Remote Dyslexia Screening for Bilingual Children

Ideally, language and reading skills in bilingual children are assessed in both languages spoken in order to avoid misdiagnoses of communication or learning disorders. Due to limited capacity of clinical and educational staff, computerized screenings that allow for automatic evaluation of the children’s performance on reading tasks (accuracy and speed) might pose a useful alternative in clinical and school settings. In this study, a novel web-based screening platform for language and reading assessment is presented. This tool has been preliminarily validated with monolingual Italian, Mandarin–Italian and English–Italian speaking primary school children living and schooled in Italy. Their performances in the screening tasks in Italian and—if bilingual—in their native language were compared to the results of standardized/conventional reading assessment tests as well as parental and teacher questionnaires. Correlations revealed the tasks that best contributed to the identification of risk for the presence of reading disorders and showed the general feasibility and usefulness of the computerized screening. In a further step, both screening administrators (Examiners) and child participants (Examinees) were invited to participate in usability studies, which revealed general satisfaction and provided suggestions for further improvement of the screening platform. Based on these findings, the potential of the novel web-based screening platform is discussed.

Advantages and Limits of Remote Care and Stress Management Experienced by Mothers of Students with Specific Learning Disabilities During the Covid-19 Period

These instructions give you guidelines for preparing papers. Use this document as a template if you are using Microsoft Word. Otherwise, use this document as an instruction set.. Define all symbols used in the abstract. Do not cite references in the abstract. Do not delete the blank line immediately above the abstract; it sets the footnote at the bottom of this column. Page margins are 1,78 cm top and down; 1,65 cm left and right. Each column width is 8,89 cm and the separation between the columns is 0,51 cm. Abstract-Introduction : The period of confinement due to the COVID-19 pandemic has harmful consequences on the psychological state of parents and their children, especially those with psychological or neurocognitive problems. The care of these children plays a primordial role in their development, particularly during the COVID-19 period. For this reason, our objective is to assess the state of stress among mothers of children with learning disabilities during the COVID-19 period in Morocco, as well as the support of these children. Materials and methods : This is a cross-sectional study that was conducted during the period from April to June 2020. To realise it, we used a investigation form which contains three parts. To evaluate the state of stress in mothers, we used the "PSS10d" scale adapted to the Moroccan context. The target population is composed of mothers of children with learning disabilities who are being monitored by Moroccan Association for Learning Disorders and Difficulties (MALDD) in Casablanca. Results : During the period of confinement, only 13% (n=15) of mothers reported that their children "Dys" had benefited from remote remediation by specialists According to the Odds Ratio calculation, the risk factors influencing the care of "Dys" children during this period of confinement are: lack of cooperation from the child (Odds Ratio= 16.8; IC95%=[3.5-79]). 1]; P-value=0.001), the educational level of mothers (Odds Ratio= 9.4; IC95%=[2.4-35.7]; P-value=0.001), the economic situation (Odds Ratio= 5.1; IC95%=[1.5-17.4]; P-value=0.01) and technical problems (Odds Ratio= 5.1; IC95%=[1.5-17.4]; P-value=0.01). Conclusion : According to our results, we noticed that the psychological state of the mothers is influenced by the remote care of the "Dys" children. For this the responsible authorities in Morocco must support this population.

The Organization of Diagnosis, Care and Funding for Specific Learning and Developmental Disorders (SLDD): A French Regional Experimental Protocol

Introduction: Access in France to early diagnosis and care for the most severe, but infrequent, Neurodevelopmental Disorders (NDD), autism spectrum disorder and global developmental delay, in children aged 0–7 was improved through measures implemented in 2019. However, there are no such measures for specific learning disorders (SLD), attention, motricity and language disorders (SLDD), despite their annual incidence of between 5 and 8%.Method: We describe the design of a new type of organization and financing of care for SLDD including evaluation procedure, as well as other factors, mainly at the prevention level that will contribute to local and national policy for this frequent health problem. This in response to a national call for projects, commonly called Article 51, targeted innovation in healthcare delivery and funding in the context of medium-term national reform. This provides project stakeholders with the opportunity to set up and implement “bottom-up” projects, mainly using local professionals. A joint initiative by the regional Health Authorities of the Occitanie region, the French Social Security system and a non-profit Association (Occitadys) proposed an experimental new structure of NDD care and funding.Discussion: We here discuss the design of this experiment that aims, over two to three years, to alleviate families' financial burden of care and establish a regional three-tier care system with respect to evaluation, re-education and rehabilitation care. Our approach may benefit SLDD health-care planning, and addresses the questions of prevention, early detection and care-design for families, taking local and socioeconomic disparities into account.

Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.

Specific Learning Disabilities and Psychosocial Difficulties in Children

Children with specific learning disorders (SLDs) exhibit academic difficulties disproportional to their intellectual capabilities. A significant percentage of school-aged children worldwide are diagnosed with specific learning disabilities, with dyslexia being the most common. In Greece, epidemiological data propose that 50% of children in special education schools are diagnosed with learning disabilities, and 80% with reading difficulties. Children with SLD exhibit both internalized, such as depressive and anxiety disorders, self-esteem issues, eating and sleep difficulties, and externalized problems, including difficulties in socializing, developing friendships, and delinquent behavior. Moreover, research has shown that children with learning disabilities have an average (or above average) intelligence, and their poor academic performance is due to their lack of effective learning strategies. Concerning cognitive deficiencies, research suggests that no specific deficit is to fault; however, common deficits in children with SLDs are phonological processing and working memory.

KANDUNGAN SIKLAMAT PADA MINUMAN ES CENDOL

Cyclamate is an artificial sweetener that is often added to drinks and food. In trade, cyclamate is known by the trade names assugrin, sucaryl, sucrose or sarimanis. The negative effects caused by sodium cyclamate are not immediate, it may have to wait two or thirty years later. The effects include increasing the potential for obesity, dental disorders, learning disorders, emotions, and mental health. testicular wasting and chromosomal damage. The purpose of this study was to determine the presence or absence of cyclamate content in cendol ice. The examination was carried out at the Amami Chemistry Laboratory, Health Polytechnic of the Ministry of Health, Medan, Department of Health Analyst using a qualitative test, namely the color test (deposition) with a total sample of 7 samples taken from cendol ice drink traders. Based on the qualitative test results obtained from 7 samples, 4 positive samples contained cyclamate. By knowing the presence of cyclamate content, it is hoped that producers will use food additives that do not have a negative effect on consumer health. Based on the Minister of Health Regulation No. 033/2012 artificial sweeteners are only intended for low-energy products or for people with diabetes mellitus and not for general let alone especially for children

Design Thinking: Methodological Strategy for the Creation of a Playful Application for Children with Dyslexia

The use of a methodology to address a problem facilitates work in an efficient, effective, and highly productive way. The design thinking methodology (also known as design thinking) is user-centric and oriented towards offering solutions by breaking down a problem into small parts to analyze it, to explore it, to test the results, and to create solutions that benefit the end-user. Many children have problems related to learning disorders, such as dyslexia, which occur due to the way that their brain incorporates and processes information. This can lead to them showing difficulty in some learning areas, even when their intelligence or motivation does not appear to be affected. In this research, through a mixed approach, a playful application is developed using new information and communication technologies (ICT), following a design thinking methodology, with the aim of supporting the learning of children with dyslexia through content designed with respect to their needs in order to help improve their academic performance. Data collection was carried out through observation, an interview, and record reviews. Analysis of the didactic materials allowed for the observation that content designed for the specific needs of children can work as a reinforcement for incorporating the information in an entertaining, dynamic, and friendly way, ultimately contributing to improved academic performance.

Promising or problematic? Perceptions of active learning from STEM students with ADHD and specific learning disabilities

STEM instructors are encouraged to adopt active learning in their courses, yet our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). We investigated how the incorporation of active-learning practices influences the learning and self-advocacy experiences of students with ADHD and/or SLD (ADHD/SLD) in undergraduate STEM courses. Semi-structured interviews with 25 STEM majors with ADHD/SLD were conducted and data were analyzed using qualitative methods. Most participants perceived themselves to learn best in a STEM course with at least some elements of active learning. Participants described how they perceived active learning to support or hinder their learning and how active learning affected their self-advocacy. Active-learning barriers could be attributed to a combination of instructional factors. These factors included how a particular active-learning practice was implemented within a STEM course and limited awareness of universal design for learning. Defining the supports and barriers perceived by students with ADHD/SLD is a crucial first step in developing more inclusive active-learning STEM courses. Suggestions for research and teaching are provided.

Association of a Novel EEG Metric of Sleep Depth/Intensity with Attention-Deficit/Hyperactivity, Learning and Internalizing Disorders and their Pharmacotherapy in Adolescence

Study Objectives Psychiatric/learning disorders are associated with sleep disturbances, including those arising from abnormal cortical activity. The odds ratio product (ORP) is a standardized electroencephalogram metric of sleep depth/intensity validated in adults, while ORP data in youth are lacking. We tested ORP as a measure of sleep depth/intensity in adolescents with and without psychiatric/learning disorders. Methods 418 adolescents (median 16y) underwent a 9-hour, in-lab polysomnography. Of them, 263 were typically developing (TD), 89 were unmedicated and 66 were medicated for disorders including attention-deficit/hyperactivity (ADHD), learning (LD) and internalizing (ID). Central ORP during non-rapid eye movement (NREM) sleep was the primary outcome. Secondary/exploratory outcomes included central and frontal ORP during NREM stages, in the 9-seconds following arousals (ORP-9), in first and second halves of the night, during REM sleep and wakefulness. Results Unmedicated youth with ADHD/LD had greater central ORP than TD during stage 3 and in central and frontal regions during stage 2 and the second half of the sleep period, while ORP in youth with ADHD/LD on stimulants did not significantly differ from TD. Unmedicated youth with ID did not significantly differ from TD in ORP, while youth with ID on antidepressants had greater central and frontal ORP than TD during NREM and REM sleep, and higher ORP-9. Conclusion The greater ORP in unmedicated youth with ADHD/LD, and normalized levels in those on stimulants, suggests ORP is a useful metric of decreased NREM sleep depth/intensity in ADHD/LD. Antidepressants are associated with greater ORP/ORP-9, suggesting these medications induce cortical arousability.