Computer-Assisted Cognitive Re-Training as An Intervention for Children with Specific Learning Disability: A Review

Empirical Literature ◽

Research Review ◽

Computer Assisted ◽

Manualized Intervention ◽

The review inspects the empirical literature on the efficacy of computer-assisted cognitive re-training of children with Specific learning disabilities (SLD). SLD children are characterized by an average and above-average IQ but there exist significant deficits in their language processing skills. Cognitive re-training is a training process that serves as remediation for people with underdeveloped cognitive abilities through intensive practice. It utilizes the principle of “brain plasticity” and is an endeavor to strengthen the deficit cognitive abilities of people by practicing various well-defined tasks and exercises. Cognitive re-training can be provided in both ways manualized or computerized. Computer-assisted re-training seems more interesting, innovative, is multisensory and motivating for children. This research review aims to put together the primary research done in the area and tries to evaluate the effectiveness of using such intervention on children with a specific learning disability. In a country like India which has a vast & widespread population reaching out to children with a specific learning disability by using manualized intervention seems a distant reality, together with a handful of trained therapists working in the field. Keeping in view such circumstances there is an urgent need to identify ways which can be used as an intervention for the mass population and in remote areas of the country. In doing so, this review also attempts to lay a base and explore the possibility of utilizing this novel way of providing interventions to children with Specific learning disability.

Deficits in musical rhythm perception in children with specific learning disabilities

Neurorehabilitation ◽

10.3233/nre-208013 ◽

2021 ◽

pp. 1-7

Author(s):

Vasudha Hande ◽

Shantala Hegde

Keyword(s):

Learning Disabilities ◽

Learning Disability ◽

Language Processing ◽

Phonological Processing ◽

Specific Learning Disabilities ◽

Target Language ◽

Rhythm Perception ◽

Musical Rhythm ◽

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

Ability—Achievement Discrepancy, Response to Intervention, and Assessment of Cognitive Abilities/Processes in Specific Learning Disability Identification: Toward a Contemporary Operational Definition

Handbook of Response to Intervention ◽

10.1007/978-0-387-49053-3_10 ◽

2007 ◽

pp. 130-147 ◽

Cited By ~ 18

Author(s):

Kenneth A. Kavale ◽

Dawn P. Flanagan

Keyword(s):

Response To Intervention ◽

Learning Disability ◽

Cognitive Abilities ◽

Operational Definition ◽

Learning Disability Identification ◽

Disability Identification ◽

Types of Specific Learning Disability

10.5772/intechopen.100809 ◽

2021 ◽

Author(s):

Vinutha U. Muktamath ◽

Priya R. Hegde ◽

Samreen Chand

Keyword(s):

Learning Disabilities ◽

Learning Disability ◽

Language Processing ◽

Auditory Processing ◽

Verbal Learning ◽

Holistic Understanding ◽

Teachers And Parents ◽

The Individual ◽

The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia ,dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities , visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.

Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability

Journal of Special Education Technology ◽

10.1177/0162643417725881 ◽

2017 ◽

Vol 32 (4) ◽

pp. 210-219 ◽

Cited By ~ 5

Author(s):

Sherry L. Stultz

Keyword(s):

Learning Disability ◽

Mathematics Instruction ◽

Computer Assisted Instruction ◽

Future Research ◽

Computer Assisted ◽

Teaching Mathematics ◽

Specific Group ◽

Assisted Instruction ◽

This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific group of students is unclear. First, a brief review of the diagnosis of SLD, the importance of mathematics instruction for these students, and the use of computers in the classroom is provided. Next, a review of the current body of research is presented. Finally, suggestions for future research are discussed. Since 1981, a total of 25 research studies have been published, focusing exclusively on using CAI for teaching mathematics to students with SLD. This review examines the current body of research for this area. In addition, the author provides recommendations for future research on this important subject for this category of students.

Specific learning disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas

PsycEXTRA Dataset ◽

10.1037/e537452009-005 ◽

2004 ◽

Cited By ~ 2

Author(s):

James B. Hale ◽

Jack A. Naglieri ◽

Alan S. Kaufman ◽

Kenneth A. Kavale

Keyword(s):

Learning Disability ◽

Individuals With Disabilities ◽

Disabilities Education Act ◽

Education Act ◽

Specific learning disability diagnosis in California: A critical look at the criteria for determining severe discrepancy

PsycEXTRA Dataset ◽

10.1037/e641032009-005 ◽

2000 ◽

Keyword(s):

Learning Disability ◽

Severe Discrepancy ◽

Specific Learning Disabilities

10.1093/oxfordhb/9780190634841.013.16 ◽

2018 ◽

Author(s):

Christopher J. Lonigan

Keyword(s):

Learning Disabilities ◽

Learning Disability ◽

Language Proficiency ◽

Medical Condition ◽

Neurodevelopmental Disorder ◽

Opportunity To Learn ◽

Specific Learning Disabilities ◽

Low Achievement ◽

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.