scholarly journals Role and efficacy of music therapy in learning disability: a systematic review

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Feeby Mina ◽  
Mohammed El Sayed Darweesh ◽  
Ahmed Nabil Khattab ◽  
Shaimaa Mohammed Serag
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Learning Disabilities ◽  
Music Therapy ◽  
Auditory Processing ◽  
Cognitive Abilities ◽  
Learning Disabled ◽  
Auditory Attention ◽  
Disabled Children ◽  
Rapid Auditory Processing

Abstract Background Kids with learning disabilities can succeed in school and improve their educational level with the help of a correct rehabilitation program; one of the most effective rehabilitation programs is music therapy. As there was little proof educating us knowledge regarding the function of music treatment in the improvement of learning incapacitated kids in this way, it was imperative to gather these bits of studies in a systematic review study to feature the role of music treatment in the restoration of learning disabilities. The aim of this work is to study the relation between music therapy and learning disabilities, to define the music therapy role and efficacy in the enhancement of learning disabled children to be able to delineate an efficient program therapy later on. This study is a systematic review and was carried out according to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Main text The reviewed included studies were intervention studies that used different groups of cases (learning disabled, dyslexic, or with mathematical problems children) which received the music therapy versus different control groups (normal or dyslexic) receiving normal reading program, cognitive or placebo therapy; also they applied different methods and programs of music therapy. Most of the included studies reported that music therapy is a useful aiding factor in rehabilitation therapy of reading and phonological awareness disorders, however little evidence for positive effectiveness regarding spelling, arithmetic, writing, cognitive abilities, working memory, auditory attention, and rapid auditory processing. Conclusion Music therapy (with or without cognitive therapy) has an important and augmenting role in improving reading skills and phonological awareness problems in dyslexic children but does not replace the current methods of rehabilitation. There is little evidence found that music therapy (with or without cognitive therapy) is an effective aiding factor in rehabilitation therapy regarding spelling, arithmetic, writing, cognitive abilities, working memory, auditory attention, and rapid auditory processing in learning disabled children.

Referential Communication Abilities of Learning Disabled Children

1980 ◽  
Vol 3 (3) ◽  
pp. 70-75 ◽  
Author(s):  
Margaret M. Noel
Keyword(s):  
Learning Disabilities ◽  
Communication Competence ◽  
Learning Disabled ◽  
Spoken Language ◽  
Referential Communication ◽  
Communication Effectiveness ◽  
Language Function ◽  
Disabled Children ◽  
Communication Ability ◽  
General Communication

Disorders of spoken language have long been associated with learning disabilities. Recent research has focused less on linguistic characteristics and more on general communication effectiveness. This study investigated the referential communication ability of LD and non-LD elementary students. Developmental research has indicated that this language function tends to be well developed by early childhood and is a major precursor of later communication competence. Results of the present study indicated that LD students were less effective in providing descriptive information about objects than non-LD peers. Further analysis of LD communication revealed that such a lack of effectiveness was due to the LD students' limited use of labeling in their verbal descriptions.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

scholarly journals Incidence of Attention-Deficit/Hyperactivity Disorder in Learning Disabled Children, A Systematic Review

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
H A Mohamed ◽  
M S Khodeir ◽  
S R El-sady
Keyword(s):  
Systematic Review ◽  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disability ◽  
Attention Deficit ◽  
Learning Disabled ◽  
Comorbid Condition ◽  
Disabled Children ◽  
Inclusion Criteria ◽  
Central Processing ◽  
Hyperactivity Disorder

Abstract Background Children diagnosed with learning disability (LD) have a high incidence of psychiatric comorbidities especially Attention-Deficit/Hyperactivity Disorder (ADHD). These comorbidities are either a direct consequence of the same deficits in the central processing patterns that generate the learning problems, or they tend to stress the role of frustration and failure in academic achievement. These difficulties are claimed to move a vicious circle that leads the child towards ever-greater cognitive and social–emotional impoverishment. Aim The aim of this work is to conduct a systematic review of ADHD as a comorbid condition in learning disabled children to determine its incidence in learning disabled children in order to estimate the size of the problem to be able to delineate an efficient program in therapeutic intervention later. Study design This was a systematic review. Methods Two electronic databases (PubMed and Science Direct) were searched for articles. Relevant studies were further evaluated and studies that met inclusion criteria were reviewed. Results The literature search yielded 593 studies. Twenty-eight articles were further evaluated to be included. Five studies met all inclusion criteria and were chosen for review. The studies provide prevalence of ADHD in learning disabled children. We have found higher scores of ADHD in learning disabled children than in the normal population, in all the included studies. The studies reviewed demonstrated the effect of this comorbidity and the importance of its diagnosis for improvement of prognosis of the learning disability. Conclusion The current systematic review determines the probable prevalence of the ADHD in learning disabled children.

Maternal Behavior and Family Constellation as Predictors of Social Competence in Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 80-86 ◽  
Author(s):  
Judith Horen Freund ◽  
Richard Elardo
Keyword(s):  
Learning Disabilities ◽  
Maternal Behavior ◽  
Preliminary Data ◽  
Social Relationship ◽  
Parental Behavior ◽  
Learning Disabled ◽  
Research Area ◽  
Disabled Children ◽  
Family Constellation ◽  
The Social

The extent to which the social relationship deficits exhibited by some learning disabled children might be associated with parental behavior is largely undetermined. This study is an attempt to analyze a variety of factors related to maternal behavior and family constellations in a learning disabled population. While the study suffers from a small number of subjects, the results provide preliminary data in a research area largely neglected in learning disabilities.

Comprehension of Linguistic Concepts Requiring Logical Operations by Learning-Disabled Children

1973 ◽  
Vol 16 (4) ◽  
pp. 627-636 ◽  
Author(s):  
Elisabeth H. Wiig ◽  
Eleanor M. Semel
Keyword(s):  
Learning Disabilities ◽  
Sentence Comprehension ◽  
Control Period ◽  
Preliminary Finding ◽  
First Grade ◽  
Learning Disabled ◽  
Disabled Children ◽  
Logical Operations ◽  
Analysis And Synthesis ◽  
Remedial Intervention

The comprehension of linguistic concepts requiring logical operations was compared in 32 learning-disabled and 16 achieving children. The results indicated that the learning-disabled children made significantly more errors than their controls. Comparison of the performances of learning-disabled males and females indicated no significant differences. It was concluded that children with specific learning disabilities exhibit significant deficits in their ability to comprehend linguistic concepts requiring logical operations. These deficits were interpreted to reflect impairments of abstraction and generalization and simultaneous analysis and synthesis as well as delays in logical development. Subsequently, the effect of remedial intervention was assessed in six learning-disabled, first-grade, transition-class males. The results showed no significant performance changes during a six-week control period before training. In contrast, there was a significant improvement in sentence comprehension after six weeks of remedial intervention. The preliminary finding that remedial intervention effectively improved logicogrammatical sentence comprehension indicates a favorable prognosis for the remediation of these deficits in children with learning disabilities.

Competencies for Professionals in Learning Disabilities

1978 ◽  
Vol 1 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field.

Auditory Discrimination of Learning Disabled Children in Quiet and Classroom Noise

1975 ◽  
Vol 8 (10) ◽  
pp. 656-659 ◽  
Author(s):  
Linda W. Nober ◽  
E. Harris Nober
Keyword(s):  
Auditory Processing ◽  
Learning Disabled ◽  
Auditory Discrimination ◽  
Expected Value ◽  
Tape Recorder ◽  
Disabled Children ◽  
Discrimination Test ◽  
Processing Task ◽  
Small Test

This study examined the effects of classroom noise on an auditory processing task of learning disabled children, with distractibility, activity, and cognition controlled. Forty children divided into normal and learning disabled groups were administered both forms of the Wepman Auditory Discrimination Test. Two listening conditions were tested: (1) the relative quiet of small test rooms, and (2) classroom noise (on a tape recorder) in the same test rooms. Results showed that learning disabled children made significantly more auditory discrimination errors than normals in both quiet and noise conditions. Both normal and learning disabled children made significantly more auditory discrimination errors in noise than in quiet. It cannot be said that the noise affected the two groups differentially; the magnitude of the differences was comparable statistically. It was concluded that auditory discrimination scores in quiet do not reflect accurately the expected value for the classroom.

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