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BMC Psychiatry Feb 2024Children with specific learning disabilities (SLDs) and their parents experience many problems that may influence their interactions. The study aimed to evaluate the...
BACKGROUND
Children with specific learning disabilities (SLDs) and their parents experience many problems that may influence their interactions. The study aimed to evaluate the maternal acceptance/rejection status of children with SLDs and their associations with sociodemographic characteristics, and problem behaviors.
METHODS
The Parental Acceptance-Rejection/Control Questionnaire (PARQ/C) and Strengths and Difficulties Questionnaire (SDQ) were applied to the mothers with children aged 7-17 years with a diagnosis of SLD.
RESULTS
Among 266 children enrolled, the mean age was 10.2 years, and 61.7% were male, the mean score was 30.4 for warmth/affection, 25.8 for hostility/aggression, 22.9 for indifference/neglect, 16.3 for undifferentiated rejection, 95.4 for the total PARQ, and 40.8 for the control scales. Generalized linear models revealed that maternal depression, poor family income, parental smoking, and presence of dysgraphia, and poor total difficulties and prosocial scores of SDQ subscales were associated with the maternal acceptance-rejection. There was an interaction between the maternal control subscale and the school success of the child.
CONCLUSION
Mothers of children with SLDs had high maternal rejection scores which were associated with unfavorable characteristics of child and family. Early detection and giving appropriate support of these cases could improve the mother's relationship with her SLD child.
Topics: Humans; Child; Female; Male; Parents; Mothers; Parent-Child Relations; Surveys and Questionnaires; Learning Disabilities
PubMed: 38350976
DOI: 10.1186/s12888-024-05584-8 -
Neurology International Jan 2012Alexia with agraphia is defined as an acquired impairment affecting reading and writing ability. It can be associated with aphasia, but can also occur as an isolated...
Alexia with agraphia is defined as an acquired impairment affecting reading and writing ability. It can be associated with aphasia, but can also occur as an isolated entity. This impairment has classically been associated with a left angular gyrus lesion In the present study, we describe a case involving a patient who developed alexia with agraphia and other cognitive deficits after a thalamic hemorrhage. In addition, we discuss potential mechanisms of this cortical dysfunction syndrome caused by subcortical injury. We examined a patient who presented with alexia with agraphia and other cognitive deficits due to a hemorrhage in the left thalamus. Neuropsychological evaluation showed attention, executive function, arithmetic and memory impairments. In addition, language tests revealed severe alexia with agraphia in the absence of aphasia. Imaging studies disclosed an old thalamic hemorrhage involving the anterior, dorsomedial and pulvinar nuclei. Tractography revealed asymmetric thalamocortical radiations in the parietal region (left
PubMed: 22593808
DOI: 10.4081/ni.2012.e4 -
Frontiers in Psychiatry 2021Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we...
Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls. This setup was proposed to a 10-year-old boy with a complex neurodevelopmental disorder combining phonological disorder, attention deficit/hyperactivity disorder, dyslexia, and developmental coordination disorder with severe dysgraphia. Writing impairments were severe and limited his participation in classroom activities despite 2 years of specific support in school and professional speech and motor remediation. We implemented the setup during his occupational therapy for 20 consecutive weekly sessions. We found that his motivation was restored; avoidance behaviors disappeared both during sessions and at school; handwriting quality and posture improved dramatically. In conclusion, treating dysgraphia using child-robot interaction is feasible and improves writing. Larger clinical studies are required to confirm that children with dysgraphia could benefit from this setup.
PubMed: 33716812
DOI: 10.3389/fpsyt.2021.596055 -
PloS One 2018To describe handwriting and executive control features and their inter-relationships among children with developmental dysgraphia, in comparison to controls.
OBJECTIVE
To describe handwriting and executive control features and their inter-relationships among children with developmental dysgraphia, in comparison to controls.
METHOD
Participants included 64 children, aged 10-12 years, 32 with dysgraphia based on the Handwriting Proficiency Screening Questionnaire (HPSQ) and 32 matched controls. Children copied a paragraph onto paper affixed to a digitizer that supplied handwriting process objective measures (Computerized Penmanship Evaluation Tool (ComPET). Their written product was evaluated by the Hebrew Handwriting Evaluation (HHE). Parents completed the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire about their child's executive control abilities.
RESULTS
Significant group differences were found for handwriting performance measures (HHE and ComPET) and executive control domains (BRIEF). Based on one discriminate function, including handwriting performance and executive control measures, 98.4% of the participants were correctly classified into groups. Significant correlations were found in each group between working memory and legibility as well as for other executive domains and handwriting measures. Furthermore, twenty percent of the variability of the mean pressure applied towards the writing surface among children with was explained by their 'emotional control' (BRIEF).
CONCLUSION
The results strongly suggest consideration of executive control domains to obtain better insight into handwriting impairment characteristics among children with dysgraphia to improve their identification, evaluation and the intervention process.
Topics: Agraphia; Case-Control Studies; Child; Executive Function; Female; Handwriting; Humans; Israel; Male; Memory, Short-Term; Surveys and Questionnaires
PubMed: 29689111
DOI: 10.1371/journal.pone.0196098 -
Revista de Neurologia Feb 2006A careful analysis of the mistakes made by children with learning disabilities in writing reveals a number of qualitatively distinct errors, each of which is directly... (Review)
Review
INTRODUCTION
A careful analysis of the mistakes made by children with learning disabilities in writing reveals a number of qualitatively distinct errors, each of which is directly related to one of the fundamental processes underlying the ability to spell correctly, that is to say, perceptive-linguistic, metalinguistic, operative memory and long-term memory processes, among others. The objective of this study is to describe our proposal for a methodology for treating children with orthography learning difficulties that takes these processes into account.
DEVELOPMENT
A thorough analysis of the orthographic mistakes and their semiological classification is taken as our starting point, and we then put forward a sequence of instruction for each kind of error that tackles the deficient psycholinguistic processes, offsets the weaker points of the processing with the stronger points, and aims to get the child to learn a large number of words, thus favouring the metacognitive and self-regulatory processes applied to writing.
CONCLUSIONS
Teaching pupils with dyslexic and dysorthographic problems to spell and write correctly entails important methodological difficulties. In our clinical practice we have attempted to develop teaching processes that fit the semiological characteristics of the spelling errors by trying to modify both the pupil's actual academic performance and the psycholinguistic processes that underlie such errors.
Topics: Agraphia; Child; Humans; Learning Disabilities
PubMed: 16555204
DOI: No ID Found -
Journal of Pediatric Neuropsychology 2021The Feifer Assessment of Writing (FAW) is a comprehensive test of writing that was designed to measure three subtypes of written language disorders. Academic achievement...
The Feifer Assessment of Writing (FAW) is a comprehensive test of writing that was designed to measure three subtypes of written language disorders. Academic achievement tests endeavor to evaluate core neuropsychological and theoretical perspectives that identify students at risk. Written assessments have historically focused more on the ability to write, putting ideas together in a sentence, and being able to do so efficiently. Missing from these evaluations is the impact of working memory and other executive functioning abilities, such as the ability to strategically develop a plan, evaluate, monitor, draft, and revisit the text. This review explores the FAW, and its contribution to the neuropsychological evaluation of writing.
PubMed: 34660179
DOI: 10.1007/s40817-021-00112-y -
Trends in Neuroscience and Education Sep 2016Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, =11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in...
Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, =11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning they completed two reading comprehension tasks-one involving single sentences and one involving multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly during sentence level reading comprehension (from right angular gyrus→right Broca's) and during text level reading comprehension (from right angular gyrus→cingulate). Proportions of ideas units in children's writing compared to idea units in source texts did not differ across combinations of reading-writing tasks and modes. Yet, for handwriting/notes, correlations insignificant before the lessons became significant after the strategy instruction between proportion of idea units and brain connectivity at all levels of language in reading comprehension (word-, sentence-, and text) during scanning; but for handwriting/summaries, touch typing/notes, and touch typing/summaries changes in those correlations from insignificant to significant after strategy instruction occurred only at text level reading comprehension during scanning. Thus, handwriting during note-taking may benefit all levels of language during reading comprehension, whereas all other combinations of modes and writing tasks in this exploratory study appear to benefit only the text level of reading comprehension. Neurological and educational significance of the interdisciplinary research findings for integrating reading and writing and future research directions are discussed.
PubMed: 28133634
DOI: 10.1016/j.tine.2016.07.005 -
Journal of Psychoeducational Assessment Oct 2018Parents completed the while their children (94 boys, 61 girls; =11 years-11 months) were given tests. Evidence-based profiles of multiple test scores and history...
Parents completed the while their children (94 boys, 61 girls; =11 years-11 months) were given tests. Evidence-based profiles of multiple test scores and history (emergence and persistence) were used to assign to groups without specific learning disabilities in written language (SLDs-WL) (= 42 control) or with SLDs-WL: (=29 dysgraphia, =65 dyslexia, or =19 oral and written language learning disability [OWL LD]). Parent ratings fell in the clinical or at risk ranges for some individuals in all groups, but mean ratings showed nine significant main effects for group (n=4): Behavioral Symptoms Index, Internalizing Problems Composite, Adaptive Skills Composite, two Clinical Scales (Atypicality and Attention Problems), and four Adaptive Scales (Adaptability, Activities of Daily Living, Leadership, and Functional Communication). Each SLDs-WL group differed significantly from the control group on these nine ratings, except dysgraphia on Atypicality and dyslexia on Adaptive Composite, Adaptability, and Leadership; and each correlated with one or more hallmark impairments associated with a specific SLD-WL. In an fMRI study (without OWL LD), the dysgraphia and dyslexia groups, but not control group, showed connectivity with amygdala; Internalizing Problems Composite (internal stress) correlated with amygdala connectivity from two cortical regions involved in written word processing and production for all groups (N=40). Applications to assessing emotional and behavioral correlates of SLDs-WL for educational services and future research are discussed.
PubMed: 30555207
DOI: 10.1177/0734282917698056 -
Epilepsy & Behavior Case Reports 2019The clinical significance of Xp22.31 microduplication is still unclear. We describe a family in which a mother and two children have Xp22.31 microduplication associated...
The clinical significance of Xp22.31 microduplication is still unclear. We describe a family in which a mother and two children have Xp22.31 microduplication associated with different forms of epilepsy and epileptiform EEG abnormalities. The proband had benign epilepsy with centrotemporal spikes with dysgraphia and dyscalculia (IQ 72), the sister had juvenile myoclonic epilepsy, and both had bilateral talipes anomalies. The mother, who was the carrier of the microduplication, was asymptomatic. The asymptomatic father did not possess the microduplication. These data contribute to delineate the phenotype associated with Xp22.31 microduplication and suggest a potential pathogenic role for an epilepsy phenotype.
PubMed: 30603611
DOI: 10.1016/j.ebcr.2018.10.004 -
Neurology India 2022
Topics: Humans; Alexia, Pure; Agraphia; Reading
PubMed: 36352656
DOI: 10.4103/0028-3886.359157