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https://www.readbyqxmd.com/read/28431841/cognitive-profile-and-disorders-affecting-higher-brain-functions-in-paediatric-patients-with-neurofibromatosis-type-1
#1
E Vaucheret Paz, A López Ballent, C Puga, M J García Basalo, F Baliarda, C Ekonen, R Ilari, G Agosta
INTRODUCTION: Neurofibromatosis type 1 (NF1) is a common neurocutaneous syndrome often associated with specific cognitive deficits that are rarely monitored during follow-up of these patients. OBJECTIVE: The purpose of our study is two-fold. First, we aimed to describe the cognitive profile of patients with NF1 and detect disorders in higher brain functions associated with the disease. Second, we identified the reasons for consultation associated with school performance in these patients...
April 18, 2017: Neurología: Publicación Oficial de la Sociedad Española de Neurología
https://www.readbyqxmd.com/read/28408725/screening-for-developmental-delay-in-preschool-aged-children-using-parent-completed-ages-and-stages-questionnaires-additional-insights-into-child-development
#2
Soheir S Abo El Elella, Maha A M Tawfik, Wafaa Moustafa M Abo El Fotoh, Naglaa Fathy Barseem
BACKGROUND: Developmental delay is a delay in areas of speech, language, motor, social and cognitive development. Because of the negative impact of intellectual and learning disabilities, early identification of children with developmental and behavioral problems using appropriate screening tests is crucial. OBJECTIVES: Utilization of parent-completed Ages and Stages Questionnaires (ASQs) for detecting the developmental delay in preschool age children and clarification of possible associated risk factors...
April 13, 2017: Postgraduate Medical Journal
https://www.readbyqxmd.com/read/28397306/a-review-of-cognitive-impairments-in-children-with-intellectual-disabilities-implications-for-cognitive-behaviour-therapy
#3
Anastasia Hronis, Lynette Roberts, Ian I Kneebone
OBJECTIVE: Nearly half of children with intellectual disability (ID) have comorbid affective disorders. These problems are chronic if left untreated and can significantly impact upon future vocational, educational, and social opportunities. Despite this, there is a paucity of research into effective treatments for this population. Notably, one of the most supported of psychological therapies, cognitive behaviour therapy (CBT), remains largely uninvestigated in children with ID. The current review considers the neuropsychological profile of children and adolescents with mild to moderate ID, with a view to informing how CBT might best be adapted for children and adolescents with ID...
April 11, 2017: British Journal of Clinical Psychology
https://www.readbyqxmd.com/read/28380307/how-many-u-s-high-school-students-have-a-foreign-language-reading-disability-reading-without-meaning-and-the-simple-view
#4
Richard L Sparks, Julie Luebbers
Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and language comprehension and that there are good readers and 3 types of poor readers-dyslexic, hyperlexic, and garden variety-who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension...
April 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28314458/facilitating-transition-from-high-school-and-special-education-to-adult-life-focus-on-youth-with-learning-disorders-attention-deficit-hyperactivity-disorder-and-speech-language-impairments
#5
REVIEW
Lee I Ascherman, Julia Shaftel
Youth with learning disorders, speech/language disorders, and/or attention-deficit/hyperactivity disorder may experience significant struggles during the transition from high school to postsecondary education and employment. These disorders often occur in combination or concurrently with behavioral and emotional difficulties. Incomplete evaluation may not fully identify the factors underlying academic and personal challenges. This article reviews these disorders, the role of special education law for transitional age youth in public schools, and the Americans with Disabilities Act in postsecondary educational and employment settings...
April 2017: Child and Adolescent Psychiatric Clinics of North America
https://www.readbyqxmd.com/read/28299159/autism-spectrum-disorder-in-a-community-based-sample-with-neurodevelopmental-problems-in-lagos-nigeria
#6
Yewande O Oshodi, Andrew T Olagunju, Motunrayo A Oyelohunnu, Elizabeth A Campbell, Charles S Umeh, Olatunji F Aina, Wellington Oyibo, Folusho E A Lesi, Joseph D Adeyemi
Autism Spectrum Disorder (ASD) is a globally prevalent neurodevelopmental disorder for which early diagnosis and intervention is the mainstay of management. In the African continent, limited data is available regarding the non-clinic based samples. Lack of information available to caregivers and inadequate skilled manpower often limit early detection and access to the few available though under resourced services in the community. Community based screening can be an important drive to create awareness and improve information dissemination regarding services available for those living with this disorder...
December 31, 2016: Journal of Public Health in Africa
https://www.readbyqxmd.com/read/28296527/pragmatics-of-language-and-theory-of-mind-in-children-with-dyslexia-with-associated-language-difficulties-or-nonverbal-learning-disabilities
#7
Ramona Cardillo, Ricardo Basso Garcia, Irene C Mammarella, Cesare Cornoldi
The present study aims to find empirical evidence of deficits in linguistic pragmatic skills and theory of mind (ToM) in children with dyslexia with associated language difficulties or nonverbal learning disabilities (NLD), when compared with a group of typically developing (TD) children matched for age and gender. Our results indicate that children with dyslexia perform less well than TD children in most of the tasks measuring pragmatics of language, and in one of the tasks measuring ToM. In contrast, children with NLD generally performed better than the dyslexia group, and performed significantly worse than the TD children only in a metaphors task based on visual stimuli...
March 15, 2017: Applied Neuropsychology. Child
https://www.readbyqxmd.com/read/28277014/-you-are-labelled-by-your-children-s-disability-a-community-based-participatory-study-of-stigma-among-somali-parents-of-children-with-autism-living-in-the-united-kingdom
#8
Lucy Ellen Selman, Fiona Fox, Nura Aabe, Katrina Turner, Dheeraj Rai, Sabi Redwood
OBJECTIVES: Social stigma is commonly experienced by parents of children with autism. Our aim was to understand the nature of stigma experienced by Somali parents of children with autism in the United Kingdom (UK), and to consider how they coped with or resisted such stigma. DESIGN: We used a community-based participatory research approach, collaborating with a community organisation of Somali parents. In-depth interviews with simultaneous translation were conducted with 15 Somali parents of children with autism living in Bristol, UK, in 2015...
March 2, 2017: Ethnicity & Health
https://www.readbyqxmd.com/read/28267833/weaknesses-in-lexical-semantic-knowledge-among-college-students-with-specific-learning-disabilities-evidence-from-a-semantic-fluency-task
#9
Jessica Hall, Karla K McGregor, Jacob Oleson
Purpose: The purpose of this study is to determine whether deficits in executive function and lexical-semantic memory compromise the linguistic performance of young adults with specific learning disabilities (LD) enrolled in postsecondary studies. Method: One hundred eighty-five students with LD (n = 53) or normal language development (ND, n = 132) named items in the categories animals and food for 1 minute for each category and completed tests of lexical-semantic knowledge and executive control of memory...
March 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28256688/-learning-disorders-in-neurofibromatosis-type-1
#10
J J Garcia-Penas
INTRODUCTION: Neurocognitive deficits and academic learning difficulties are the most common neurologic complication of neurofibromatosis type 1 (NF1) in childhood and can be responsible for significant lifetime morbidity. Children with NF1 show impairments in attention, visual perception, language, executive function, academic skills, and behavior. Studies in animal models suggest that the learning disabilities associated with NF1 are caused by excessive Ras activity that leads to increased gamma-aminobutyric acid (GABA) inhibition and to decreased long-term potentiation...
February 24, 2017: Revista de Neurologia
https://www.readbyqxmd.com/read/28225843/-poverty-and-mental-disability-in-the-criminal-law-the-invisibles
#11
Ezequiel N Mercurio
In recent decades neuroscience research show the negative consequences of poverty in cognitive development. Environmental factors, such as material deprivation, exposure to stressful situations, violence, nutritional deprivation, environmental toxins may shape the developing brain. The changes of the structure and function of the brain since prenatal stages and their consequences can remain stable throughout the life cycle except early interventions are made. Research investigating have found significant link between child poverty and function and structural brain focusing on prefrontal cortex (i...
May 2016: Vertex: Revista Argentina de Psiquiatriá
https://www.readbyqxmd.com/read/28199175/sequential-prediction-of-literacy-achievement-for-specific-learning-disabilities-contrasting-in-impaired-levels-of-language-in-grades-4-to-9
#12
Elizabeth A Sanders, Virginia W Berninger, Robert D Abbott
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text)...
February 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28190914/neuroanatomy-of-handwriting-and-related-reading-and-writing-skills-in-adults-and-children-with-and-without-learning-disabilities-french-american-connections
#13
Marieke Longcamp, Todd L Richards, Jean-Luc Velay, Virginia W Berninger
In this article, we present recent neuroimaging studies performed to identify the neural network involved in handwriting. These studies, carried out in adults and in children, suggest that the mastery of handwriting is based on the involvement of a network of brain structures whose involvement and inter-connection are specific to writing alphabet characters. This network is built upon the joint learning of writing and reading and depends on the level of expertise of the writer. In addition, a part of this graphomotor network is also brought into play during the identification letters during visual reading...
December 2016: Pratiques
https://www.readbyqxmd.com/read/28181885/a-closer-look-examining-teachers-language-around-udl-inclusive-classrooms-and-intellectual-disability
#14
K Alisa Lowrey, Aleksandra Hollingshead, Kathy Howery
The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability...
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28167642/what-can-large-population-based-birth-cohort-study-ask-about-past-present-and-future-of-children-with-disorders-of-development-learning-and-behaviour
#15
Slavica K Katusic, Robert C Colligan, Scott M Myers, Robert G Voigt, Kouichi Yoshimasu, Ruth E Stoeckel, Amy L Weaver
A large cohort consisting of all children born to mothers from community provides 'natural' selection into different exposures and is a powerful resource for epidemiological research. A large population-based birth cohort with detailed systematic information already recorded, as part of longitudinal medical care, historical and current school data, detailed birth certificate data and all three resources available for every member of the birth cohort, are extremely rare. Our population-based birth cohort consists of all children born between 1976 and 2000 to mothers residing in Olmsted County, Minnesota, at the time of child's birth (N=39 890)...
February 6, 2017: Journal of Epidemiology and Community Health
https://www.readbyqxmd.com/read/28166652/language-learning-recasts-and-interaction-involving-aac-background-and-potential-for-intervention
#16
Michael T Clarke, Gloria Soto, Keith Nelson
For children with typical development, language is learned through everyday discursive interaction. Adults mediate child participation in such interactions through the deployment of a range of co-constructive strategies, including repeating, questioning, prompting, expanding, and reformulating the child's utterances. Adult reformulations of child utterances, also known as recasts, have also been shown to relate to the acquisition of linguistic structures in children with language and learning disabilities and children and adults learning a foreign language...
March 2017: Augmentative and Alternative Communication: AAC
https://www.readbyqxmd.com/read/28161297/signaling-of-noncomprehension-in-communication-breakdowns-in-fragile-x-syndrome-down-syndrome-and-autism-spectrum-disorder
#17
Gary E Martin, Jamie Barstein, Jane Hornickel, Sara Matherly, Genna Durante, Molly Losh
The ability to indicate a failure to understand a message is a critical pragmatic (social) language skill for managing communication breakdowns and supporting successful communicative exchanges. The current study examined the ability to signal noncomprehension across different types of confusing message conditions in children and adolescents with fragile X syndrome (FXS), Down syndrome (DS), autism spectrum disorder (ASD), and typical development (TD). Controlling for nonverbal mental age and receptive vocabulary skills, youth with comorbid FXS and ASD and those with DS were less likely than TD controls to signal noncomprehension of confusing messages...
January 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/28149451/access-to-oral-health-care-services-among-adults-with-learning-disabilities-a-scoping-review
#18
REVIEW
Mustafa Naseem, Altaf H Shah, Muhammad Faheem Khiyani, Zohaib Khurshid, Muhammad Sohail Zafar, Shabnam Gulzar, AlBandary H AlJameel, Hesham S Khalil
BACKGROUND: The prevalence of oral diseases including dental caries and periodontal conditions is remarkably higher in people with disabilities. The provision of accessible oral health services for people with learning disabilities may be challenging. OBJECTIVES: The objectives of the review were to identify barriers in accessing oral health care that persists within society, enabling or disabling people with learning disabilities. METHODS: Using the Arksey O'Malley framework, a scoping review was conducted on PubMed/Medline, OVIDSP, and EMBASE...
July 2016: Annali di Stomatologia
https://www.readbyqxmd.com/read/28133634/idea-units-in-notes-and-summaries-for-read-texts-by-keyboard-and-pencil-in-middle-childhood-students-with-specific-learning-disabilities-cognitive-and-brain-findings
#19
Todd Richards, Stephen Peverly, Amie Wolf, Robert Abbott, Steven Tanimoto, Rob Thompson, William Nagy, Virginia Berninger
Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=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)...
September 2016: Trends in Neuroscience and Education
https://www.readbyqxmd.com/read/28035711/written-cohesion-in-children-with-and-without-language-learning-disabilities
#20
Anthony D Koutsoftas, Victoria Petersen
BACKGROUND: Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing (TD) peers on measures of cohesion in spoken language and on written transcription measures; however, there is far less research comparing groups on cohesion as a measure of written language across genres...
December 30, 2016: International Journal of Language & Communication Disorders
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