Depression Symptoms and Neuropsychological Function in Children with Learning Difficulties

2001 ◽  
Vol 18 (3) ◽  
pp. 314-319
Author(s):  
Ricardo Franco De Lima ◽  
Sylvia Maria Ciasca
Keyword(s):  
Social Sciences ◽  
Visual Attention ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Depression Symptoms ◽  
Neuropsychological Function ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Verbal Intelligence Quotient ◽  
Verbal Comprehension Index

Objective. The objective of this study was to identify correlations between depression symptoms and cortical functions in children with learning difficulties. Method. A sample of 33 students participated in the study, 25 males and 8 females, with average age of 10.7 years old, recruted from outpatients clinics of Neurology, specialized in learning problems with multidisciplinary evaluation. The participants were evaluated with the following instruments: the Wechsler Intelligence Scale for Children (WISC) and Children’s Depression Inventory (CDI). For data analysis, the Statistical Package for Social Sciences was used for descriptive and inferential statistics. Results. Three students presented depression symptoms. Negative correlations (the more depressive were the children the less scored in WISC) were found between CDI and the WISC verbal subtests: Similarities, Vocabulary, and Comprehension; between the CDI and the WISC Verbal Intelligence Quotient (IQ), Total IQ, and Verbal Comprehension Index; between the CDI and the WISC test of sustained visual attention: Symbol Search and Speed of Processing Index. Conclusions. We observed that the depression symptoms interfered negatively in verbal functions and sustained visual attention. The study demonstrates that it is important to investigate depressive symptoms in children, mainly in those who present learning difficulties.

A-153 Neuropsychological Effects Assessed Using WISC-IV and WISC-V

2021 ◽  
Vol 36 (6) ◽  
pp. 1207-1207
Author(s):  
Saba Verani ◽  
Charles Golden
Keyword(s):  
Fourth Edition ◽  
Adult Intelligence Scale ◽  
Data Synthesis ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Neuropsychological Effects ◽  
Visual Spatial ◽  
Verbal Comprehension Index ◽  
Neurological Conditions ◽  
Medical Histories

Abstract Objective This review explores The Weschler Intelligence Scale for Children – Fourth Edition (WISC-IV) and the Weschler Intelligence Scale for Children – Fifth Edition (WISC-V) administered to children with various medical histories including traumatic brain injury, vascular conditions, brain tumor, epilepsy, strokes, sickle cell disease, down syndrome, and neurotoxicity on neurodevelopment. This review aims to explore neuropsychological effects of these medical conditions derived from final scores and scale comparisons. Data Selection Peer-reviewed studies between 2000 and 2020 were gathered from EBSCO, Google Scholar, and Science Direct. Criteria was limited to neurological conditions present in children, who were required to be assessed using either WISC-IV or WISC-V. Children with other developmental or learning disabilities were excluded. Data on Weschler Adult Intelligence Scale (WAIS) were excluded along with any other assessment administered to children. Thirteen articles were included based on the criteria along with two articles that discuss the validity of WISC. Data Synthesis The components of the WISC-IV or WISC-V demonstrated low average or below average scores on many scales, especially overall FSIQ. The largest impairments were present in Processing Speed Index, Verbal Comprehension Index, Working Memory Index, Visual Spatial Index, and overall FSIQ. All children assessed with preexisting neurological conditions demonstrated deficits in neuropsychological domains. The severity of the neurological condition significantly impacted scores when compared to children with no conditions. Conclusions The administration of WISC-IV and WISC-V demonstrated neuropsychological and functioning impairments in children with preexisting neurological conditions. The assessment successfully identified deficit areas and earlier testing can encourage earlier treatments.

INTELLIGENCE ANALYSIS AMONG RURAL LEARNERS IN MOROCCO

2020 ◽  
pp. 367-375
Author(s):  
Khalid Marnoufi ◽  
◽  
Bouzekri Touri ◽  
Mohammed Bergadi ◽  
Imane Ghazlane ◽  
...  
Keyword(s):  
Intelligence Quotient ◽  
Strong Predictor ◽  
Full Scale ◽  
Rural Students ◽  
Intelligence Analysis ◽  
Psychometric Test ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Full Scale Intelligence Quotient ◽  
Verbal Comprehension Index

The full scale intelligence quotient is a strong predictor of educational success. The aim of this study was to calculate the full scale intelligence quotient (FSIQ) of Moroccan rural students in the Safi region. the psychometric test Wechsler intelligence scale for childrenand adolescents -5th edition WISC V was used by administering the five indexes, namely the verbal comprehension index, visuospatial index, fluid reasoning index, working memory index and processing speed index, to compare them to the average ofthe Wechsler tests. The study carried on 104 students (46 girls and 58 boys) between the ages of 12 and 15 years old, 67% of the students were boarders and 33% were external students.We administered all the 15 subtests of WISC V on each participant.The results showed that the verbal comprehension index was higher than the other four indexes in WISC V. In terms of correlations among the five indexes, the results show different types of relationships among the test indexes.

scholarly journals Analisis Kesulitan Belajar pada Anak Berkebutuhan Khusus (ABK) Di SMA Negeri 10 Kota Ternate

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Dewi Mufidatul Ummah
Keyword(s):  
Special Needs ◽  
Learning Difficulties ◽  
Secondary Data ◽  
Intellectual Ability ◽  
Learning Problems ◽  
Students With Special Needs ◽  
Descriptive Research ◽  
Learning Tasks ◽  
Analysis Technique ◽  
Descriptive Approach

This study aims to determine the analysis of learning difficulties in children with special needs (ABK) in students of SMA Negeri 10 Ternate. This research is descriptive research using descriptive approach. The focus of this study is focused on learning problems in students with special needs (ABK) on Deaf and Tuna Grahita in students of SMAN 10 Kota Ternate. The types and sources of data in this study consist of primary and secondary data that are qualitative in nature. Data collection techniques consist of interviews, observations, and documentation. Data Analysis Technique used is data reduction (reduction), Presentation of data (display), Verification Data (verification). The technique of data validation in this research is Triangulation and Member check. The results showed that SRN subjects showed low learning outcomes, were slow in doing learning tasks, were unable to capture material explanations, never collected and completed tasks and were difficult to adapt to the learning process at school. The SC subject shows the result that the SC Subject has below average intellectual ability and lack of confidence, learning difficulties experienced by SC subjects on all subjects related to practice and theory. SC learning difficulties are caused by psychic limitations of slow response and slow learner in receiving lessons and still difficult to write and read.

scholarly journals PENGEMBANGAN BUKU AUDIO UNTUK MENGATASI KESULITAN BELAJAR ANAK DISLEKSIA

2015 ◽  
Vol 3 (2) ◽  
pp. 91
Author(s):  
Faiza Indriastuti
Keyword(s):  
Reading Comprehension ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Instructional Media ◽  
Learning To Read ◽  
Visual Text ◽  
The One ◽  
Text Images

Difficulty learning for learners refers to significant learning problems in learning. One is dyslexics who have difficulty in reading and reading comprehension. Therefore needed the help of technology that can be used as a tool for dyslexic learners in that learning, so as to overcome gaps in their understanding of learning. This article discusses how to develop instructional media as a solution that can be used to overcome for learners difficulties as dyslexic. The one of technologies development that relevant can be used to help students with dyslexia is audiobooks. DTB is one of audiobooks format that can assist learners with learning difficulties as dyslexics become better learners. Because, DTB is can be an effective aids to support the learning of reading and increase in reading comprehension, so as to improve the ability of learners with dyslexia that will ultimately lead to better of value lessons. DTB form in accordance with the needs of dyslexic learners is Tobi DAISY, which is in the form of digital talking books are synchronized between the visual (text, images, tables, charts) and audio. It is possible to make it easier for dyslexic learners in learning to read or understand the reading. The purpose of this article is to give an overview of Tobi DAISY de-velopment that could be used and produced individually for dyslexics to fit the required content. Through Tobi DAISY advantages, it can be concluded that this relevant to be used for dyslexics to help in reading and reading comprehension. AbstrakKesulitan belajar bagi peserta didik mengacu pada masalah belajar yang signifikan dalam pembelajaran. Salah satunya adalah penderita disleksia yang mempunyai kesulitan dalam membaca maupun memahami bacaan. Oleh karenanya diperlukan bantuan teknologi yang dapat digunakan sebagai alat bantu peserta didik disleksia dalam belajar membaca atau memahami bacaan, sehingga dapat mengatasi kesenjangan pemahaman mereka dalam pembelajaran. Artikel ini membahas tentang bagaimana mengembangkan media pembelajaran sebagai solusi yang dapat digunakan untuk mengatasi kesulitan belajar peserta didik disleksia. Salah satu pengembangan teknologi yang relevan dapat digunakan membantu peserta didik disleksia adalah buku audio. DTB merupakan salah satu format buku audio yang membantu peserta didik yang memiliki kesulitan belajar menjadi pebelajar yang lebih baik. Karena, DTB dimungkinkan dapat menjadi alat yang efektif untuk mendukung dalam kegiatan belajar membaca dan peningkatan pemahaman bacaan, sehingga dapat meningkatkan kemampuan peserta didik disleksia dalam membaca dan memahami bacaan yang pada akhirnya akan mengarah ke nilai yang lebih baik. Format DTB yang sesuai dengan kebutuhan anak disleksia adalah Tobi DAISY, yang merupakan buku bicara dalam bentuk digital yang disinkronisasikan antara visual (teks, gambar, tabel, denah) dan audio. Hal ini dimungkinkan lebih memudahkan peserta didik disleksia dalam belajar membaca atau memahami bacaan. Tujuan kajian artikel ini adalah memberikan gambaran pengembangan Tobi DAISY yang dapat digunakan dan diproduksi secara pribadi bagi pend erita disleksia sehingga sesuai dengan konten yang dibutuhkan. Melalui kelebihan yang dimiliki Tobi DAISY, maka dapat disimpulkan relevan untuk digunakan bagi penderita disleksia dalam membantu belajar membaca dan memahami bacaan.

scholarly journals Identification of Science Learning Difficulties During the Covid-19 Pandemic in Class V SDN Peterongan

2021 ◽  
Vol 3 (4) ◽  
pp. 7
Author(s):  
Arfanny Hanum
Keyword(s):  
Student Learning ◽  
Science Learning ◽  
Learning Difficulties ◽  
Phenomenological Approach ◽  
Learning Problems ◽  
Fifth Grade ◽  
Analysis Model ◽  
Fifth Grade Students ◽  
Interest And Motivation ◽  
At Home

<p><em>This study aims to identify problems in learning science at home during the Covid-19 pandemic that occurred in fifth grade students at SDN Peterongan in the 2019/2020 school year. The method used in this research is descriptive qualitative with a phenomenological approach. The data sources of this study were all fifth grade students, parents, and fifth grade teachers. The data collection technique was done by using questionnaires, interviews, and documentation studies. The data validity test used in this study was technical triangulation and source triangulation. Data were analyzed using the data analysis model Miles and Huberman. The results of this study indicate that student learning problems occur due to lack of interest and motivation of students and students have difficulty understanding concepts. Only 36% of students showed interest in online science learning, and 70% of students had difficulty understanding concepts. The problems that occur are caused by several factors. Based on these factors, efforts that can be made to solve learning problems experienced by students are to increase students' interest and motivation by choosing learning methods and media that make students interested and become more active, provide enrichment and remedial, and maintain communication with parents to monitor student learning difficulties at home.</em></p>

A-35 Relationship between Suicidality and Discrepancies in Verbal and Nonverbal Intelligence in Adolescents

2021 ◽  
Vol 36 (6) ◽  
pp. 1076-1076
Author(s):  
Dov Gold ◽  
Danya Ravid ◽  
Emily Crain ◽  
Karen Holler
Keyword(s):  
Suicide Attempts ◽  
Positive Association ◽  
Convenience Sample ◽  
Verbal Comprehension ◽  
Increase Risk ◽  
Lifetime Number ◽  
Verbal Comprehension Index ◽  
Linear Regression Modeling ◽  
Perceptual Reasoning ◽  
Iq Discrepancy

Abstract Objective Many have examined the relationship between intellectual functioning (IQ) and suicidality in children and adolescents. However, no study to date has investigated how discrepancies between verbal and nonverbal IQ may influence suicide risk in adolescents. This study used a sample of patients hospitalized on an adolescent psychiatric unit to compare number of lifetime suicide attempts (SA) among those with a ≥ 22-point difference between verbal and nonverbal abilities. Method Data were retroactively collected from a convenience sample. Patients were grouped based on discrepancies between Perceptual Reasoning Index (PRI) and Verbal Comprehension Index (VCI) scores (VCI &gt; PRI & VCI). Results The number of lifetime ACEs or size of IQ discrepancy did not significantly differ between groups; however, those in the VCI &lt; PRI (μ = 1.13 ± 0.98) group had a significant higher number of SAs than those in the VCI &gt; PRI group (μ = 0.50 ± 0.86) (t(32) = 2.01, p = 0.05). Hedges’ g revealed large effect for IQ discrepancy type and number of SAs. Linear regression modeling revealed a positive association between number of ACEs and number of SAs (ß = 0.10, t(33) = 2.71, p = 0.01). Size of IQ discrepancy was not significantly contributory to total SAs. Conclusion VCI being considerably lower than PRI may increase risk of SA in adolescents. This risk may be further exacerbated by lifetime number of ACEs.

Verbal Comprehension Index

2013 ◽  
pp. 3241-3242
Author(s):  
Paul A. Offit ◽  
Anne Snow ◽  
Thomas Fernandez ◽  
Laurie Cardona ◽  
Elena L. Grigorenko ◽  
...  
Keyword(s):  
Verbal Comprehension ◽  
Verbal Comprehension Index

scholarly journals A-198 Major Errors on BVRT Determine Specific Cognitive Deficit in a Veteran Sample

2020 ◽  
Vol 35 (6) ◽  
pp. 993-993
Author(s):  
Boese A ◽  
Moses J ◽  
Vickery A ◽  
Lyu J ◽  
Maciel R
Keyword(s):  
Cognitive Deficit ◽  
Factor Model ◽  
Measurement Tool ◽  
Adult Intelligence Scale ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
Domain Specific ◽  
Immediate Recall ◽  
Benton Visual Retention Test ◽  
Components Analysis

Abstract Objective The goal of the study is to examine the underlying conceptual factors that account for major performance errors of the Benton Visual Retention Test (BVRT) using indices of the Weschler Adult Intelligence Scale, 3rd Edition (WAIS-III) as gold-standard comparison variables. Method One hundred thirty participants with mixed cognitive and psychiatric diagnoses who were referred to the neuropsychological assessment clinic at the VA Palo Alto Health Care System and completed the BVRT and WAIS-III measures were included in the analysis of the data. Factor Analysis of BVRT major memory and copy errors (rotations, distortions, and perseverations) and WAIS-III indices were conducted using SPSS 25. Results BVRT major memory and copy errors factored onto WAIS-III index variables using Principal Components Analysis with Equamax rotation yielded a four-factor model explaining 79% of total variance. Major errors on the immediate recall trial of the BVRT were found to be specifically and inversely related to performance on the WAIS-III Perceptual Organization and Processing Speed Indices. Major errors on the copy trial of the BVRT showed an inverse relationship with performance on the WAIS-III Verbal Comprehension and Working Memory Indices. Conclusions BVRT recall errors are related to failures in visual perceptual processing. Conversely, copy errors on the BVRT are potentially attributable to deficits in auditory-verbal-attentional information processing. The results of the study provide evidence for the BVRT as a viable measurement tool to determine domain-specific cognitive impairment when considering error types on recall and copy trials.

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