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Introduction: It has been suggested that inhibin B (InhB), Anti-Müllerian hormone (Müllerian-inhibiting substance, AMH) levels, and 2D/4D finger length ratios are related to sex differences in neurodevelopmental disorders. The aim of this study is to investigate the role of InhB, AMH levels, and 2D/4D finger length ratios in male children with specific learning disorder (SLD). Methods: The study included 38 male children diagnosed with SLD and 38 males of similar ages without SLD as the control group. Tests used in the evaluation were the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime version, Specific learning disorder clinical observation battery, Wechsler Intelligence Scale for Children-Revised (WISC-R), and Conners' Parent Rating Scale-Revised: Short Form. Serum AMH, InhB, and Testosterone levels were measured using an enzyme-linked immunosorbent assay. Results: Male children diagnosed with SLD demonstrated significantly higher levels of serum InhB compared to controls (t= 2.59 p=0.009); both groups had similar levels of serum testosterone and AMH. The 2D/4D finger ratios in the SLD group were found to be lower than those in the control group (t= 2.92 p= 0.005). Serum InhB levels were positively correlated with WISC-R verbal scores (p= 0.003). Conclusion: Our findings suggest that serum InhB levels and the 2D/4D ratio, which is an indicator of prenatal testosterone exposure, may play a role in the male predominance of SLD. [ABSTRACT FROM AUTHOR]

Prior studies have shown the efficacy of computer-based cognitive training programs in improving cognitive and academic functions in children diagnosed with a specific learning disorder (SLD). However, these studies often focused on center-based approaches without considering the involvement of parents or the inclusion of home-based tasks in evaluating their effectiveness, which needs to be addressed. This study aimed to investigate the efficacy of a mixed cognitive training program in children with SLD. The program consisted of computer-based games combined with home-based activities involving parental participation. In this pilot study, a single-subject research design with an A-B-A analysis was employed to assess the effects of a mixed cognitive intervention program. Six children (aged 10–13 years) with SLD participated in ten intervention sessions and underwent six pre- and post-evaluation sessions over a six-eight-week period. Parent interviews conducted before and after the training program provided insights into parents' perceptions of these cognitive activities and their access, knowledge, and utilization of these types of digital devices. The utilization of computer-based interventions, followed by home-based tasks, demonstrated effectiveness in improving cognitive and academic functions, fostering parental involvement, and enhancing the overall effectiveness of the program. After the intervention, all participants exhibited improvements in their cognitive and academic skills, the results indicated significant improvements in executive functions, including working memory, processing speed, attention, and academic functions, as assessed in the pre-and post-evaluation. While the parents' views regarding the effectiveness of the cognitive programs became more favorable. The utilization of computer-based interventions integrated with home-based tasks proved highly effective in enhancing cognitive and academic functions and promoting parental engagement and overall program efficacy. The participants displayed noticeable advancements in cognitive and academic skills, with parents' perceptions of the program's effectiveness improving. Furthermore, the study revealed significant enhancements in executive functions, such as working memory, processing speed, attention, and academic performance, as evidenced by pre-post evaluations. This comprehensive approach underscores the potential of a mixed intervention approach in both centers (clinics and families) to holistically enhance cognitive development and academic performance in children. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterials and methodsResultsConclusions\nIMPLICATIONS FOR REHABILITATIONPrevious studies exhibited differences in sensory processing, motor coordination, metacognitive executive functions (EF-MI), and sleep quality among adults with neurodevelopmental disorders (NDD). This study aims to find relationships between those abilities and organization-in-time, focusing on emotional responses after decreased organization abilities.This is a secondary data analysis of a larger sample from three previous studies conducted in one laboratory. Data were collected from 290 adults; 149 with NDD and 141 sex- and age- (20–50 years) matched controls completed the Adolescent/Adult Sensory Profile, Adult Developmental Coordination Disorder, Adults Behavioral Rating Inventory of Executive Functions, Mini Sleep, and Time Organization and Participation questionnaires. Structural equation model (SEM) analysed relationships and variable prediction.Significant between-group differences were found for all variables; SEM indicated similar paths in both groups. Sensory processing affected EF-MI and sleep quality and significantly correlated with motor coordination, affecting EF-MI; EF-MI affected organization-in-time. Sleep quality significantly affected organization-in-time, affecting emotional responses.Sensory, motor, EF, and sleep differences were associated with decreased organization-in-time abilities of adults with NDD, adversely affecting their emotional well-being. Early detection of such differences and targeted interventions may improve daily functioning and life quality and prevent negative emotional implications.Neurodevelopmental disorders (NDD) emerging early in development affect lifelong well-being, and personal, social, academic, and occupational function.Adults with NDD may experience reduced quality of life due to ineffective time organization and life management.Ineffective time organization and consequence negative emotional responses are tied with deficient sensory processing, motor coordination, metacognitive executive function abilities, and sleep quality.Early diagnosis of such deficiencies following by targeted intervention may enhance daily functioning, reduce emotional challenges, and improve overall life outcomes.Neurodevelopmental disorders (NDD) emerging early in development affect lifelong well-being, and personal, social, academic, and occupational function.Adults with NDD may experience reduced quality of life due to ineffective time organization and life management.Ineffective time organization and consequence negative emotional responses are tied with deficient sensory processing, motor coordination, metacognitive executive function abilities, and sleep quality.Early diagnosis of such deficiencies following by targeted intervention may enhance daily functioning, reduce emotional challenges, and improve overall life outcomes. [ABSTRACT FROM AUTHOR]

This study assessed the positive perception of distance learning of undergraduate students with and without attention deficit hyperactivity disorder (ADHD) and/or specific learning disorder (SLD), and examined their personal resources (academic self-efficacy [ASE] and sense of coherence [SOC]), and social vulnerability (loneliness) in predicting their positive distance learning perception. Participants were 276 Israeli undergraduates, 138 diagnosed with ADHD/SLD and 138 in a comparison group without disabilities. Students' positive perceptions toward distance learning, ASE, SOC, and loneliness were assessed via self-report questionnaires. Students with ADHD/SLD reported a less positive perception of distance learning, lower ASE and SOC, and higher loneliness than students without disabilities. In both groups, females had a more positive perception of distance learning than males. ASE uniquely contributed to a positive perception of distance learning only for students with ADHD/SLD. As hybrid learning becomes more and more common in higher education, it is critical to understand the unique needs and adaptation to distance learning of students with ADHD/SLD. [ABSTRACT FROM AUTHOR]

Copyright of Japanese Journal of Learning Disabilities / LD Kenkyu is the property of Japan Academy of Learning Disabilities 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.)

Individuals with disabilities often face discrimination due to negative attitudes from others around them. This is true for youth with specific learning disorders (SLD), whose experiences of discrimination can increase the risk for developing mental health concerns. The current study explored whether the presence of an SLD comorbid with mental health concerns and attitudes toward SLD may have an association with clinical decision-making in counselor trainees. The study additionally investigated the role of contact and experience in attitudes and decision-making patterns. Seventy graduate students enrolled in mental health-related programs at a public university in the southern United States participated in the survey study. Findings showed that SLD had an association with clinical decision-making, with counselor trainees rating a vignette depicting a youth with SLD as having more severe mental health concerns than a vignette without an SLD. [ABSTRACT FROM AUTHOR]

This qualitative study focused on educators' perspectives of teaching students with dysgraphia. Dysgraphia can be referred to as a specific learning disorder (SLD) in writing and includes difficulties with handwriting, spelling, and/or composition skills. To explore the educators' experiences, an interpretative phenomenological analysis method was implemented. This involved generating semistructured interviews and locating key concepts from these interviews, in tandem with researcher reflections. The results indicated that educators developed their self-efficacy in supporting students with dysgraphia on the job, augmented by self-guided and external searches for information about dysgraphia. The participants described their colleagues as generally unable to provide them with dysgraphia-specific knowledge due to a lack of awareness of dysgraphia within schools. Two of the three educators pursued Multisensory Structured Language training, departing the classroom to work in private tuition. Three teachers offered strategies for supporting students with dysgraphia, such as explicit, systematic, scaffolded, and repetitive instruction coupled with assistive technologies or lined paper and slant boards. The study concluded that dysgraphia-specific professional learning, coupled with collective efficacy, could proactively build teachers' capacity and self-efficacy in supporting dysgraphia within an inclusive education context. These measures would more aptly support students with dysgraphia to reach their potential. [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]

This study investigated the effect of Cognitive Rehabilitation Training (CRT) on executive functions, problem solving, and attention in students with a specific learning disorder (SLD). Forty-two SLD students from the third to sixth grade (8–12 years old) were randomly assigned to 16 sessions of CRT (n = 21) or to a control (n = 21) group. Executive functions were assessed by the Behavior Rating Inventory of Executive Function (2nd ed.), problem solving by the Tower of London test, and attention by the Stroop test. Analyses of variance and post-hoc analyses revealed that there were significant improvements in the CRT group in most aspects of executive functions, problem solving, and attention, and these improvements were maintained over a two-month follow-up. These findings suggest that a CRT program may have positive implications for cognitive functioning and may provide preliminary support for alternative therapeutic interventions for use in children with SLD. [ABSTRACT FROM AUTHOR]

The expression "twice-exceptionality" has been used to describe conditions in which giftedness and specific disorders coexist. Our study offers a retrospective analysis of clinical reports of gifted children evaluated for suspected specific learning disorders (SLD) or attention-deficit/hyperactivity disorder (ADHD). The initial sample included 456 school-aged children referred to our clinic for suspected SLD and/or ADHD over a two-year interval. The inclusion criteria were: a General Ability Index score above 120 in the cognitive assessment; age 6–18 years; and not satisfying diagnostic criteria for autism spectrum disorder. Forty children were selected for the study. We grouped patients according to the final diagnosis: neurodevelopmental disorder (SLD and/or ADHD) (n = 15), psychopathological disorder (n = 8), mixed neurodevelopmental and psychopathological (n = 13), no emerging disorder (n = 4). The study included 36 (90%) males. Mean age was 9.3 years (SD 1.62). Mean Full-Scale Intelligence Quotient was 121.7 (SD 7.77), mean General Ability Index was 130.2 (SD 6.79). Furthermore, the cognitive assessment of the different groups highlighted a non-homogeneous profile in all groups, with lower scores on working memory and processing speed indexes. Our results support the hypothesis that difficulties in gifted children's adaptation to scholastic and social settings could be misinterpreted as a manifestation of a clear disease. [ABSTRACT FROM AUTHOR]

First graders with Developmental Language Disorder are considered at risk for exhibiting Specific Learning Disorder during school years. They also have deficiencies in their metacognitive skills, which leads to less effective learning processes. The current study examined, for the first time, the added value of various types of metacognitive interventions prior to an activity with an e-book for promoting language and literacy skills. Three experimental groups, each comprised of 30 first graders at risk for Specific Learning Disorder, were provided metacognitive intervention (specific, general, or combined) prior to an individual learning process with an e-book. The metacognitive interventions were designed according to the Triple A Model. Two control groups were also assigned: one control group engaged with an e-book without receiving any prior metacognitive intervention, and another followed its regular school activities. All groups were measured pre- and post-individual learning processes for language (vocabulary) and literacy (story comprehension) achievements. Results demonstrated an advantage to prior specific metacognitive intervention for promoting vocabulary as well as story comprehension measures. Although children at risk for Specific Learning Disorder tend to exhibit difficulties with generalisation processes, the combined metacognitive intervention proved to be as effective as the specific one. [ABSTRACT FROM AUTHOR]

Background: Although it is often stated that children with special needs are at risk of being abused and neglected, research conducted on the abuse of children with specific learning disorders (SLDs) is limited. Methods: This case–control study aims to compare exposure to neglect and abuse among children diagnosed with SLDs (case group) and children with typical development (control group). The study included children aged 6 to 12 years who were referred to the Child and Adolescent Psychiatry Outpatient Clinic and Pediatric Clinic of a hospital in Türkiye. The data collection process included 196 participants and lasted for 7 months in 2020. Results: Based on the analysis of the data collected with the Schedule for Affective Disorders and Schizophrenia for School Age Children‐Present and Lifetime Turkish Version (K‐SADS‐PL‐T) and the Abuse Assessment Questionnaire, we determined that children with SLDs were physically and emotionally abused more than the children of the control group. In addition, they witnessed violence between their parents more than the control group. Physical abuse, emotional abuse and witnessing family violence were identified as significant predictors for SLD. Conclusions: The presence of SLDs is a significant risk factor for children to be exposed to abuse even in the absence of ADHD as a comorbidity. [ABSTRACT FROM AUTHOR]

Purpose The early detection and management of dyslexia are crucial for preventing irreversible educational gaps and various negative consequences for affected students. However, diagnosing dyslexia is challenging because it requires a comprehensive assessment. Dyslexia screening tests that utilize fast, automated, computer-based technology can be useful for early identification and management. In this paper, we introduce a tablet computer-based dyslexia screening application that uses an eye-tracking system and verify its reliability. Methods The study included 200 participants between 8 and 13 years of age from an elementary school, all of whom underwent dyslexia screening tests twice. The screening was conducted using the VisualCamp SeeSo eye-tracking Android Software Development Kit v3.0.0, implemented on Samsung Galaxy Tab S5e tablets. The eye-tracking system measured reading speed by gaze, mean gaze fixation time, gaze fixation frequency, saccadic length, and regression ratio. To assess the reliability of the two sets of measurements, the intraclass correlation coefficient (ICC) was employed. Results Excellent reliability was found for measurements of gaze fixation frequency (ICC=0.83), gaze fixation mean time (ICC=0.82), and reading speed by gaze (ICC=0.76), and good reliability for measurements of regression ratio (ICC=0.75) and saccadic length (ICC=0.72). Conclusion This study demonstrated that the tablet computer-based dyslexia screening application reliably measured eye movements in subjects with dyslexia. Furthermore, the application proved to be highly reliable and potentially suitable for use in clinical or school settings, eliminating the need for a laboratory environment and extensive equipment.

Abstract The terms Language Disorder, Developmental Language Disorder (DLD), Language-based learning disabilities, Specific Learning Disorder, and Specific Learning Disability are commonly used to describe children struggling to learn at school. In this position paper, the definitions and distinctions between these terms are discussed, and key overlaps and differences described. Although often used interchangeably, Specific Learning Disorder and Specific Learning Disability are not synonymous. Based on current definitions, both children with DLD and children with Specific Learning Disorder could be classified as having a Specific Learning Disability in the educational setting. In educational settings, children with DLD may additionally be identified using terms such as Language Impairment, Speech, Language, Communication Needs (SLCN), and others. Despite the problematic overlap in the names Specific Learning Disorder and Specific Learning Disability, one advantage of the latter term is the acknowledgement that many skills underlying academic learning are language-based thereby capturing the disability experienced by children with language or academic learning disorders.

Background: Specific learning disorder (SLD) is distinct from other Diagnostic and Statistical Manual (DSM)-5 mental disorders as it is recognized clinically in medicine and as a separate category in special education. Aims and Objectives: The study aimed to study the behavioral patterns and emotional functioning in children with SLD. Materials and Methods: This observational cross-sectional study was conducted at Tirunelveli Medical College, Tirunelveli, from January 2019 to April 2020 on 100 patients (study group 50 and control group 50) diagnosed with SLDs as per DSM5 criteria. A patient’s history includes age, gender, symptoms, and diagnosis. Assessments were done through a semi-structured proforma, Rutter Children’s Behavior Questionnaire (parent form), the Vanderbilt attention deficit hyperactivity disorder (ADHD) diagnostic rating scale, and the Rosenberg self-esteem scale (RSES). Results: The patient’s domicile in rural areas was 82% compared to urban areas, which is 18%. The Rutter scale – total score was higher in the study group, with a mean of 3.24, compared to the control group, with a mean of 0.44. The RSES compared self-esteem scores and the mean self-esteem scores of 21.56 and 14.72, respectively (P

Purpose: The early detection and management of dyslexia are crucial for preventing irreversible educational gaps and various negative consequences for affected students. However, diagnosing dyslexia is challenging because it requires a comprehensive assessment. Dyslexia screening tests that utilize fast, automated, computer-based technology can be useful for early identification and management. In this paper, we introduce a tablet computer-based dyslexia screening application that uses an eye-tracking system and verify its reliability. Methods: The study included 200 participants between 8 and 13 years of age from an elementary school, all of whom underwent dyslexia screening tests twice. The screening was conducted using the VisualCamp SeeSo eye-tracking Android Software Development Kit v3.0.0, implemented on Samsung Galaxy Tab S5e tablets. The eye-tracking system measured reading speed by gaze, mean gaze fixation time, gaze fixation frequency, saccadic length, and regression ratio. To assess the reliability of the two sets of measurements, the intraclass correlation coefficient (ICC) was employed. Results: Excellent reliability was found for measurements of gaze fixation frequency (ICC=0.83), gaze fixation mean time (ICC=0.82), and reading speed by gaze (ICC=0.76), and good reliability for measurements of regression ratio (ICC=0.75) and saccadic length (ICC=0.72). Conclusion: This study demonstrated that the tablet computer-based dyslexia screening application reliably measured eye movements in subjects with dyslexia. Furthermore, the application proved to be highly reliable and potentially suitable for use in clinical or school settings, eliminating the need for a laboratory environment and extensive equipment. [ABSTRACT FROM AUTHOR]

Children with a Specific Learning Disorder (SLD) write linguistic material more slowly than children with typically developing (TD). However, it is not known whether the same difficulties are present when they write numbers. The goal of the present study was to fill this gap and to compare TD's and SLD's speed in writing numbers both in words and in digits. Therefore, we examined the ability to write numbers in words and digits (numerals) in a sample of sixth- to eighth-grade children diagnosed with SLD. We assessed 32 children with SLD (17 males and 15 females) and a control group of students with TD matched for sex, age, and grade with two writing speed tasks: writing numbers in words and in digits. The two tasks were administered both in normal condition (N) and in articulatory suppression condition (AS). We found that 6th to 8th graders with a SLD were slower than TD children when writing numbers, both in words and in digits, and their slowness was similar in the two cases. However, when the tasks were carried out under a condition of articulatory suppression, the SLD group exhibited a conspicuous impairment, only when writing numbers in words. A similar pattern of performance was observed also in the case of writing errors. We concluded that children with SLD have a general speed problem that may affect writing of different materials but also a specific problem related to the processing of phonological information during writing. [ABSTRACT FROM AUTHOR]

Objective This study investigated the efficacy of telerehabilitation (TR) in school-based Occupational Therapy (OT) for children with Specific Learning Disorder (SLD), focusing on occupational competence and parental satisfaction, aiming to contribute empirical insights to the discourse on the educational well-being of this population. Materials & Methods The study adopted a Randomized Controlled Trial (RCT) design involving 31 children diagnosed with SLD, implementing TR and inperson interventions alongside a control group. Outcome measures included the School Self-Concept Inventory, Child Occupational Self-Assessment (COSA), and Canadian Occupational Performance Measurement (COMP), analyzed using descriptive and inferential statistics (ANOVA, post hoc tests). Results Both TR and in-person interventions exhibited significant enhancements in academic self-efficacy (F=23.96, p<0.001, Partial η²=0.461), occupational competence (F=70.59, p<0.001, Partial η ²=0.716), and parent satisfaction (F=17.03, p<0.001, Partial η²=0.378) compared to the control group. Notably, no significant differences emerged between the TR and in-person groups, emphasizing their comparable effectiveness in improving outcomes. Conclusion In conclusion, the study demonstrated the efficacy of TR and inperson interventions in school-based OT for children with SLD. The cohesive outcomes in academic self-efficacy, occupational competence, and parental satisfaction highlight TR as a versatile modality. This research, grounded in robust methodology, encourages further exploration of TR's transformative role in enhancing the holistic well-being of children with SLDs. [ABSTRACT FROM AUTHOR]

Background: Handwriting is one of the most common reasons for referral to occupational therapy among children with specific learning disorders (SLDs). The Persian handwriting assessment tool (PHAT) is a valid assessment instrument. It is important to clarify the reliability of this assessment tool for the accuracy of results and certain clinical uses in Iranian children with SLDs. Objectives: The present study aimed to investigate the internal consistency, test-retest, and inter-rater reliability of the PHAT in children with SLDs aged 10 to 12 years in the Iranian context. Methods: Thirty children (mean ± SD 132.33 ± 53.8 months) with SLDs, studying in grades 4 to 6, were recruited from special education schools and rehabilitation clinics from January to May 2022. Cronbach's alpha and intraclass correlation coefficient (ICC) were calculated to determine internal consistency, test-retest reliability, and inter-rater reliability, respectively. The standard error of measurement (SEM) and minimal detectable change (MDC) were computed to establish absolute reliability. Results: Internal consistency was excellent (α = 0.98 to 0.99), as was inter-rater reliability (ICC = 0.95 to 1.00). Test-retest reliability was good to excellent (0.86 to 1.00). The SEM and MDC values for test-retest reliability were 0 to 0.47 and 0 to 1.29, respectively. Finally, the SEM (0 - 0.21) and MDC (0 - 0.57) values were acceptable for inter-rater reliability. Conclusions: The PHAT is a reliable assessment tool for Iranian children with SLDs aged 10 to 12 years. Further, clinicians can utilize this tool to identify handwriting difficulties in children with SLDs aged 10 to 12 years, which leads to more targeted interventions. [ABSTRACT FROM AUTHOR]

The terms Language Disorder, Developmental Language Disorder (DLD), Language-based learning disabilities, Specific Learning Disorder, and Specific Learning Disability are commonly used to describe children struggling to learn at school. In this position paper, the definitions and distinctions between these terms are discussed, and key overlaps and differences described. Although often used interchangeably, Specific Learning Disorder and Specific Learning Disability are not synonymous. Based on current definitions, both children with DLD and children with Specific Learning Disorder could be classified as having a Specific Learning Disability in the educational setting. In educational settings, children with DLD may additionally be identified using terms such as Language Impairment, Speech, Language, Communication Needs (SLCN), and others. Despite the problematic overlap in the names Specific Learning Disorder and Specific Learning Disability, one advantage of the latter term is the acknowledgement that many skills underlying academic learning are language-based thereby capturing the disability experienced by children with language or academic learning disorders. [ABSTRACT FROM AUTHOR]

Copyright of Amman Arab University Journal is the property of Amman Arab University 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.)

The study aimed to investigate the concept of mind wandering and its relationship with mindfulness and psychological resilience among a sample of pupils with specific learning disorders. Additionally, it aimed to explore differences in mind wandering, mindfulness, and psychological resilience based on gender. The study utilized the Mind Wandering Scale and the Mindfulness Scale developed by the researcher, as well as the Psychological Resilience Scale developed by Conner & Davidson (2003), translated and adapted by the researcher. The study sample consisted of 50 students, divided into 25 males and 25 females with specific learning disorders. The results of the study indicated a significant correlation between mind wandering and mindfulness, as well as a relationship between mind wandering and psychological resilience. The study also confirmed a relationship between mindfulness and psychological resilience. Furthermore, no significant differences were found between males and females in terms of mind wandering, psychological resilience, and mindfulness. [ABSTRACT FROM AUTHOR]

Challenged with the peculiarities of school learning in Lebanon and the orthographic complexities specific to French and Arabic, children face conditions requiring additional cognitive effort. Our objective is to study the link between executive functions (EF) (inhibition, working memory (WM), flexibility and planning) and spelling, in 180 bilingual children with typical development (TD) and with specific learning disorders (SLD), in Grades 2, 3, and 4. EF were assessed through the following tests: Image matching, Corsi, Numbers Backward, Opposite worlds, Categorization (Animal sorting), and LABY 5-12 tests. Spelling was assessed in both languages through sentence dictation. Our results show that all EF are more involved in Arabic than in French, being correlated with accuracy and speed of spelling in the entire population. This study clarifies the cognitive components underlying French and Arabic spelling, which are languages with many unique features, for better management of written language disorders. [ABSTRACT FROM AUTHOR]

The purpose of this review was to scope the quantity and methodological characteristics of the current literature examining parent and caregivers' perspectives of specific learning disorder (SLD) diagnosis, synthesise key findings and highlight gaps in the current literature. A systematic search was conducted for the period January 2013 to March 2023. Twenty‐three articles, representing 1796 parents and caregivers across seven countries, underwent data extraction. The review highlighted considerable variability regarding the main aim and scope of each included study and that most studies used qualitative or mixed method methodology. Three central parts of the diagnostic experience were identified: pathway to assessment, assessment process, and advocating and coordinating support post‐diagnosis. A final theme, broader social and political issues, was also identified. The findings highlight that parents of children with SLDs experienced a similar battle to obtain a diagnosis and access post‐diagnostic support as parents of children with other neurodevelopmental disorders. This provides some evidence that, internationally, parent needs in the time surrounding SLD diagnostic assessment are not being met, with substantial barriers to timely assessment and inadequate post‐diagnosis support. Future research and implications for practice are explored. [ABSTRACT FROM AUTHOR]

Background: Specific learning disorder (SLD) is distinct from other Diagnostic and Statistical Manual (DSM)-5 mental disorders as it is recognized clinically in medicine and as a separate category in special education. Aims and Objectives: The study aimed to study the behavioral patterns and emotional functioning in children with SLD. Materials and Methods: This observational cross-sectional study was conducted at Tirunelveli Medical College, Tirunelveli, from January 2019 to April 2020 on 100 patients (study group 50 and control group 50) diagnosed with SLDs as per DSM5 criteria. A patient's history includes age, gender, symptoms, and diagnosis. Assessments were done through a semi-structured proforma, Rutter Children's Behavior Questionnaire (parent form), the Vanderbilt attention deficit hyperactivity disorder (ADHD) diagnostic rating scale, and the Rosenberg self-esteem scale (RSES). Results: The patient's domicile in rural areas was 82% compared to urban areas, which is 18%. The Rutter scale - total score was higher in the study group, with a mean of 3.24, compared to the control group, with a mean of 0.44. The RSES compared self-esteem scores and the mean self-esteem scores of 21.56 and 14.72, respectively (P<0.0001). The deviant/antisocial behavior subscale scores were higher for the study group, with a mean score of 1.08, than the control group, with a mean score of 0.02 (<0.05). The ADHD (inattentive type) Vanderbilt scale was compared, and it was found to be positive for the study group and none for the control group (P=0.022). Conclusion: The scores show a significant correlation between higher rates of neurotic behavior and behavioral problems, predominantly inattentive types, in SLD children. [ABSTRACT FROM AUTHOR]

Background: Learning disabilities are considered the main cause of poor academic performance, and every year a significant number of students face difficulties in learning academic subjects due to this reason. These difficulties are primarily attributed to deficiencies in executive functions such as selective attention. So far, there has been a research gap in investigating the effectiveness of two cognitive remediation approaches, namely cognitive enhancement therapy and mindfulness-based cognitive therapy, on improving selective attention in students with specific learning disabilities, and there is a noticeable research vacuum in this area. Aims: The present study was conducted with the aim of comparing the effectiveness of cognitive rehabilitation and cognitive therapy based on mindfulness in improving the selective attention of students with special learning disorders. Methods: This study employed a semi-experimental design with a pretest-posttest, follow-up, and a control group. The population of the study included all elementary school students (grades 1 to 6) in learning disability centers in Zanjan City during the academic year 2021-2022. Sixty participants were selected through convenience sampling and randomly assigned to experimental and control groups (20 participants in each group). The experimental groups received 12 sessions of cognitive enhancement therapy and mindfulness-based cognitive therapy interventions. The data were collected using the Stroop computerized test (SCWT) and analyzed using repeated measures analysis of variance, Bonferroni post-hoc test, and SPSS 23 software. Results: After the interventions, the level of selective attention in students with SLD increased, and there was a significant difference between the post-test scores of the experimental and control groups (p

Background Reading disorder is the most common comorbid condition with attention-deficit/hyperactive-impulsive disorder (ADHD) in school-aged children. Purpose This study compared symptoms of ADHD among children in grade 1 at risk of reading disorder with children not at risk. Methods This cross-sectional study included 703 students in grade 1 aged 6–8 years from 8 schools in Pathumthani Province, Thailand, in 2019. Reading disorder was assessed using tools developed by Vibulpatanavong and Evans for Thai teachers, whereas the Thai parent and teacher versions of the Swanson, Nolan, and Pelham IV Rating Scale (SNAP-IV) was used to evaluate ADHD symptoms. Demographic data were collected from parents using a self-reported questionnaire. Results Among the 703 students with almost equal number of male (n=350) and female (n=353), and the average age of 6.56±0.57 years, 95 (13.51%) were classified (significantly male) at risk of reading disorder. The mean SNAP-IV scores of children with reading disorder reported by parents and teachers (20.23±10.95 and 20.75±15.08, respectively) were significantly higher than those of neurotypical children (16.04 ±8.59 and 9.00±10.14, respectively, P

The current research aims to identify the effectiveness of collaborative concept maps strategy in developing attention deficit in improving language skills for children with specific learning disorder. The sample consisted of (40) children with specific learning disorder who were divided into two groups, experimental and control, their ages ranged between (6-9) years, and their intelligence quotients ranged between (90-110) degrees on the Stanford-Binet scale. The researcher used the scale of Attention deficit (prepared by Eldesoky,2006), and the Quick Neurological Screening Test (adapted by Kamel,1999), and the Social and Economic status Scale (prepared by Alshakhas,2013), the scale of language skills for children (researchers), and the training program (researchers). The research results found that there were statistically significant differences in attention deficit and language skills for children with specific learning disorder in the pre and post measurements of the experimental group in favor of the post measurement, and there were no statistically significant differences in attention deficit and language skills for children with specific learning disorder in the post and follow-up measurements of the program. Hence, the research points to the importance of collaborative concept maps strategy in children with specific learning disorder to develop attention deficit and language skills. [ABSTRACT FROM AUTHOR]

Specific Learning Disorder (SLD) affects the acquisition of reading, writing and mathematics skills, with a prevalence rate of around 5% in school-age children. In the Brazilian context, there is a shortage of scales for the SLD symptoms screening. Therefore, this study aimed to generate the items and present evidences of validity and reliability of the Escala de Avaliação do Transtorno Específico da Aprendizagem (ESATA), a Likert-type scale developed for 2nd to 5th grade teachers. 80 items related to the domains of reading, written expression and mathematics were developed. Theoretical and empirical analyses were performed. After the expert panel review, 76 items presented a Content Validity Index (CVI) ranging from 0.86 to 1, with a total CVI = 0.98. The semantic analysis showed the items were easily understood. The Exploratory Factor Analysis (EFA) performed based on data collected from 308 2nd to 5th grade teachers, from 19 Brazilian states, showed a better fit of the data in a bifactorial structure, the first factor called Reading and Writing, with loads ranging from. 44 to .89, and the second factor called Mathematics, with loads ranging from .57 to .94. Both factors explained 58% of the variance. Cronbach's a for the full scale was .99, indicating excellent reliability of ESATA with 74 items. [ABSTRACT FROM AUTHOR]

Specific learning disorder (SLD) affects the acquisition of reading, writing and mathematics skills, with a prevalence rate of around 5% in school-age children. In the Brazilian context, there is a shortage of scales for the SLD symptoms screening. Therefore, this study aimed to generate the items and present evidences of validity and reliability of the Escala de Avaliação do Transtorno Específico da Aprendizagem (ESATA), a Likert-type scale developed for 2nd to 5th grade teachers. 80 items related to the domains of reading, written expression and mathematics were developed. Theoretical and empirical analyses were performed. After the expert panel review, 76 items presented a Content Validity Index (CVI) ranging from 0.86 to 1, with a total CVI = 0.98. The semantic analysis showed the items were easily understood. The exploratory factor analysis (EFA) performed based on data collected from 308 2nd to 5th grade teachers, from 19 Brazilian states, showed a better fit of the data in a bifactorial structure, the first factor called Reading and Writing, with loads ranging from. 44 to .89, and the second factor called Mathematics, with loads ranging from .57 to .94. Both factors explained 58% of the variance. Cronbach's α for the full scale was .99, indicating excellent reliability of ESATA with 74 items. [ABSTRACT FROM AUTHOR]

Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that begins in childhood, with symptoms continuing throughout life, negatively impacting an individual's cognitive, social, and academic functioning. Specific learning disability (SLD) is a developmental disorder characterized by its initial signs being noticeable during the preschool years. The broad category of SLD encompasses various skill deficits, but the most common symptoms are typically divided into three broad subcategories: reading disorder, written-language disorder, and mathematics disorder. Generally, there is an estimated comorbidity rate between SLD and ADHD ranging from 31% to 45%. While ADHD is conventionally defined as an externalizing disorder, children with this condition often exhibit learning difficulties and academic problems in addition to behavioral issues such as impulsivity, oppositional behavior, and conduct problems. These academic difficulties are frequently overlooked, as behavioral problems, often linked to impulsivity, tend to take precedence. The purpose of this review is to draw attention to these overlooked areas of concern in children diagnosed with ADHD, both in clinical practice and academic literature, and to review relevant literature studies. [ABSTRACT FROM AUTHOR]

Background: Learning disabilities are considered the main cause of poor academic performance, and every year a significant number of students face difficulties in learning academic subjects due to this reason. These difficulties are primarily attributed to deficiencies in executive functions such as selective attention. So far, there has been a research gap in investigating the effectiveness of two cognitive remediation approaches, namely cognitive enhancement therapy and mindfulness-based cognitive therapy, on improving selective attention in students with specific learning disabilities, and there is a noticeable research vacuum in this area. Aims: The present study was conducted with the aim of comparing the effectiveness of cognitive rehabilitation and cognitive therapy based on mindfulness in improving the selective attention of students with special learning disorders. Methods: This study employed a semi-experimental design with a pretest-posttest, follow-up, and a control group. The population of the study included all elementary school students (grades 1 to 6) in learning disability centers in Zanjan City during the academic year 2021-2022. Sixty participants were selected through convenience sampling and randomly assigned to experimental and control groups (20 participants in each group). The experimental groups received 12 sessions of cognitive enhancement therapy and mindfulness-based cognitive therapy interventions. The data were collected using the Stroop computerized test (SCWT) and analyzed using repeated measures analysis of variance, Bonferroni post-hoc test, and SPSS 23 software. Results: After the interventions, the level of selective attention in students with SLD increased, and there was a significant difference between the post-test scores of the experimental and control groups (p<0.05). Also, the CRT intervention had a greater effect on improving selective attention than MBCT. There was no significant difference between the post-test and follow-up test scores of the experimental groups. Conclusion: The CRT and MBCT programs based on mindfulness were both effective in improving selective attention in students with SLD; however, the CRT intervention was more effective. It is recommended that learning disorder centers use these therapies as effective and cost-effective complementary treatment approaches to enhance the cognitive performance of students with SLD. [ABSTRACT FROM AUTHOR]

Background: Reading disorder is the most common comorbid condition with attention-deficit/hyperactive-impulsive disorder (ADHD) in school-aged children. Purpose: This study compared symptoms of ADHD among children in grade 1 at risk of reading disorder with children not at risk. Methods: This cross-sectional study included 703 students in grade 1 aged 6-8 years from 8 schools in Pathumthani Province, Thailand, in 2019. Reading disorder was assessed using tools developed by Vibulpatanavong and Evans for Thai teachers, whereas the Thai parent and teacher versions of the Swanson, Nolan, and Pelham IV Rating Scale (SNAP-IV) was used to evaluate ADHD symptoms. Demographic data were collected from parents using a self-reported questionnaire. Results: Among the 703 students with almost equal number of male (n=350) and female (n=353), and the average age of 6.56±0.57 years, 95 (13.51%) were classified (significantly male) at risk of reading disorder. The mean SNAP-IV scores of children with reading disorder reported by parents and teachers (20.23±10.95 and 20.75±15.08, respectively) were significantly higher than those of neurotypical children (16.04 ±8.59 and 9.00±10.14, respectively, P<0.05). Of the 95 students with reading disorder reported by parents and teachers, 29 (30.53%) and 20 (21.05%) respectively, were defined as having ADHD according to the standard cutoff SNAP-IV scores, which were significantly higher than 608 neurotypical students at 108 (17.76%) and 20 (5.59%) (P<0.05). The odds ratios of children with reading disorder having ADHD symptoms according to teacher reports were 3.32 (95% confidence interval [CI], 1.14-9.67; P<0.05), 3.75 (95% CI, 1.60-8.79; P<0.05), and 4.41 (95% CI, 1.20-16.15; P<0.05) for inattentive, hyperactive, and combined presentations, respectively. Conclusion: Grade 1 students with reading disorder had a significantly higher prevalence of ADHD symptoms than neurotypical students. Therefore, children with reading disorders should undergo ADHD assessments and receive proactive intervention. [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.