Neuropsychological Assessment of Adolescents with Learning Disabilities (original) (raw)
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Learning disabilities: analysis of 69 children
Arquivos de Neuro-Psiquiatria, 2001
With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures) evaluation. The incidence was higher in boys (84,1%), familiar history of learning disabilities was found in 42%, and writing abnormalities in 56,5%. The most frequent diagnosis was attention deficit and hyperactivity disorder, in 39,1%. With this program, we aimed to reduce the retention taxes and stress the importance of this evaluation, and, if necessary, multidisciplinar intervention in the cases of learning disabilities.
2016
The objective of this study was to characterize the children referred to the Neuro-Learning Disorder Clinic at the Public Hospital of the Universidade Estadual de Campinas (State University of Campinas) in 2010 focusing on the demographics, parents' concerns, and the diagnoses given by the health care professionals. A total of 203 male and female children and young people, aged 4-17 years old, attending kindergarten to high school were analyzed. The children that were referred due to school-related problems underwent interdisciplinary evaluations aiming to establish a diagnosis. After thorough evaluation, the children were treated according to their specific needs. The study sample was predominately comprised of males (67.0%), fifth graders with average age of 10 years and 11 months. The main problems identified were global learning difficulties and inattention. The evaluation results indicated 43.8% of pedagogy-related learning difficulties and 32.2% of intellectual disability ...
Specific learning disabilities in children: deficits and neuropsychological profile
International Journal of Rehabilitation Research, 2005
The public is gradually becoming aware of specific learning disabilities (SLDs), which are very often the cause of academic difficulties. The aim of the study was to assess the SLDs in the clinic population at the Child and Adolescent Psychiatry Clinic at the Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh using the National Institute of Mental Health and Neurosciences SLD index and subsequently to assess the children's neuropsychological functions using a battery of tests. Thirty-five children in the age range of 7-14 years (both boys and girls) were recruited as the cohort, diagnosed clinically and assessed using the battery of tests for SLDs and neuropsychological tests consisting of the PGIMER memory scale for children, the Wisconsin card sorting test, the Bender visuo-motor gestalt test and Malin's intelligence scale for Indian children. The study revealed deficits in language and writing skills and impairments in specific areas of memory, executive functions and perceptuo-motor tasks. Identification of SLDs is useful in drawing up a treatment plan specific for a particular child.
Visual and verbal neuropsychological functions among students with specific learning disorders
Visual and verbal neuropsychological functions among students with specific learning disorders.
Individuals use verbal and visual sensations to memorize, learn and successfully deal with the environmental aspects to effectively lead routine and vigorous life activities. Deficits in visual or verbal neuropsychological functions or both will lead the individual's life into a problematic condition. SLD is a cluster of difficulties or inabilities to acquire academic skills that can be affected by visual and verbal functional difficulties. The present study was aimed to study visual and verbal neuropsychological functional difficulties of students with SLD in comparison to students unaffected by SLD. 80 participants including 40 students with SLD and 40 students unaffected by SLD undergone for the assessment of Intelligence, SLD, visual and verbal neuropsychological functions. Results revealed students with SLD having difficulties in verbal immediate memory and learning, verbal working memory, learning ability, visual immediate memory and learning, visual-motor coordination, visual divided and sustained attention, visual perception and organization and verbal comprehension. erception of information through sensory modality has a principal role in the overall development and survival of the individual. Human being perceives the information majorly through tactile, olfactory, gustatory, auditory and visual sensory modalities for the normal process of information. Human individuals greatly learn various skills and techniques using the visual and verbal sensory modalities further more it is not exceptional for academic skills and techniques. In the modern schooling system emphasis is given to the visual and verbal sensory mode of learning than any other sensory modalities. These perceptual processes are very essential for learning the simple to complex functions which is crucial to lead life easily and successfully. Difficulty in this process appears to be creating obstacles for the achievement of simple and complex goals in the individual's life. Academic learning and achievements determine the possible success in the life of the individual. Even though the exceptions are abundant the role of academic learning and achievements with professional skills and abilities helps the individual to easily find the
Journal of Intellectual Disability - Diagnosis and Treatment, 2021
Severe vision impairments are an obstacle to the adequate cognitive and social development of the child. The educational response to priority problems that occur with vision disorders requires appropriate training of vision impairment specialists. For this purpose, they need basic knowledge related to the classification of vision impairments and the main aspects of the development and education of this category of children. This study aimed to analyse the main features of educational activities of children with vision impairments using special diagnostic methods and to search for effective methods for correcting the cognitive activity of children with vision impairments. During the study, an experiment was conducted with children with vision impairments (15 children). To conduct the experiment, the study used methods proposed by V.V. Tarasun and adapted them to the contingent of children with vision impairments. In particular, the following methods: the method of motivational preferences "Three wishes", the method of "Memorising 10 words", and the method of "What, why, how". The depth and time of vision impairment are considered as a primary defect, which has corresponding secondary consequences and requires corrective action under the guidance of an experienced vision impairment specialist.
LEARNING DISABILITY IN CHILDREN: A THEORETICAL OVERVIEW
The present article deals with the important factors related to learning disability such as the academic characteristics of learning disability, how learning disability can be identified in an early stage and remedial measures for learning disability. It tries to give an insight into various aspects of learning disability in children that will be of help in designing the tools and administering them properly.
Archives of Clinical Neuropsychology, 2006
When children experience learning difficulties, an appropriate evaluation of abilities and skills can provide the foundation for an accurate diagnosis and useful recommendations. When comprehensive information about a child's brain-related strengths and weaknesses is necessary to understand potential sources of the problem and implications for functioning, a neuropsychological evaluation is most often the best choice. This paper was written to help parents, educators, health care providers, and third-party payors to understand the nature of neuropsychological assessment and to choose the type of evaluation that will furnish relevant information for the child's educational planning.
The Survey of Correlate Causes of Learning Disabilities Prevalence among Elementary Students
Asian Social Science, 2011
This study aims to investigate the rate of learning disabilities prevalence and correlate causes among the elementary school students in Ilam, Iran. The research design of the current study was casual-comparative and the population of the study included the third, fourth and fifth graders of the elementary schools in Ilam, Iran. In this research, cluster sampling was employed which covered six hundred students from different classes chosen randomly from a population of clusters. The basis of this sample was the checklist approved by the school teachers on the children with learning disabilities Furthermore, the students' notebooks on the dictation, composition and mathematics were also taken into consideration. The study population was randomly divided into two groups: one was a group with learning disabilities which included 36 participants and the other was a normal group with the same size of population. Both groups were asked to answer the Wisc, Wepman and Mariyan Framstick tests as well as tests on reading, writing and math. The method of data gathering was individual information that was collected by the researcher. The result of this study revealed that 11.40% of the students in third, fourth and fifth grades of elementary schools had learning disabilities. The correlate causes of learning disabilities indicated that the students had problems with memory retention, visual acuity, and hearing memory.
BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE
It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented ...