Arnold Chua | Nanyang Technological University (original) (raw)
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Parenting a child with autism spectrum disorder (ASD) has never been easy. Research has shown tha... more Parenting a child with autism spectrum disorder (ASD) has never been easy. Research has shown that parenting stress is much higher whose children are diagnosed with developmental disabilities such as ASD than typically developing children. The contributing factors include, but not limited to, the child’s limited social and communication skills and restricted and stereotypical activities (core deficits of autism). Parents lacking knowledge about ASD often resort to other forms of interventions in the hope to find a cure and believe it can help to eradicate the deficits of the disorder. Such treatments are known as complementary and/or alternative medicine and are not evidence-based. As there is no current remedy for ASD, perhaps it is time for parents to stop finding a cure to this disorder. In this paper, the author uses the application of the theory of salutogenesis and with the use of the three salutogenic components – meaningfulness, comprehensibility and manageability, aim to he...
This paper examines the subtest scaled scores from WISC-III and standard scores from six literacy... more This paper examines the subtest scaled scores from WISC-III and standard scores from six literacy tests of four primary school boys diagnosed separately to have dyslexia, hyperlexia, nonspecific reading disability, and nonverbal learning disability respectively. Through the psycho-educational diagnostic evaluation and profiling (PEDEP) assessment results, findings of this study show overlapping traits of the four learning disabilities and also support the working definitions of the respective disabilities. The study suggests that the four learning disabilities are not a discrete condition per se, but their symptoms are distributed on a continuum with manifestations in different subtypes and related anomalies. The primary aim of this paper is to inform professionals working with children with learning disabilities to be prudent when making diagnoses as there is no one foolproof assessment tool or procedure, and that a differential diagnosis is preferred in order to propose a definitive prognosis. Finally, limitations and implications are also discussed in this paper.
This paper presents a case study of a boy (CA: 9 years 3 months) who is suspected of having nonve... more This paper presents a case study of a boy (CA: 9 years 3 months) who is suspected of having nonverbal learning disorder. The study aims to provide a differential diagnosis by examining and establishing a psycho-educational evaluation and profiling using existing psychological assessment report (WISC-III) and six literacy tests. Though no significant discrepancies in the literacy tests (i.e., word recognition and comprehension) was found, psycho-educational evaluation found that the verbal scale subtests is higher than the performance scale subtests, both with significant discrepancies. Overall, use of instrumental profiling provided evidence that nonverbal learning disorder associated Asperger's Syndrome with dyspraxia may be present in this case study.
This paper presents single-subject case study of a 9 year-old boy with dyslexia. A psycho-educati... more This paper presents single-subject case study of a 9 year-old boy with dyslexia. A psycho-educational evaluation and profiling was done using the existing the psychological assessment report and five literacy tests. Results indicated significant differences for both verbal and performance subtests from the psychological assessment using WISC-III. In addition, literacy tests showed that the participant's difficulties in reading (word recognition) due to his weak phonological processing. Overall, this study provides substantiate empirical evidence that is highly suggestive of developmental dyslexia that co-exists with ADHD (inattentive type) and dysgraphia. Limitations and future recommendations are also discussed in the study.
Parenting a child with autism spectrum disorder (ASD) has never been easy. Research has shown tha... more Parenting a child with autism spectrum disorder (ASD) has never been easy. Research has shown that parenting stress is much higher whose children are diagnosed with developmental disabilities such as ASD than typically developing children. The contributing factors include, but not limited to, the child’s limited social and communication skills and restricted and stereotypical activities (core deficits of autism). Parents lacking knowledge about ASD often resort to other forms of interventions in the hope to find a cure and believe it can help to eradicate the deficits of the disorder. Such treatments are known as complementary and/or alternative medicine and are not evidence-based. As there is no current remedy for ASD, perhaps it is time for parents to stop finding a cure to this disorder. In this paper, the author uses the application of the theory of salutogenesis and with the use of the three salutogenic components – meaningfulness, comprehensibility and manageability, aim to he...
This paper examines the subtest scaled scores from WISC-III and standard scores from six literacy... more This paper examines the subtest scaled scores from WISC-III and standard scores from six literacy tests of four primary school boys diagnosed separately to have dyslexia, hyperlexia, nonspecific reading disability, and nonverbal learning disability respectively. Through the psycho-educational diagnostic evaluation and profiling (PEDEP) assessment results, findings of this study show overlapping traits of the four learning disabilities and also support the working definitions of the respective disabilities. The study suggests that the four learning disabilities are not a discrete condition per se, but their symptoms are distributed on a continuum with manifestations in different subtypes and related anomalies. The primary aim of this paper is to inform professionals working with children with learning disabilities to be prudent when making diagnoses as there is no one foolproof assessment tool or procedure, and that a differential diagnosis is preferred in order to propose a definitive prognosis. Finally, limitations and implications are also discussed in this paper.
This paper presents a case study of a boy (CA: 9 years 3 months) who is suspected of having nonve... more This paper presents a case study of a boy (CA: 9 years 3 months) who is suspected of having nonverbal learning disorder. The study aims to provide a differential diagnosis by examining and establishing a psycho-educational evaluation and profiling using existing psychological assessment report (WISC-III) and six literacy tests. Though no significant discrepancies in the literacy tests (i.e., word recognition and comprehension) was found, psycho-educational evaluation found that the verbal scale subtests is higher than the performance scale subtests, both with significant discrepancies. Overall, use of instrumental profiling provided evidence that nonverbal learning disorder associated Asperger's Syndrome with dyspraxia may be present in this case study.
This paper presents single-subject case study of a 9 year-old boy with dyslexia. A psycho-educati... more This paper presents single-subject case study of a 9 year-old boy with dyslexia. A psycho-educational evaluation and profiling was done using the existing the psychological assessment report and five literacy tests. Results indicated significant differences for both verbal and performance subtests from the psychological assessment using WISC-III. In addition, literacy tests showed that the participant's difficulties in reading (word recognition) due to his weak phonological processing. Overall, this study provides substantiate empirical evidence that is highly suggestive of developmental dyslexia that co-exists with ADHD (inattentive type) and dysgraphia. Limitations and future recommendations are also discussed in the study.