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Background and Objectives: School students with specific learning disabilities (SpLDs) endure academic difficulties, anxiety, and social maladaptation. The primary objective of the present study was to evaluate the emotional intelligence (EI) abilities of these afflicted students. Its secondary objective was to analyze the impact of socio-demographic variables on their EI abilities. Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the Learning Disability clinic in a public medical college in Mumbai. Subjects and Methods: SpLD students studying in class standards VII–IX were recruited by non-probability sampling. Their EI (overall, subscales, and settings) scores were measured using the Four EsScale of Emotional Intelligence-Adolescents (FESEI-A) questionnaire; and compared with Indian norm scores by utilizing the Mann - Whitney U test. To evaluate the unadjusted impact that each of the "variables" had on the FESEI-A scores, linear regression or the Mann-Whitney U test, or the Kruskal-Wallis test, was utilized as applicable. Results: SpLD students had similar "overall" EI abilities as their regular peers. Their EI scores in school setting were significantly lower (P = 0.001), but significantly higher in social setting (P = 0.005). At univariate level, presence of co-occurring attention-deficit/hyperactivity disorder was significantly associated with a lower "school setting" score (P = 0.040). Higher socioeconomic status was significantly associated with a higher "overall" score and "family setting" score (P = 0.023 and P= 0.041, respectively). Conclusions: There is an urgent need to evaluate the EI abilities of SpLD students to identify deficits so that optimum rehabilitation can be facilitated. [ABSTRACT FROM AUTHOR]

Background and Objectives: School students with specific learning disabilities (SpLDs) experience chronic academic underachievement and resultant stress. The present study aimed to determine if school students with newly diagnosed SpLD were more likely to have anxiety than their regular peers. Materials and Methods: The study cases (aged 8-15 years) were recruited from our institute’s learning disability clinic. The matched controls were recruited from four schools in Mumbai, Maharashtra, India. Anxiety was measured using the Spence Children’s Anxiety Scale (SCAS)-child self-report version questionnaire. Median SCAS scores and the proportion of students with an SCAS score in the “clinical anxiety” range were compared between the groups. Results: SCAS scores were significantly higher in 8-11-year-old learning-disabled male and female students (P < 0.0001 for both groups) and 12-15-year-old female students (P = 0.004), as compared with matched controls. A significantly higher number of learning-disabled students were found to have “clinical anxiety” [24.64% vs 4.35%, crude odds ratio (OR) = 7.19, 95% confidence interval (CI) 2.91-17.78, P = 0.0001], as compared with the controls regardless of gender, age group, presence of comorbid attention-deficit/hyperactivity disorder (ADHD), or associated medical conditions. A significantly higher proportion of 8-11-year-old learning-disabled students, especially males, were found to have “clinical anxiety” as compared with 12-15-year-old learning-disabled students (crude OR = 4.38, 95% CI 1.94-9.92, P = 0.0004). Gender, presence of comorbid ADHD or associated medical conditions, and type of school attended or curriculum did not impact the prevalence of “clinical anxiety” in learning-disabled students. Interpretation and Conclusions: Students with newly diagnosed SpLD have greater odds of being “clinically anxious” relative to their regular peers. We recommend screening for anxiety in children with SpLD immediately after diagnosis so that their optimum rehabilitation can be facilitated. [ABSTRACT FROM AUTHOR]

Background: Specific learning disability (SpLD) often remains undetected, resulting in the afflicted child experiencing chronic poor school performance. Aims: To measure and analyze the self-perceived healthrelated quality of life (HRQoL) of children with newly-diagnosed SpLD. Settings and Design: Cross-sectional questionnaire-based study in our clinic. Materials and Methods: From February to December 2008, 150 children consecutively diagnosed as having SpLD were enrolled and their HRQoL documented using the DISABKIDS chronic generic module self-report version instrument. Statistical Analysis: Multiple regression analysis was carried out for determining the 'independent' impact that each of the clinical and socio-demographic variables had on a poor facet score outcome and on a poor total score outcome. Results: Clinically significant deficits were detected in all 6 facets, namely: 'large deficits (effect size ⩾-0.8)' in ''social exclusion'', ''emotion'', ''limitation'', ''treatment'', and ''independence''; and 'medium deficit (effect size -0.5 to <-0.8)' in ''social inclusion''; and 'large deficit' in ''total score''. Multivariate analysis revealed that: (i) not belonging to the upper socio-economic strata of society was an independent predictor of a poor ''independence'' facet outcome (P=0.010, OR=1.99, 95% CI: 1.18 to 3.37); (ii) not having experienced class detainment was an independent predictor of a poor ''emotion'' facet outcome (P=0.008, OR=3.04, 95% CI: 1.34 to 6.85); (iii) first-born status was an independent predictor of a poor ''limitation'' facet outcome (P=0.022, OR=2.60, 95% CI: 1.15 to 5.90); and (iv) female gender was an independent predictor of a poor ''social exclusion'' facet outcome (P=0.024, OR=0.28, 95% CI: 0.09 to 0.85) and a poor ''overall health' 'outcome (P=0.025, OR=0.32, 95% CI: 0.12 to 0.87). Conclusions: Children with newly-diagnosed SpLD perceive their psychosocial, physical, and overall HRQoL to be significantly compromised. [ABSTRACT FROM AUTHOR]

Background: Parents of children with specific learning disability (SpLD) undergo stress in coping up with their child's condition. Aims: To document the parenting practices of parents having a child with newly diagnosed SpLD and to analyze their impact on parent-child relationships. Settings and Design: Cross-sectional questionnaire-based study in our clinic. Materials and Methods: From May 2007 to January 2008, 150 parents (either mother or father) of children consecutively diagnosed as having SpLD were enrolled. Parenting practices and parent-child relationships were measured by the Alabama Parenting Questionnaire-Parent Form (APQ-PF) and the Parent Child Relationship Questionnaire (PCRQ), respectively. Statistical Analysis Used: Pearson correlation coefficients between subscales of APQ-PF and PCRQ were computed. Multiple regression analysis was carried out for statistical significance of the clinical and demographic variables. Results: Parents who were: (i) "involved" in parenting had a good "personal relationship and disciplinary warmth," (ii) practicing "positive parenting" had good "warmth, personal relationship and disciplinary warmth," (iii) "poorly supervising" their child's activities lacked "warmth and personal relationship," (iv) practicing "inconsistent discipline' had a higher "power assertion" and (v) practicing "corporal punishment" lacked "warmth" and had a higher "power assertion and possessiveness" in their relationships with their child. Parent being poorly educated or currently ill and child having all three types of SpLD present concomitantly or a sibling or a sibling with a chronic disability or being in class standard IX to XI were variables that independently predicted a poor parenting or parent-child relationship subscale score. Conclusions: The present study has identified parenting practices that need to be encouraged or excluded for improving parent-child relationships. Initiating these measures would help in the rehabilitation of children with SpLD. [ABSTRACT FROM AUTHOR]

Background: Specific learning disorder (SLD) is a neurodevelopmental condition characterised by significant academic difficulties despite normal intelligence and adequate education. The difficulties with reading, writing, and arithmetic may manifest independently or concurrently at different ages. Early symptoms may appear in preschool, including delays in social skills, motor skills, and language development. This study aimed to assess the prevalence of preschool children at risk for SLD and related psychiatric disorders. Method: Data were collected from 515 preschool children in Edirne City, Turkey, using a screening scale for early symptoms of SLD. Socio-demographic information was obtained, and children at risk were invited for a psychiatric evaluation. Results: The mean age of the participants was 72.5 ± 5.6 months. It was determined that 5.7% of the preschool children who participated in the questionnaire were at risk of SLD according to the screening scale scores. Factors such as a father's low education, the mother smoking during pregnancy, a longer stay in the neonatal intensive care unit, longer screen time, and consanguinity between parents were associated with an increased risk of SLD. Conclusion: This study emphasises the importance of early identification and intervention for SLD and the need to consider associated psychiatric comorbidities. Identifying the risk factors in preschool children may facilitate timely intervention and prevent academic and social difficulties in later years. [ABSTRACT FROM AUTHOR]

Though speaking skills in the mother tongue develop naturally, developing reading skills requires training. Dyslexia is a language-based learning disability that can affect the reading ability in any language. Although many literature is available to address these challenges, the need to teach sentence reading was neglected. This paper addresses problems faced while reading sentences. As computer-based multi-sensory teaching is considered as an effective way to teach children with dyslexia (CwD), the proposed system uses multisensory teaching methods to teach sentence reading in Hindi and Bangla languages. It shows sentences as word packages to teach word sequence and help with comprehension. The platform records the response time of the user to generate a performance report to monitor her performance. For evaluating the system, an expert survey was conducted with 26 special educators in two phases, pre-test and post-test. The questionnaires were prepared following previous literature under the expert's supervision. The pre-test data helped in understanding the educators' experience and opinions about assistive technology and the post-test data were used to evaluate the system. In the evaluation, all educators agreed that the system will be very useful for their students and it will give a generalised solution for all the challenges their students face. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to provide a Turkish cultural adaptation (EFORTS-T) of the Executive Functions and Occupational Routines Scale (EFORTS) and to investigate its psychometric quality in children with dyslexia. We culturally adapted the original English version of this instrument with internationally suggested methods. Participants included the mothers of either randomly selected children with dyslexia (study group, n = 158) or age and sex-matched typically developing children (control group, n = 167). These participants completed a demographic form, the EFORTS-T, and the Behavior Rating Inventory of Executive Function-Parent form (BRIEF-P). For internal consistency, the alpha coefficient of the new instrument was excellent (.93), and it showed satisfactory test-retest reliability over a 14-day interval (.91). The criterion-related validity between the EFORTS-T and the BRIEF-P was moderate (.73). Fit indices of the model supported its factor structure. In conclusion, our findings support the validity and reliability of the new Turkish version of EFORTS for evaluating EF and contributing to the daily occupational routines of children with dyslexia for Turkish respondents. Further studies are needed to apply this instrument to children of different age groups and psychiatric conditions. [ABSTRACT FROM AUTHOR]

Background: About 12-24% of children with specific learning disability (SpLD) have co-occurring attention-deficit/ hyperactivity disorder (ADHD). According to "parent-proxy reports", co-occurring "untreated" ADHD adversely impacts the health-related quality of life (HRQoL) of children with newly diagnosed SpLD, especially in their psychosocial functioning. Aims: To analyze the impact of "untreated" co-occurring ADHD on the "self-perceived" HRQoL of children with "newly diagnosed" SpLD. Setting and Design: Cross-sectional questionnaire-based study in a learning disability clinic situated in a medical college. Materials and Methods: From February 2008 to December 2008, 136 consecutive children newly diagnosed as having "SpLD with co-occurring ADHD (SpLD/ADHD)" or "SpLD only" were enrolled. The DISABKIDS chronic generic module (DCGM-37-S (V31)) instrument was used to measure their HRQoL. DCGM-37-S (V31) mean facet and total scores were computed for "SpLD/ADHD" and "SpLD only" children groups and compared using independent samples t-test. Results: HRQoL of "SpLD/ADHD" children was significantly better in limitation facet (mean difference: 8.20; 95% confidence interval (CI): 1.75-15.29; P=0.024). Although not statistically significant, the HRQoL of "SpLD/ADHD" children was better in independence, emotion, social inclusion and social exclusion facets; and in total score. Conclusions: "SpLD/ADHD" children perceive their physical functioning to be significantly better. Also their perceptions of their psychosocial functioning are better. Contrary to parent-proxy reports, co-occurring "untreated" ADHD does not adversely impact the self-perceived HRQoL of children with "newly diagnosed" SpLD. [ABSTRACT FROM AUTHOR]