19 results on '"Specific Learning Disorder"'
Search Results
2. Özgül öğrenme bozukluğu için dikkat eksikliği hiperaktivite bozukluğu komorbiditesi her zaman olumsuz bir durum olmayabilir mi?
- Author
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Yazıcı, Merve and Beşenek, Mert
- Abstract
Copyright of Anatolian Clinic Journal of Medical Sciences is the property of Hayat Saglik ve Sosyal Hizmetler Vakfi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
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3. The investigation of the relationship between depressive symptoms and self-perception in children diagnosed with specific learning disorder: The mediator role of difficulties in emotional regulation (tur)
- Author
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Halime Şenay Güzel, Gözde Akkaya, and Meltem Altuntaş
- Subjects
specific learning disorder ,depressive symptoms ,self-perception ,difficulties in emotion regulation ,Psychiatry ,RC435-571 ,Therapeutics. Psychotherapy ,RC475-489 - Abstract
INTRODUCTION[|]The aim of this study was to determine to what extent the self-perception and difficulties in emotion regulation are predictors of depressive symptoms in children diagnosed with specific learning disorder (SLD). Furthermore the other aim was to investigate the mediating role of the difficulties in emotion regulation in the relationship between depressive symptoms and self-perception.[¤]METHODS[|]The study sample was consisted of 326 participants among 10-14 ages, clinical group diagnosed with SLD (n = 156) and healthy control group (n = 170). Piers Harris Children's Self-Concept Scale, Children's Depression Scale, Emotion Adjustment Scale and Demographic Information Form were used as data collection tools.[¤]RESULTS[|]According to the results depression and difficulties in emotion regulation scores of the SLD group were significantly higher; self-perception scores were lower than control group. It was found that self-perception and difficulties in emotion regulation significantly have predicted depressive symptoms in children with SLD; self-perception has predicted depressive symptoms in control group but difficulties in emotion regulation had no effect on depressive symptoms in this group. The mediator role analysis results have showed that difficulties in emotion regulation had a partial mediating role between depressive symptoms and self-perception in children with SLD.[¤]DISCUSSION AND CONCLUSION[|]The results obtained from the comparison of the clinical and the control group are consistent with the literature. The finding that difficulties in emotional regulation has a partial mediating role in the relationship between depressive symptoms and self-perception in SLD group is important for the intervention programs which will develop to increase the global functionality of individuals with SLD.[¤]
- Published
- 2021
- Full Text
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4. Is It Possible Improvement of Clinical Findings and WISC-R Profile by Appropriate Intervention in Combined Type Specific Learning Disorder: 3-Year Follow-up Results
- Author
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Mengühan ARAZ ALTAY and Işık GÖRKER
- Subjects
specific learning disorder ,wisc-r profile ,prognosis ,follow-up ,Medicine - Abstract
Aim:Specific learning disorder (SLD) has a significant impact on the individual's functionality by causing academic failure. Therefore, corrective educational interventions are important for children and adolescents with SLD. In this study, our aim was to reveal the changes in WISC-R test and reading, writing, arithmetic skills after 3 years of personalized special education program and accompanied attention deficit and hyperactivity disorder (ADHD) treatment of children and adolescents with a diagnosis of SLD, combined with reading, writing and mathematics disorders.Materials and Methods:In 2015, 26 children and adolescents with the combined type SLD were included in the study. The cases were compared by applying WISC-R test and Reading-Writing-Math Skills Assessment List at the beginning and at the end of the third year.Results:The mean age of the patients included in the study was 11.5 ± 1.9 years and 61.5% of them were male. 84.6% of the patients were accompanied by ADHD. In the 3-year follow-up, WISC-R scores increased significantly in verbal intelligence scores, while WISC-R categories showed a significant increase in conceptual ability scores and a decrease in rankings scores. In the error analysis evaluation, there was a significant increase in the scores obtained in the field of reading and writing in the follow-up, and no change was observed in the scores in the field of mathematics.Conclusion:While SLD patients had significant improvements in reading and writing, the improvement in mathematics was limited. Training programs should be conducted especially for the correction of math disabilities in combined type SLD patients.
- Published
- 2019
5. Özgül öğrenme bozukluğu tanısı olan çocukların depresif belirtileri ve benlik algıları arasındaki ilişkinin incelenmesi: Duygu düzenleme güçlüğünün aracı rolü
- Author
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Güzel, Halime Şenay, Akkaya, Gözde, and Altuntaş, Meltem
- Abstract
Objective: The aim of this study was to determine to what extent the self-perception and difficulties in emotion regulation are predictors of depressive symptoms in children diagnosed with specific learning disorder (SLD). Furthermore the other aim was to investigate the mediating role of the difficulties in emotion regulation in the relationship between depressive symptoms and self-perception. Method: The study sample was consisted of 326 participants among 10-14 ages, clinical group diagnosed with SLD (n = 156) and healthy control group (n = 170). Piers Harris Children's Self-Concept Scale, Children's Depression Scale, Emotion Adjustment Scale and Demographic Information Form were used as data collection tools. Results: According to the results depression and difficulties in emotion regulation scores of the SLD group were significantly higher; self-perception scores were lower than control group. It was found that self-perception and difficulties in emotion regulation significantly have predicted depressive symptoms in children with SLD; self-perception has predicted depressive symptoms in control group but difficulties in emotion regulation had no effect on depressive symptoms in this group. The mediator role analysis results have showed that difficulties in emotion regulation had a partial mediating role between depressive symptoms and self-perception in children with SLD. Discussion: TThe results obtained from the comparison of the clinical and the control group are consistent with the literature. The finding that difficulties in emotional regulation has a partial mediating role in the relationship between depressive symptoms and self-perception in SLD group is important for the intervention programs which will develop to increase the global functionality of individuals with SLD. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
6. Özgül Öğrenme Güçlüğünde Enflamasyonun Rolünün Değerlendirilmesi.
- Author
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Bilaç, Öznur, Tahıllıoğlu, Hasan Akın, Önder, Arif, and Kavurma, Canem
- Abstract
Copyright of Turkish Journal of Child & Adolescent Mental Health / Çocuk ve Gençlik Ruh Sagligi Dergisi is the property of Galenos Yayinevi Tic. LTD. STI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
7. Özel Öğrenme Güçlüğü Tanısı Almış ve Almamış Çocukların Ebeveynlerindeki Anne-Baba Stres Durumu, Depresyon ve Anksiyete Düzeylerinin Karşılaştırılması
- Author
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KARAAZİZ, Meryem, BULUT, Betül, ALTINTAŞ, Sevinç, and BAĞLAMA, Başak
- Subjects
- *
BECK Anxiety Inventory , *PSYCHOLOGICAL stress , *BECK Depression Inventory , *LEARNING disabilities - Abstract
Objective: Based on the studies in the literature and observations, this study aimed to compare parental stress, depression and anxiety levels of the parents of children with and without specific learning disorder (SLD). Method: Parents of children with (n=34) and without (n=35) SLD were included in the study. Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI) and Parent Stress Inventory (PSI) were used as data collection tools. Results: 63.8% of the participants were female and 36.2% were male. No significant difference was found between the scores obtained from the BDI among the parents of children with and without SLD. The scores obtained from the BAI of the case and control groups were analyzed. According to the results, there was no significant difference between the two groups. Results obtained from PSI showed there was a significant difference between the two groups indicating that stress levels of the parents of children with SLD were higher than parents of children without SLD. Conclusion: According to the results obtained from the study, it was revealed that being a parent of a child with SLD did not affect the level of depression. It was also observed that parents of children with SLD which constituted the case group of the study had higher parental stress levels than the parents in the control group. In line with this result, it can be said that having a child with a diagnosis of SLD creates stress for parents. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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8. Şemsiye Bir Bozukluk: Özgül Öğrenme Bozukluğu.
- Author
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Gökten, Emel Sarı and Duman, Nagihan Saday
- Abstract
Copyright of Turkish Journal of Child & Adolescent Mental Health / Çocuk ve Gençlik Ruh Sagligi Dergisi is the property of Galenos Yayinevi Tic. LTD. STI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
9. Öğrenme Güçlüğü ile ilgili Türkiye'de Deneysel Olarak Yapılmış Tezlerin İncelenmesi.
- Author
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ARI, Adnan, YIKMIŞ, Ahmet, and ÖZOKÇU, Osman
- Published
- 2019
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10. Theory of mind, pragmatic language and emotion processing in autism spectrum disorder and specific learning disorder
- Author
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Selimoğlu, Halil and Fazlıoğlu, Yeşim
- Subjects
Duygu işlemleme ,Pragmatik dil ,Otizm spektrum bozukluğu ,Theory of mind ,Pragmatic language ,Specific learning disorder ,Özel öğrenme bozukluğu ,Zihin kuramı ,Emotion processing ,Autism spectrum disorder - Abstract
Bu araştırma, otizm spektrum bozukluğu (OSB) ve özel öğrenme bozukluğu (ÖÖB) olan bireylerin zihin kuramı, duygu işlemleme ve pragmatik dil becerilerinin değerlendirilmesi amacı ile planlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubu, 8-12 yaş arasında 14 OSB, 13 ÖÖB ve 13 TG çocuktan oluşmaktadır. Araştırmaya katılım kıstasları; klinik olarak OSB ve ÖÖB tanısı almış olmak, 7 yaş ve üzeri alıcı dil becerilerine sahip olmak, birinci düzey zihin kuramı becerilerine sahip olmak ve normal zihin düzeyinde zekâya sahip olmak şeklinde belirlenmiştir. Araştırma verileri Kişisel Bilgi Formu, PEABODY Resim Kelime Testi, Birinci ve İkinci Düzey Zihin Kuramı Testleri, Gözlerden Zihin Okuma Testi (GZOT)-Çocuk Versiyonu (6-16), Sözel Olmayan İpuçlarını Algılama Becerilerini Değerlendirme Aracı (SOİAB) ve Pragmatik Dil Becerileri Envanteri ile toplanmıştır. Araştırmadan elde edilen sonuçlara göre; zihin kuramı, duygu işlemleme ve pragmatik dil becerilerinin tümünde en düşük performansı OSB grubu sergilemiştir. ÖÖB grubunda yer alan katılımcılar zihin kuramı, duygu işlemleme ve pragmatik dil becerilerinde OSB grubuna göre daha iyi performans sergilerken, TG akranlarına göre düşük performans sergilemişlerdir. OSB grubunda, zihin kuramı becerileriyle duygu işlemleme ve pragmatik dil becerileri arasında güçlü bir ilişki bulunmaktadır. ÖÖB grubunda ve TG gelişen katılımcılarda ise zihin kuramı ile duygu işlemleme arasında sınırlı bir ilişki söz konusudur. This research is planned to evaluate theory of mind, emotion processing and pragmatic language skills of individuals with autism spectrum disorder (ASD) and specific learning disorder (SLD). Relational screening model has been used in this research. The study group of the research consists of 14 ASD, 13 SLD, and 13 TD children between the ages of 8 - 12. The criteria of taking a part in the research are as follows: s/he has to be clinically diagnosed with ASD or SLD, s/he has to have the receptive language skills of 7 years or older and s/he has to have the average intelligence level. The data of the research have been collected via Personal Information Form, PEABODY Picture Vocabulary Test, First and Second Order False Belief Task, Reading the Mind in the Eyes Test - Child Version (6-16), Test of Perception of Affect Via Nonverbal Cues (TPANC, Pragmatic Language Skills Inventory (PLSI). According to the research results, the ASD group showed the lowest performance in all skills i.e theory of mind, emotion processing and pragmatic language skills. While the group of SLD show better performance than the group of ASD in theory of mind, emotion processing and pragmatic language skills, they are outperformed by their peers in the TD group. The research shows that there is a strong correlation between theory of mind development and the skills of emotion processing and pragmatic language among the ASD group. There is a limited correlation between theory of mind development and emotion processing skills among the SLD and TD groups.
- Published
- 2023
11. DSM-5 Kriterlerine Göre Özgül Öğrenme Bozukluğu Tanısı Alan Olguların Psikiyatrik Eştanı ve WISC-R Profillerinin Değerlendirilmesi.
- Author
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ARAZ ALTAY, Mengühan and GÖRKER, Işık
- Subjects
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DIAGNOSIS of learning disabilities , *PSYCHIATRIC diagnosis , *ACALCULIA , *ATTENTION-deficit hyperactivity disorder , *CHILD psychopathology , *COGNITION , *ENURESIS , *CLASSIFICATION of mental disorders , *PHOBIAS , *READING disability , *TIC disorders , *COMORBIDITY ,WRITING - Abstract
Introduction: In this study, the frequency of psychiatric comorbidity in children and adolescents who were diagnosed with specific learning disorder, the factors that affect the frequency of comorbidity, the subtypes of specific learning disorder and the effects on cognitive profile have been investigated. Methods: Our study was performed among 80 cases with the age range 6-15 years who diagnosed with specific learning disorder Child and Adolescent Psychiatry Department between January and June 2015. In the study, DSM-IV Based Screening and Evaluation Scale for Child and Adolescent Behavioral Disorders, Specific Learning Disability Evaluation Scale and the WISC-R test were performed. During the interview, reading-writing-math abilities evaluation list (error analysis) was performed in order to define the specific learning disorder subgroup and to evaluate the detailed error profile of the specific learning disorder subgroup. Kiddie Schedule for Affective Disorders and Schizophrenia for School-age Children-Present and Lifetime Turkish Version (KSADS) was performed to detect psychiatric comorbidity diagnoses. Results: 92.5% of the cases have a comorbid psychiatric disorder. The most frequent psychiatric comorbidity was attention deficit hyperactivity disorder (82.3%), followed by specific phobia (46.3%), oppositional defiant disorder (26.3%), enuresis (25%) and tic disorders (22.5%). Psychiatric comorbidity is detected more often in patients with specific learning disorder accompanied by attention deficit and hyperactivity disorder. The most frequent subtype of specific learning disorder is combined type disorder consisting of reading, writing and math disorder (37.5%). The WISC-R score of the patients who had math disorder were found to be lower than the others, and also it was detected that they learned reading and writing later, and have more comorbid psychiatric disorders. Conclusion: The results of our study indicate that associated psychiatric disorders are frequent with specific learning disorder. Specific learning disorder should not be considered as a single disorder, but should be assessed and treated with comorbid psychiatric disorders. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
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12. Evaluation of the Role of Inflammation in Specific Learning Disabilities
- Author
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Arif Önder, Öznur Bilaç, Canem Kavurma, and Hasan Akın Tahıllıoğlu
- Subjects
Psychiatry ,inflammation ,etiology ,fungi ,neutrophil/lymphocyte ratio ,RC435-571 ,specific learning disorder ,Medicine ,platelet/lymphocyte ratio - Abstract
Objectives:Specific Learning Disorder (SLD) is a disorder in which academic abilities are incompatible with age and intelligence, and whose etiology is not fully elucidated. The aims of this study were to investigate the role of inflammation in the etiopathogenesis of SLD and to examine whether inflammation parameters were useful biomarkers for detecting SLD.Materials and Methods:Data of 31 patients between the ages of 7 and 14 years, who were followed-up with the diagnosis of SLD from the pediatric psychiatry outpatient clinic and whose hemogram test results were available, and 33 healthy controls in the same age range, with hemogram test results, were retrospectively analyzed. Neutrophil/lymphocyte ratio (NLR) and platelet/lymphocyte ratio (PLR) values were calculated from hemogram tests. In addition to these values, blood neutrophil, lymphocyte, platelet, erythrocyte counts, and hemoglobin values were compared between the two groups.Results:NLR, neutrophil and lymphocyte values were found to be significantly higher in children with SLD than in healthy controls (p=0.001; p=0.033; p=0.030, respectively). Hemoglobin, erythrocyte, platelet and PLR values did not differ significantly between the two groups. Although the NLR values were significantly different between the groups, NLR did not have a significant effect on the determination of being SLD.Conclusion:Although the findings show that NLR does not have an effect on SLD, inflammatory markers such as NLR and PLR may also be involved in the etiology of SLD and follow-up studies with larger samples are needed in this area.
- Published
- 2021
13. An Umbrella Disorder: Specific Learning Disorder
- Author
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Nagihan Saday Duman and Emel Sarı Gökten
- Subjects
Psychiatry ,dysgraphy ,dyscalculi ,dyslexia ,RC435-571 ,specific learning disorder ,Medicine ,Specific Learning Disorder ,Psychology ,executive functions ,Cognitive psychology - Abstract
Specific learning disorder is a neuro-developmental disorder that affects significant number of school-age children and disrupts academic achievement and mental development. Its including three subtypes and disabilities in executive functions in addition to common symptoms induces quite heterogenous clinical appearances. In this review, the subtypes of specific learning disorder, the features of these subtypes, and accompanying executive function disabilities with etiology and pathogenesis, risk factors, diagnosis evaluation, clinical process, differential diagnoses, comorbidities and treatment are assessed with current literature.
- Published
- 2020
14. Is attention deficiency hyperactivity disorder comorbidity not always a negative scenario for specific learning disorder?
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Yazıcı, Merve, Beşenek, Mert, RTEÜ, Tıp Fakültesi, Dahili Tıp Bilimleri Bölümü, Yazıcı, Merve, and Beşenek, Mert
- Subjects
Attention deficit hyperactivity disorder ,Specific learning disorder ,Özgül öğrenme bozukluğu ,Dikkat eksikliği hiperaktivite bozukluğu - Abstract
Amaç: Özgül Öğrenme Bozukluğu (ÖÖB) başta Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) olmak üzere sıklıkla diğer psikiyatrik bozukluklarla birlikte görülmektedir. Çalışmamızda ÖÖB tanısı almış olguların komorbid durumları, tedavi ve klinik izlemlerine dair verilerin literatür eşliğinde tartışılması amaçlanmıştır. Yöntemler: Çalışmamıza Ocak 2016 ile Mayıs 2021 tarihleri arasında kliniğimize başvuran, klinik görüşme ve uygulanan psikometrik testler ile birlikte Ruhsal Bozuklukların Tanısal ve Sayımsal Elkitabı Beşinci Basımı (DSM-5) tanı ölçütlerine göre ÖÖB tanısı konan 18 yaş altı olgular dâhil edilmiştir. Toplam 232 olgunun sosyodemografik verileri, takip süreleri, komorbiditeleri ve aldıkları tedaviler geriye dönük olarak incelenmiştir. Bulgular: Olguların %68,1’ine en az bir psikiyatrik hastalık eşlik ettiği ve en sık birlikte bulunan tanının DEHB olduğu, %58,6’sının ilaç tedavisi kullandığı ve ilaç kullanan olguların en sık DEHB tanısına yönelik tedavi aldıkları saptanmıştır. Ayrıca olguların %71,6’sının 3 ay içinde tekrar polikliniğe başvurusunun olmadığı gözlenmiştir. DEHB komorbiditesi olan veya DEHB tedavisi alan olguların diğer gruplara göre poliklinik takip sürelerinin daha uzun olduğu ve tanı yaşlarının daha ileri olduğu bulunmuştur. Ayrıca DEHB komorbiditesi olan ve herhangi bir psikiyatrik ilaç tedavisi kullanan olguların tedavi terk oranlarının daha düşük olduğu saptanmıştır. Sonuç: ÖÖB ye en sık eşlik eden komorbiditenin DEHB olduğu, DEHB varlığı ve psikiyatrik ilaç tedavisinin olguların klinik takibini etkilediği belirlenmiştir. Sonuçların ÖÖB tanısının tek bir bozukluk olarak düşünülmemesi gerektiği ve komorbiditelerin tanı ve tedavi sürecindeki önemine vurgu yaptığı düşünülmüştür. Aim: Specific Learning Disorder (SLD) is often seen together with other psychiatric disorders, especially Attention Deficit Hyperactivity Disorder (ADHD). This study aimed to discuss the evaluation of comorbid conditions, treatment, and clinical follow-up in cases diagnosed with SLD, in light of the literature findings. Methods: Cases under the age of 18 who applied to our clinic between January 2016 and May 2021 and were diagnosed with SLD according to The Diagnostic and Statistical Manual of Mental Disorders - 5 (DSM-5) diagnostic criteria by clinical interview and applied psychometric tests were included in our study. Sociodemographic features, follow-up duration, comorbidities, and treatments of a total of 232 cases were retrospectively examined. Results: We found that 68,1% of participants had at least one psychiatric comorbidity and the most frequent comorbidity was Attention Deficit Hyperactivity Disorder (ADHD); 58.6% were using some medical treatment and the majority of patients who used medication were under ADHD treatment. Furthermore, 71.6% did not continue follow-ups for more than 3 months (drop-out). Patients who had ADHD comorbidity or were under ADHD treatment had longer follow-up durations and older ages at diagnosis compared to other groups. In addition, drop-out rates were lower in patients who had ADHD comorbidity and were using any psychiatric medication. Conclusion: The most common comorbid condition accompanying SLD is ADHD. It was determined that ADHD and psychiatric drug treatment affected the clinical follow-up of the cases. It was concluded that the results have emphasized that SLD should not be considered as a single disorder and the importance of comorbid conditions in the diagnosis and treatment process
- Published
- 2022
15. Parsiyel DiGeorge Sendromunda Dikkat Eksikliği Hiperaktivite Bozukluğu ve Özgül Öğrenme Bozukluğu: Bir Olgu Sunumu.
- Author
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Tunas, Sabide Duygu, Uður, Çaðatay, Göker, Zeynep, and Üneri, Özden Þükran
- Abstract
DiGeorge Syndrome (DGS) is the most seen microdeletion syndrome and its prevalance varies from 1/4000 to 1/6000. Over embriogenesis, a deletion of an approximately 3 Mb frame from 22q11.2 results in this syndrome and its clinical features varies from congenital heart and gross vessels anomalies, hypocalcemia, respiratory problems, leucomotor or urogenitale system anomalies, hearing loss, to developmental delay. Alongside different clinical features and phenotypes, these patients should be followed up on psychiatric symptoms and disorders such as speech delay, specific learning difficulties (SLD), mental retardation, attention deficit hyperactivity disorder (ADHD), autism, anxiety, depression and even schizophrenia and other pcychotic disorders. This case, diagnosed with partial DGS and followed by immunology, cardiology, endocrinology and neurology departments, admitted to our clinic on account of his difficulties in learning and inattention. The patient was diagnosed with ADHD and SLD, then pharmacotherapy and individual educational programme were planned. The insufficient expression of the catecolamine-O-methyltransferase (COMT) gene located in the 22q11.2 gene could very well play a role in both the etiology of ADHD and SLD. There is still no clear causative relation between these, so there is a need to clarify this with further studies. As seen in our case, the patients with DGS and having some inattention or learning difficulties are needed to be examined by the child psychiatrists. Treatment protocols related to these patients' symptoms would be evaluated with a multidisciplinary attitude. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
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16. Özgül Öğrenme Güçlüğü Etiyolojisinde Akut Dissemine Ensefalomiyelit (ADEM) Etken Olabilir mi?
- Author
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TUNAS, Sabide Duygu, DİNÇ, Gülser, GÖKER, Zeynep, and ÜNERİ, Özden Şükran
- Abstract
Acute disseminated encephalomyelitis (ADEM) is an immune-mediated demyelinating central nervous system disorder. There are few reports in the literature regarding the lifelong cognitive process in children who are affected by ADEM. A few studies and case reports have reported mild deterioration in some cognitive functions such as attention, verbal memory, short-term memory, information processing, processing speed, impulse control, executive functions, and spatial-visual skills after ADEM. Children who experienced ADEM have also been reported to display difficulties in learning and deterioration in academic skills. Specific learning disorder (SLD) is a condition of inadequate reading and/or writing levels and/or mathematics skills that cannot be explained with the child's age, intelligent quotient (IQ), or education. Although genetic factors have been implicated in the etiology of SLD, The exact etiological factors are still unknown. ADEM, especially in the very early childhood period, has been accused of immaturity of learning skills in the affected children and these patients have been reported to tend to suffer from deteriorating information processing, leading to a blockage in their social development and their learning skills. We report a child who presented to our clinic for difficulties in learning and was detected in his medical history to have suffered from ADEM when he was two years of age. The child was diagnosed with SLD after the examination. We discuss the possible effect of ADEM on the etiology of SLD. A correlation has been found between ADEM and SLD in the recent literature though it is not clear and further prospective cohort studies designed with larger samples are recommended to explore this reported correlation between ADEM and SLD. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
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17. Investigation of Experimental and Related to Specific Learning Disorder Thesis Written in Turkey
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ARI, Adnan, YIKMIŞ, Ahmet, ÖZOKÇU, Osman, BAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümü, Arı, Adnan, and Yıkmış, Ahmet
- Subjects
Özel Eğitim ,Experimental Research ,Single Subject Research ,deneysel araştırma,özel eğitim,öğrenme güçlüğü,tek denekli araştırma ,Tek Denekli Araştırma ,Special Education ,Specific Learning Disorder ,Deneysel Araştırma ,Öğrenme Güçlüğü ,experimental research,single subject research,special education,specific learning disorder - Abstract
Öğrenme güçlüğü ile ilgili Türkiye’de deneysel olarak yapılmış olan tezlerinin incelenmesinin amaçlandığı bu araştırmada, nitel araştırma yaklaşımlarından betimsel tarama modeli kullanılmıştır. Yüksek Öğretim Kurumunun (YÖK) ulusal tez merkezi veri tabanı kullanılarak yapılan tarama sonucunda, deneysel olarak yapılmış sekiz çalışmaya ulaşılmıştır. Çalışmalar, katılımcıların özellikleri, bağımlı ve bağımsız değişkenler, araştırma modelleri ve ortam değişkenleri bağlamında incelenmiştir. İnceleme sonucunda, çalışmalardaki katılımcıların daha çok 5-16 yaş aralığında oldukları, yedi çalışmanın öğrenme güçlüğü olan bireylerle yapıldığı; uygulamaların en çok rehabilitasyon merkezlerinde gerçekleştiği, kontrol gruplu deneysel ve tek denekli araştırmaların araştırma deseni olarak kullanıldığı, tekrarlanan bağımlı ve bağımsız değişkenlerin kullanılmadığı ile ilgili bulgulara ulaşılmıştır., Descriptive survey model from qualitative research approaches has been used in this research, which aims to investigate experimental and specific learning disorder related thesis written in Turkey. As a result of the screening carried out using the national thesis center database of the Higher Education Institution (YÖK), eight experimental studies have been reached. The studies were examined in the context of participants' characteristics, dependent and independent variables, research models and environment variables. As a result of the study, it was determined that the participants in the studies were mostly in the 5-16 age range, and that the seven studies were conducted with individuals with specific learning disorder. Also it was found that most of the applications were performed in rehabilitation centers, and experimental with control groups and single-subject research were used as research design but repeated dependent and independent variables were not used.
- Published
- 2019
18. Olgu Sunumu.
- Author
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ÇÖPKES, Ümmühan
- Published
- 2021
19. Okuma bozukluğunda gelişimin rolünün okul başarısı ile çalışma belleğinin alt bileşenleri açısından 2'nci ve 4'üncü sınıflarda incelenmesi
- Author
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Dikeç, Banu, Göz, Hıdır İlyas, Psikoloji Ana Bilim Dalı, Genç, İlyas, Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, and Dikeç, Banu
- Subjects
School achievement ,Primary school students ,Intelligence ,Eğitim ve Öğretim ,Working memory ,Learning disorders ,Specific learning disability ,Development ,Academic achievement ,Reading difficulty ,Okul başarısı ,Psikoloji ,Zeka ,Specific learning disorder ,Çalışma belleği ,Education and Training ,Psychology ,Okuma bozukluğu ,Reading disorder ,Özgül öğrenme bozukluğu ,Child development - Abstract
Bu araştırmanın temel amacı, Özgül Öğrenme Bozukluğunun en sık karşılaşılan şekli olan okuma bozukluğu’nun (OB) bir kapasite sorunu mu yoksa gelişimsel bir sorun mu olduğunu araştırmaktır. Bir diğer amacı ise okuma bozukluğunda rolü olduğu kabul edilen çalışma belleğinin hangi döngüsünün veya döngülerinin daha etkili olduğuna dair bulgu(lar) elde etmektir. Araştırmamızda ders başarısının ölçütü olarak matematik ve Türkçe ders notları kullanılmış ve ilk olarak OB grubuyla kontrol grubunun ders başarısı karşılaştırılmıştır; literatürle uyumlu şekilde, OB grubunun ders başarısı daha düşük çıkmıştır. İkinci aşamada, temel hipotezi test edecek olan asıl işleme geçilmiştir: İkinci sınıfta ve 4’üncü sınıfta OB grubu ile kontrol grubu arasındaki ders başarısı farkı ayrı ayrı belirlenmiştir; nihayet, dördüncü sınıftaki OB grubu ile kontrol grubu arasındaki farkın, 2’nci sınıfa kıyasla azalıp azalmadığına bakılmıştır. Farkın azalması, okuma bozukluğunun gelişimden etkilendiğinin göstergesi olarak kabul edilmiştir; öte yandan, iki grup arasındaki söz konusu farkın sürmesinin veya artmasının ise okuma bozukluğunun bir kapasite sorununu işaret ettiği kabul edilmiştir. Analizler, 4’üncü sınıftaki farkın ikinci sınıfa kıyasla azaldığını göstermiştir. Dolayısıyla bu bulgu, OB’nin gelişimsel bir sorun olduğu yönündeki görüşleri desteklemiştir. “Okuma bozukluğunda, çalışma belleğinin hangi döngüsü veya döngüleri etkilidir?” meselesine katkıda bulunmak için, literatüre uygun şekilde ileriye sayı dizisi fonolojik döngünün, geriye sayı dizisi ise merkezî yöneticinin ölçütü olarak alınmıştır. Hem 2’nci hem de 4’üncü sınıfta okuma bozukluğu grubunun fonolojik döngü ve merkezi yönetici performansları literatüre uygun şekilde daha düşük çıkmıştır. Öte yandan, 2’nci sınıfta fonolojik döngü ile Türkçe ve matematik puanları arasında ilişki çıktığı halde, merkezî yönetici ile böyle bir ilişki bulunmamıştır. Dördüncü sınıfta ise bu iki döngü ile ders başarıları arasında herhangi bir ilişki gözlenmemiştir. Yukarıdaki iki bulgunun birbiriyle uyumlu olduğu, ikisinin birlikte okuma bozukluğunun gelişimden etkilendiği sonucuna varılmış ve araştırmanın bulguları, literatürdeki ilişkili görüşler ve bulgular açısından tartışılmıştır., The main purpose of this study is to explore whether Reading Disorder (RD), the most common form of Specific Learning Disorder, is a capacity problem or a developmental problem. Another purpose is to find out which component or components of the working memory are more effective in RD. In the present research, lecture scores of Turkish and mathematics courses were used as the criterion of academic achievement. In the first step the academic achievement of the control group was compared to that of RD group; as in the literature, the RD group's courses achievement were found lower than that of the control group. In the second step, the main hypothesis was tested: The academic achievement difference between the RD group and the control group for the second and for the fourth grade has been determined separately. Then the differences between two groups in 2nd grade and in 4th grade were compared with each other in order to see whether the disadvantage of RD group decreases or not in fourth grade. It was found out that the difference between RD and control group in fourth grade is smaller than that of in second grade supporting the approach that RD is affected by development. In order to highlight another controversial issue we dealt the question of "which component or components of the working memory affect RD?”. To that end the forward digit span was used to measure phonological loop and the backward digit span was used to measure the central executive as in the literature. In both the 2nd and 4th grades the phonological loop and central executive performance of the RD groups were lower; these results are in line with the literature on RD. Although there was a relationship between phonological loop and Turkish and mathematics scores in the 2nd grade, there was no such a relationship for the central executive. In addition to this finding there was no any relation between the two components in question and the reading and math scores. We consider that these findings are compatible in the sense that both results show that RD is affected by development; the present findings were discussed in terms of the approaches related to RD.
- Published
- 2017
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