learning difficulty in ADHD (poor concentration, impulsivity, working memory impairment, defiance, low self-esteem, social difficulties, poor incentival motivation, auditory processing impairment, difficulties in spelling, handwriting, and organizing), as well as dyslexia and ADHD, and the gifted child with ADHD.

Visual Perception in Specific Learning Difficulties

2021 ◽  
Vol 1 (1) ◽  
pp. 25-40
Author(s):  
Neriman Aral
Keyword(s):  
Individual Differences ◽  
Visual Perception ◽  
Learning Difficulties ◽  
Learning Difficulty ◽  
The Family ◽  
Mental Problems ◽  
The Moment ◽  
The Individual ◽  
The Brain ◽  
Specific Learning

From the moment the child is born, learning becomes meaningful and it is interpreted as a result of the experiences first in the family and then in school. However, it is sometimes not possible to talk about the fact that learning takes place in all children although the process has taken place in this direction. Sometimes the individual differences that exist in children and the inability to get the necessary support in structuring their learning experiences can be effective in the failure of learning, while sometimes the type of congenital difficulty can be effective. One of these types of difficulty is a specific learning difficulty. It is not always possible for children with specific learning difficulties to learn, even if they do not have any mental problems. In this case, many factors can be effective, especially the problems that children experience in their visual perception can become effective. Since visual perception is the processing of symbols received from the environment in the brain, the problem that may be experienced in this process can also make it difficult to learn this situation. In line with these considerations, it is aimed to focus on the importance of visual perception in specific learning difficulties.

Social clumsiness

2021 ◽  
pp. 66-76
Author(s):  
Mark Selikowitz
Keyword(s):  
Social Cognition ◽  
Group Dynamics ◽  
Autism Spectrum ◽  
Behaviour Modification ◽  
Children With Adhd ◽  
Social Difficulties ◽  
Age Appropriate ◽  
Social Competence Deficits ◽  
Social Prediction ◽  
The Brain

To acquire age-appropriate social skills, certain parts of the brain need to develop normally. Children with ADHD may experience social difficulties and experience what is called a social cognition deficit. This chapter outlines social clumsiness in ADHD. It discusses social cognition as a function of the brain, specific social competence deficits (social blindness, egocentricity, lack of appropriate inhibition, insatiability, insensitivity to style and convention, lack of responsiveness, over-talkativeness, difficulties reading facial expression, aggressive tendencies, lack of judgment, poor understanding of group dynamics, misinterpretation of feedback, poor social prediction, poor social memory, lack of awareness of image, poor behaviour-modification strategies), management of social clumsiness, and autism spectrum disorder.

Poor concentration

2021 ◽  
pp. 21-26
Author(s):  
Mark Selikowitz
Keyword(s):  
Close Attention ◽  
Attentional Processes ◽  
Children With Adhd ◽  
Concentration Result ◽  
Attentional Difficulties ◽  
The Brain ◽  
Poor Concentration ◽  
Attentional Mechanisms

Children with ADHD often have difficulty giving close attention to details. However, it is wrong to believe that children with ADHD cannot concentrate at all. Their mechanisms for concentrating are inefficient and unreliable, not absent. Difficulties with concentration result in children with ADHD often being confused and unable to understand instructions, and attentional difficulties may give children with ADHD an unfocused appearance. Often, children with ADHD have difficulty in adjusting their level of attention to suit the situation. This chapter discusses poor concentration in children with ADHD. It includes the attentional processes (internal and external) in the brain, and difficult tasks for attentional mechanisms.

ADHD: The Facts

2021 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Occupational Therapists ◽  
Self Esteem ◽  
Children With Adhd ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Behavioural Difficulties ◽  
Common Causes ◽  
Skills Learning ◽  
Poor Concentration

ADHD (attention-deficit/hyperactivity disorder) is now recognized as one of the most common causes of learning and behavioural difficulties in school-aged children. Symptoms include poor concentration, forgetfulness, poor organization, impulsivity, restlessness, poor social skills, learning difficulties, low self-esteem, and defiant behaviour. Despite growing awareness of ADHD among parents and health professionals, it is still widely misunderstood. This third edition of ADHD: The Facts provides information on how ADHD is diagnosed, on conventional medical and alternative therapies, and on ways of helping children to improve their own behaviour, self-esteem, and academic results. Written by an experienced paediatrician, the book provides practical advice to help parents understand their child’s difficulties and how to overcome them. With detailed explanations of the cause of ADHD, its nature, and treatments of the condition that have proved effective over time, this new edition includes developments in the understanding of conditions that often coexist with it, as well as problems experienced by adults with ADHD. ADHD: The Facts will be of invaluable assistance to parents of children with ADHD and to teachers, psychologists, speech therapists, occupational therapists, and doctors wanting an authoritative, up-to-date, and practical review of the condition.

Effects of the SNAP25 on Integration Ability of Brain Functions in Children With ADHD

2020 ◽  
pp. 108705472096456
Author(s):  
Yue Yang ◽  
Gang Peng ◽  
Hongwu Zeng ◽  
Diangang Fang ◽  
Linlin Zhang ◽  
...  
Keyword(s):  
Time Window ◽  
Precentral Gyrus ◽  
Children With Adhd ◽  
Brain Functions ◽  
Lingual Gyrus ◽  
Window Method ◽  
Central Gyrus ◽  
The Right ◽  
The Brain ◽  
Insight Into

Objective: The present study aimed to examine the effects of SNAP25 on the integration ability of intrinsic brain functions in children with ADHD, and whether the integration ability was associated with working memory (WM). Methods: A sliding time window method was used to calculate the spatial and temporal concordance among five rs-fMRI regional indices in 55 children with ADHD and 20 healthy controls. Results: The SNAP25 exhibited significant interaction effects with ADHD diagnosis on the voxel-wise concordance in the right posterior central gyrus, fusiform gyrus and lingual gyrus. Specifically, for children with ADHD, G-carriers showed increased voxel-wise concordance in comparison to TT homozygotes in the right precentral gyrus, superior frontal gyrus, postcentral gyrus, and middle frontal gyrus. The voxel-wise concordance was also found to be related to WM. Conclusion: Our findings provided a new insight into the neural mechanisms of the brain function of ADHD children.

Central Auditory Processing

2021 ◽  
Author(s):  
Josef P. Rauschecker
Keyword(s):  
Auditory Cortex ◽  
Auditory Processing ◽  
Cognitive Abilities ◽  
Auditory Perception ◽  
Auditory Brainstem ◽  
Central Auditory Processing ◽  
Visible Part ◽  
Auditory Object ◽  
Mother’S Voice ◽  
The Brain

When one talks about hearing, some may first imagine the auricle (or external ear), which is the only visible part of the auditory system in humans and other mammals. Its shape and size vary among people, but it does not tell us much about a person’s abilities to hear (except perhaps their ability to localize sounds in space, where the shape of the auricle plays a certain role). Most of what is used for hearing is inside the head, particularly in the brain. The inner ear transforms mechanical vibrations into electrical signals; then the auditory nerve sends these signals into the brainstem, where intricate preprocessing occurs. Although auditory brainstem mechanisms are an important part of central auditory processing, it is the processing taking place in the cerebral cortex (with the thalamus as the mediator), which enables auditory perception and cognition. Human speech and the appreciation of music can hardly be imagined without a complex cortical network of specialized regions, each contributing different aspects of auditory cognitive abilities. During the evolution of these abilities in higher vertebrates, especially birds and mammals, the cortex played a crucial role, so a great deal of what is referred to as central auditory processing happens there. Whether it is the recognition of one’s mother’s voice, listening to Pavarotti singing or Yo-Yo Ma playing the cello, hearing or reading Shakespeare’s sonnets, it will evoke electrical vibrations in the auditory cortex, but it does not end there. Large parts of frontal and parietal cortex receive auditory signals originating in auditory cortex, forming processing streams for auditory object recognition and auditory-motor control, before being channeled into other parts of the brain for comprehension and enjoyment.

scholarly journals Analisis Faktor Penyebab Kesulitan Belajar Siswa dalam Pembelajaran Matematika Kelas XI IPS 4 SMA Negeri 2 Sungai Limau

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 724-732
Author(s):  
Irma Dian Pratama ◽  
Dewi Yuliana Fitri ◽  
Lita Lovia
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Environmental Indicators ◽  
Learning Difficulty ◽  
Internal Factors ◽  
Descriptive Research ◽  
Analysis Technique ◽  
Learning Mathematics

This research is motivated by the low learning outcomes of students' mathematics. Low learning outcomes are characteristics of students experiencing obstacles or obstacles during the learning process. This study aims to describe and analyze the factors that cause students' learning difficulties in mathematics. The sample of this study amounted to 32 students of class XI IPS 4 SMA Negeri 2 Sungai Limau. The type of research used is descriptive research with a quantitative approach. The instrument used is a learning difficulty questionnaire, interview sheets and documentation to strengthen the results of the questionnaire answers. The data analysis technique of this research is the analysis of questionnaires and interviews. The results of this study indicate that: 1) internal factors that affect learning difficulties are described as follows, in the indicator of readiness in learning as much as 71.8% in the category of very influential on the learning process, on motivation indicators as much as 29% in the category of being quite influential in the learning process , on the indicator of interest as much as 53% with the category influential in the mathematics learning process and the health indicator as much as 50.6% with the category having an effect on learning mathematics. 2) external factors that affect learning difficulties in mathematics are as follows, indicators of family factors in learning as much as 37.5% with a category that is quite influential on the mathematics learning process, on school indicators as much as 51.5% with categories that affect the online learning process and on environmental indicators community as much as 39.6% with the category quite influential on the student learning process.

scholarly journals ANALYSIS OF STUDENTS’ LEARNING DIFFICULTY IN ENGLISH LESSON AT MTS NURUL FALAH CIMAHI

2018 ◽  
Vol 1 (6) ◽  
pp. 763
Author(s):  
Ema Rachmawati ◽  
Mia Selvia Rachmawati
Keyword(s):  
Environmental Factors ◽  
External Factor ◽  
Learning Difficulties ◽  
Qualitative Approach ◽  
External Factors ◽  
Family Factors ◽  
Learning Difficulty ◽  
English Learning ◽  
Internal Factor ◽  
School Factors

This article focuses on the analysis to find out the difficulties of students MTs in English Learning. The sample of this study is used for some students from 36 students in VII grade of MTs Nurul Falah Cimahi. This method uses Qualitative approach in the analysis. The result is that students difficulties, in learning English 85% not appropriate. Some expert suggest external factor and internal factor that be affect students learning difficulties to learning difficulties. The author only focus on one factor that is external factor. External factors are : School factors, Family factors, and Environmental factors. The result of the analysis, the external factors that most affect the difficulties tudent learn English in MTs. Nurul Falah is the School and Family factors

The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills

2021 ◽  
pp. 108705472110636
Author(s):  
Giulia Crisci ◽  
Ramona Cardillo ◽  
Irene C. Mammarella
Keyword(s):  
Social Competence ◽  
Executive Functions ◽  
Receptive Language ◽  
Pragmatic Language ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Pragmatic Language Skills ◽  
Social Difficulties

Objective: Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). Method: Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child’s social competence. Results: There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. Conclusion: Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD.

Adulthood

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Learning Difficulty ◽  
Musical Piece ◽  
Auguste Rodin ◽  
Wide Range ◽  
Hans Christian Andersen ◽  
Critical Scrutiny ◽  
Children's Stories ◽  
Specific Learning ◽  
Experience Difficulty

All children with specific learning difficulties improve as they grow. In some, the difficulties resolve completely, while others continue to have some degree of difficulty in the specific areas of learning affected. We still have no way of determining which children will continue to experience difficulty and which will not. Nor do we have reliable figures on the relative proportions of those where the difficulties resolve completely and those where they persist. This chapter provides information and advice for adults with persisting specific learning difficulties. Many people are designed to be better adults than children. A child has little opportunity of selecting those things that he enjoys or finds easier, and to avoid those he dislikes or finds difficult. He is required to be an all-rounder, performing a wide range of activities, many under the critical scrutiny of his teachers and peers. It is daunting to think of what many children are required to do regularly at school: reading aloud, writing something that will be marked (for content, neatness, and spelling), doing arithmetical computations that will be checked, playing competitive sport, performing in a play in public, and playing a musical piece to a critical audience. An adult, on the other hand, can have a successful career and avoid any, or all, of these activities. Many famous people are said to have had a specific learning difficulty as children, but it is very difficult to know for certain if this is true. Nevertheless, many of their stories are highly suggestive of the condition. What they all show, whether they had a specific learning difficulty or not, is that problems with learning in childhood need not be a bar to outstanding achievements in adulthood. There follow some examples. . . . Hans Christian Andersen (1805–1875) . Famous as an author of children’s stories such as ‘The Little Match-girl’ and ‘The Little Mermaid’, his handwriting shows characteristics of specific learning difficulty. . . . . . . Auguste Rodin (1840–1917). Now famous for his sculptures, such as ‘The Thinker’ and ‘The Burghers of Calais’, he was regarded as ‘an idiot’, and ‘ineducable’ as a child. . . .

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