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S Abetz J. Exploring mothers' metaphorical sensemaking of dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1784. [PMID: 39143040 DOI: 10.1002/dys.1784] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2023] [Revised: 07/21/2024] [Accepted: 07/30/2024] [Indexed: 08/16/2024]
Abstract
Through a reflexive thematic analysis of a large online support group for dyslexia and a sensemaking lens, this study investigated how mothers made sense of their child's dyslexia through metaphors. Mothers used metaphors to characterise their feelings surrounding dyslexia, their school-based interactions and their identity as advocates. The language mothers use offers a generative, textured way to understand the lived experiences of supporting a child with learning differences. Whilst mothers articulated much frustration and anger, they also voiced encouragement, advice-giving, empathy and hope, illustrating how their sense of agency was both threatened and empowered by the experience of having a child with dyslexia. There is much mothers must process, understand and navigate surrounding their child's dyslexia and the findings underscore the need for early school-based screening, support and intervention.
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Affiliation(s)
- Jenna S Abetz
- Department of Communication, College of Charleston, Charleston, South Carolina, USA
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2
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Radville KM, Pfeiffer DL, Sheranian K, Wolter J, Ricketts J, Hogan TP. Caregivers' Perceptions of COVID-19 Educational Disruptions on Children With Developmental Language Disorder and Typically Developing Peers. Lang Speech Hear Serv Sch 2024; 55:1068-1084. [PMID: 39028568 PMCID: PMC11486454 DOI: 10.1044/2024_lshss-23-00181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 03/06/2024] [Accepted: 05/22/2024] [Indexed: 07/21/2024] Open
Abstract
PURPOSE Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first- and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers. METHOD A conventional content analysis approach was used to analyze caregivers' written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (n = 23) and caregivers of TD children (n = 22). RESULTS Four categories of caregiver responses were generated for each group: impacts on children, remote learning challenges, impacts on caregivers, and protective factors. For both groups, concerns about the child's well-being and literacy learning were most prevalent and prevailed over concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their cdhildren. As compared to caregivers of TD children, caregivers of children with DLD reported higher rates of remote learning challenges and more negative impacts on literacy learning, speech and/or language, and education in general. DLD caregivers also shared fewer positive comments and remarks related to protective factors. CONCLUSIONS Results indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Thus, responsive research and supports for these families is essential.
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Affiliation(s)
- Katharine M. Radville
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Danika L. Pfeiffer
- School of Speech-Language Pathology, Old Dominion University , Norfolk, VA
| | - KaRynn Sheranian
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Julie Wolter
- School of Health Sciences, Gonzaga University, Spokane, WA
| | - Jessie Ricketts
- Department of Psychology, Royal Holloway, University of London, United Kingdom
| | - Tiffany P. Hogan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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3
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Radville KM, Komesidou R, Wolter J, Ricketts J, Hogan TP. Caregivers' reports of the home literacy environments of children with developmental language disorder and typically developing peers during the COVID-19 pandemic. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024:1-16. [PMID: 39218009 DOI: 10.1080/17549507.2024.2364811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/04/2024]
Abstract
PURPOSE Children with developmental language disorder (DLD) are at heightened risk for reading difficulty. We investigated the home literacy environments of kindergarten children with DLD and typically developing (TD) peers during the COVID-19 pandemic. METHOD We analysed scores from standardised assessments of oral language, nonverbal intelligence, and word reading in conjunction with home literacy questionnaire data at three time points. RESULT Frequency of engagement in home literacy activities did not differ by group during school closures or when schools reopened. Caregivers from both groups reported increased home literacy engagement during closures. Engagement returned to pre-pandemic levels when schools reopened. For the DLD group, the child's word reading ability and interest in literacy were positively associated with the home literacy environment. Family history of language and/or literacy difficulty was negatively associated with the home literacy environment. For the TD group, only the child's interest in literacy was positively associated with the home literacy environment. CONCLUSION These findings elucidate the need for further research related to home literacy and families of children with DLD, with a focus on identifying potential strengths and vulnerabilities related to child and caregiver factors.
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Affiliation(s)
- Katharine M Radville
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
| | | | - Julie Wolter
- School of Speech, Language, Hearing, and Occupational Sciences, University of Montana, Missoula, MT, USA
| | - Jessie Ricketts
- Department of Psychology, Royal Holloway, University of London, UK
| | - Tiffany P Hogan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
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Iaia M, Vizzi F, Carlino MD, Turi M, Marinelli CV, Angelelli P. Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students. Front Psychol 2024; 15:1365980. [PMID: 39171222 PMCID: PMC11337615 DOI: 10.3389/fpsyg.2024.1365980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Accepted: 07/16/2024] [Indexed: 08/23/2024] Open
Abstract
In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age = 23.6) and 29 in the control group (age = 23.00). The results highlighted that individuals with SLD exhibit higher levels of anxiety and depression and lower resilience compared to the control group. The Multidimensional Perfectionism Scale - Short Form, which explores perfectionism, did not reveal differences between the groups. Conversely, lower scores emerged in SLD students for the intrinsic motivation sub-scales of the Academic Motivation Scale. This indicates less engagement in studying out of personal cognitive curiosity. The Self-Regulated Knowledge Scale - University, which measures various cognitive strategies, showed significantly lower scores in the SLD group for knowledge linking, knowledge training, and knowledge critique. This suggests a lower frequency with which SLD students attempt to connect new knowledge with what they already possess, apply their knowledge, ask questions, and critically analyze what they have learned. Therefore, psychological and motivational consequences are evident in this population and can impact well-being and quality of life.
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Affiliation(s)
- Marika Iaia
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
| | - Francesca Vizzi
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
- Department of Human and Social Sciences, University of Salento, Lecce, Italy
| | - Maria Diletta Carlino
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
| | - Marco Turi
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
- Department of Human and Social Sciences, University of Salento, Lecce, Italy
| | | | - Paola Angelelli
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
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Uzun ME, Koşan Y, Şirin H. Abuse and Neglect of Children With Specific Learning Disorders in Türkiye: A Case-Control Study. Clin Psychol Psychother 2024; 31:e2986. [PMID: 38679965 DOI: 10.1002/cpp.2986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2024] [Revised: 03/27/2024] [Accepted: 04/04/2024] [Indexed: 05/01/2024]
Abstract
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.
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Affiliation(s)
- Mehmet Erdem Uzun
- Department of Child Psychiatry, University of Health Sciences, Bursa Yüksek İhtisas Training and Research Hospital, Bursa, Türkiye
| | - Yekta Koşan
- Department of Early Childhood Education, Ataturk University, Erzurum, Türkiye
| | - Hande Şirin
- Department of Child Psychiatry, University of Health Sciences, Bursa Yüksek İhtisas Training and Research Hospital, Bursa, Türkiye
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Tiengsomboon U, Luvira V. Family support for children with learning disabilities to attain good academic performance: A qualitative study. MALAYSIAN FAMILY PHYSICIAN : THE OFFICIAL JOURNAL OF THE ACADEMY OF FAMILY PHYSICIANS OF MALAYSIA 2024; 19:25. [PMID: 38725612 PMCID: PMC11081768 DOI: 10.51866/oa.529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2024]
Abstract
Introduction Learning disabilities can cause poor academic performance in children, which may impact their futures. This study aimed to investigate how primary caregivers care for school-aged children with learning disabilities but with good academic achievement. Methods In this qualitative study, in-depth interviews were conducted among primary caregivers of school-aged children with learning disabilities who were attending schools in Sisaket Province, were aged 6-12 years and achieved good academic performance. Twenty-one caregivers were interviewed regarding the care of their children. The contents of the interviews were analysed. Results Two major themes concerning the provision of familial support for children with learning disabilities to achieve good academic performance emerged: (1) understanding and modifying the care provided to children with learning disabilities and (2) facilitating and promoting children's learning. Conclusion Families and caregivers of children with learning disabilities must have a comprehensive understanding of the disorder to assist with skill development and provide emotional support.
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Affiliation(s)
- Uraiwan Tiengsomboon
- BNS, MNS, PhD Candidate in Community Health Development, Department of Community, Family, and Occupational Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
| | - Varisara Luvira
- MD, Dip. Thai Board of Family Medicine, Department of Community, Family, and Occupational Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand.
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Stephenson N, Hvidberg MF, Rogish M. The experience of parenting a child with dyslexia - A UK perspective with single parents. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 147:104713. [PMID: 38458040 DOI: 10.1016/j.ridd.2024.104713] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Revised: 02/20/2024] [Accepted: 02/24/2024] [Indexed: 03/10/2024]
Abstract
Dyslexia is a specific learning difficulty that affects the development of literacy and language-related skills, unrelated to intellectual ability. While the impact of parenting an individual with dyslexia (IWD) for married parents has been widely studied, little is known about the impact on single parents. This study explored the lived experiences of single parents of an IWD. Six female participants completed semi-structured interviews discussing their experience of the diagnostic process, support received and general parenting perspectives. Interview transcripts were analysed using Interpretative Phenomenological Analysis. Three main themes were identified: Navigating the diagnosis; Various levels of support; Battling Misconceptions and Lack of Knowledge. Findings suggested that single parents had a mixed experience, both after receiving the diagnosis and in terms of the support they received from family and schools. Differences in the quality of statutory support were highlighted, implicating the need for improved dyslexia support in schools. Unique challenges of parenting an IWD as a single parent were also identified, highlighting important implications. Future research should explore differences in single fathers' experiences and the impact of dyslexia comorbidities on single parents.
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Affiliation(s)
- Nicole Stephenson
- Department of Psychology, University of York, Heslington, York YO10 5DD, UK.
| | - Michael Falk Hvidberg
- Department of Psychology, University of York, Heslington, York YO10 5DD, UK; Department of Occupational and Environmental Medicine, Aalborg University Hospital, Aalborg, Denmark
| | - Miles Rogish
- Department of Psychology, University of York, Heslington, York YO10 5DD, UK; Brainkind Neurological Centre York, York, YO23 1DE, UK
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8
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Bonuomo M, Marini M, Vegni N, Melogno S, Torregiani G, Livi S, Di Filippo G. Analysis of Psychological and Social Functioning in Undergraduate Students with a Specific Learning Disorder (SLD). Brain Sci 2023; 13:1020. [PMID: 37508952 PMCID: PMC10377634 DOI: 10.3390/brainsci13071020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 06/19/2023] [Accepted: 06/28/2023] [Indexed: 07/30/2023] Open
Abstract
It is considered to be particularly interesting to enrich the scientific overview investigating the comorbidities of specific learning disorders (SLDs) in young adults. Therefore, this study aims to investigate the psychosocial and relational profiles associated with the presence of learning difficulties in a population of university students. The hypothesis is that young adults with SLDs have lower psychological and socio-relational functioning than their typical-development peers. We further hypothesized that the socio-relational difficulties of students with SLDs could be explained not only by referring to the presence of a learning disorder, but also by considering some variables that may follow the experience of students with SLDs. The results highlighted that students with SLDs, compared to their typical-development peers, have low self-efficacy, high academic anxiety scores, emotional problems, and issues with peers. We finally suggest considering these aspects as early as the diagnostic process to facilitate an effective treatment plan for learning disorders to prevent, in terms of developmental trajectory, the manifestation of these aspects in adulthood.
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Affiliation(s)
- Marika Bonuomo
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | - Mara Marini
- Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy
| | - Nicoletta Vegni
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | - Sergio Melogno
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | | | - Stefano Livi
- Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy
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Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding Mental Health in Developmental Dyslexia: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1653. [PMID: 36674408 PMCID: PMC9864451 DOI: 10.3390/ijerph20021653] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 01/09/2023] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
Children with dyslexia are at elevated risk of internalising and externalising mental health concerns. Our aim was to scope the extent and nature of the literature investigating factors which may influence this association. We systematically searched the peer-reviewed and grey literature with no restrictions on the date. We included both qualitative and quantitative studies. Inclusion criteria included: (1) a focus on childhood (≤18 years) reading/learning difficulties; (2) internalising and/or externalising symptoms; and (3) a potentially modifiable third factor (e.g., self-esteem). Ninety-eight studies met the inclusion criteria. We organised the studies according to individual, family, and community-level third factors. Whilst a range of third factors were identified, relatively few researchers tested associations between the third factor and mental health in the context of dyslexia. Furthermore, there was a focus on primary rather than secondary school experience and a reliance, in many cases, on teacher/parent perspectives on children's mental health. Future researchers are encouraged to explore links between socio-emotional skills, coping strategies, school connectedness, and mental health in the context of dyslexia. Research of this nature is important to assist with the identification of children who are more (or less) at risk of mental health concerns and to inform tailored mental health programs for children with dyslexia.
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Affiliation(s)
- Adrienne Wilmot
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
| | - Penelope Hasking
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
| | - Suze Leitão
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Elizabeth Hill
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Mark Boyes
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
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10
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Feng L, Hancock R, Watson C, Bogley R, Miller ZA, Gorno-Tempini ML, Briggs-Gowan MJ, Hoeft F. Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach. JOURNAL OF LEARNING DISABILITIES 2022; 55:427-442. [PMID: 34628989 PMCID: PMC8993940 DOI: 10.1177/00222194211047631] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Several crucial reasons exist to determine whether an adult has had a reading disorder (RD) and to predict a child's likelihood of developing RD. The Adult Reading History Questionnaire (ARHQ) is among the most commonly used self-reported questionnaires. High ARHQ scores indicate an increased likelihood that an adult had RD as a child and that their children may develop RD. This study focused on whether a subset of ARHQ items (ARHQ-Brief) could be equally effective in assessing adults' reading history as the full ARHQ. We used a machine learning approach, lasso (known as L1 regularization), and identified 6 of 23 items that resulted in the ARHQ-Brief. Data from 97 adults and 47 children were included. With the ARHQ-Brief, we report a threshold of 0.323 as suitable to identify past likelihood of RD in adults with a sensitivity of 72.4% and a specificity of 81.5%. Comparison of predictive performances between ARHQ-Brief and the full ARHQ showed that ARHQ-Brief explained an additional 10%-35.2% of the variance in adult and child reading. Furthermore, we validated ARHQ-Brief's superior ability to predict reading ability using an independent sample of 28 children. We close by discussing limitations and future directions.
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Affiliation(s)
- Luxi Feng
- University of Connecticut, Storrs, CT, USA
| | | | - Christa Watson
- University of California San Francisco, San Francisco, CA, USA
| | - Rian Bogley
- University of California San Francisco, San Francisco, CA, USA
| | | | | | | | - Fumiko Hoeft
- University of Connecticut, Storrs, CT, USA
- University of California San Francisco, San Francisco, CA, USA
- University of Connecticut School of Medicine, Farmington, CT, USA
- Haskins Laboratories & Yale University, New Haven, CT, USA
- Keio University School of Medicine, Tokyo, Japan
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11
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Waber DP, Boiselle EC, Forbes PW, Sideridis GD. Special Education Services and School-Related Quality of Life in Children With Learning Disorders and Their Families: A One-Year Follow-Up Study. JOURNAL OF LEARNING DISABILITIES 2022; 55:351-358. [PMID: 34865563 DOI: 10.1177/00222194211060864] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Learning disorders can have adverse impacts on children and families extending beyond the academic skills deficits. The goal of the present study was to assess the impact of the school's response, following an independent evaluation, for child and family school-related quality of life (QOL). We hypothesized that a positive school response would be associated with improved QOL. Parents completed the LDQOL/15, a brief measure of school-related QOL, at the time that their child received an independent evaluation and again a year later (N = 155). At follow-up, parents reported the tenor of the school's response to the evaluation and whether special education services had changed. QOL problems were very high in this referred population, with 66% of respondents rating a level of problems in the clinical range at baseline. Predicted interactions between time of assessment (baseline/follow-up) and the school's response to the evaluation were confirmed for all outcome variables; a positive school response was associated with improved QOL. Nevertheless, the overall prevalence of school-related QOL problems remained high a year after the evaluation. These findings indicate that special education interventions can mitigate learning disabilities' impacts, but even with these services, many children with learning disorders and their families continue to be significantly affected.
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Affiliation(s)
- Deborah P Waber
- Boston Children's Hospital, MA, USA
- Harvard Medical School, Boston, MA, USA
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12
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Operto FF, Pastorino GMG, Scuoppo C, Padovano C, Vivenzio V, Pistola I, Belfiore G, Rinaldi R, de Simone V, Coppola G. Adaptive Behavior, Emotional/Behavioral Problems and Parental Stress in Children With Autism Spectrum Disorder. Front Neurosci 2021; 15:751465. [PMID: 34899160 PMCID: PMC8660640 DOI: 10.3389/fnins.2021.751465] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Accepted: 11/04/2021] [Indexed: 11/13/2022] Open
Abstract
Background: The aim of our study was to compare adaptive skills, emotional/behavioral problems, and parental stress among children with different severity levels of Autism Spectrum Disorder (ASD) symptoms. Methods: This study included a sample of 88 subjects with ASD (mean age = 6.00 ± 2.70). All subjects underwent standardized neuropsychological tests for the assessment of symptoms of the autism spectrum (Autism Diagnostic Observation Schedule-Second Edition), adaptive level (The Vineland Adaptive Behavior Scales, Survey Interview, 2nd edition), behavioral and emotional problems (Child Behavior CheckList CBCL), and parental stress (Parental Stress Index Short Form-PSI-SF). Non-parametric statistical methods (Kruskal-Wallis test and Mann-Whitney U-test for post hoc analysis) and linear regression analysis were used in this study. Results: Children who had higher severity levels of ASD symptoms had less adaptive functioning; younger children showed more severe symptoms of ASD; older children had better communication skills. The presence of greater adaptive difficulties was related to a greater presence of internalizing problems. An increase in parental stress levels was related to an higher severity of ASD symptoms, fewer adaptive skills, and a greater presence of internalizing and externalizing problems. Conclusion: This study suggests that the adaptive behavior should be considered in order to planning a habilitation intervention in children with autism. It is also important to monitor emotional/behavioral problems and parental stress levels in order to provide parenting support and improve the family quality of life.
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Affiliation(s)
- Francesca Felicia Operto
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Grazia Maria Giovanna Pastorino
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Chiara Scuoppo
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Chiara Padovano
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Valentina Vivenzio
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Ilaria Pistola
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Gilda Belfiore
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Rosetta Rinaldi
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Valeria de Simone
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
| | - Giangennaro Coppola
- Child and Adolescent Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Salerno, Italy
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Moore PS, Mokrova I, Frazier JA, Joseph RM, Santos HP, Dvir Y, Hooper SR, O'Shea TM, Douglass LM, Kuban KCK. Anxiety and Depression Correlates at Age 10 in Children Born Extremely Preterm. J Pediatr Psychol 2021; 46:422-432. [PMID: 33398339 DOI: 10.1093/jpepsy/jsaa118] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2020] [Revised: 10/27/2020] [Accepted: 11/13/2020] [Indexed: 12/14/2022] Open
Abstract
Objective Anxiety and depression rates are known to be elevated in prematurely-born children and adolescents. This prospective study examines demographic, academic, and physical health correlates of anxiety and depression symptoms in a sample of 10-year-old children who were born extremely preterm. Methods Participants were 889 (51.2% male; 62.3% White) children who were born <28 weeks gestation. Child and family demographic data were collected at birth. When the children were 10, parents (n = 871) and teachers (n = 640) rated the level of anxiety and depression in children through the Child Symptom Inventory-4. Child academic functioning was assessed via the Wechsler Individual Achievement Test-III. Parents completed questionnaires about child academic functioning and physical health issues. Data analyses were conducted with multivariate linear modeling. Results Level of prematurity was significantly related to both parent and teacher reports of anxiety. Public health insurance and individualized education program (IEP) status were associated with both parent and teacher reports of depression. Hispanic ethnicity, public insurance, IEP status, and asthma were significantly associated with both parent-reported anxiety and depression. Gross motor impairment was associated with parent-reported anxiety and teacher-reported depression. Child obesity was associated with teacher reports of anxiety, while male sex was significantly related to teacher reports of depression. Conclusion This pattern of findings may suggest hypotheses for future research on models of the development and persistence of anxiety and depression within this particularly vulnerable group of children.
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Affiliation(s)
- Phoebe S Moore
- Department of Psychiatry and the Eunice Kennedy Shriver Center, University of Massachusetts Medical School
| | | | - Jean A Frazier
- Department of Psychiatry and the Eunice Kennedy Shriver Center, University of Massachusetts Medical School
| | | | | | - Yael Dvir
- Department of Psychiatry and the Eunice Kennedy Shriver Center, University of Massachusetts Medical School
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[Psychoeducation for Parents of Children with Learning Disorders: A Satisfaction Study]. Prax Kinderpsychol Kinderpsychiatr 2021; 70:298-315. [PMID: 33977877 DOI: 10.13109/prkk.2021.70.4.298] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Psychoeducation for Parents of Children with Learning Disorders: A Satisfaction Study The present study investigates the implementation of psychoeducation for conveying a diagnosis of specific learning disorders to the parents of affected children. It addresses the question of how such consultations are structured and which factors predict how satisfied parents are with the psychoeducation they receive. 167 parents of children with specific learning disorders from Germany were surveyed via an online questionnaire and asked about their experiences and satisfaction with the psychoeducational aspects of their individual consultation. The results show that the implementation of psychoeducation was strongly heterogeneous. For example, the duration of the consultation varied from 4 to 120 minutes and the child in question was only present in around half of the cases. The methodical diversity was rather limited and the causes of learning disorders were rarely discussed with the parents. 54 % of the parents were satisfied or very satisfied with the psychoeducation. The findings of a regression analysis show that the consultant's professional and emotional competence as well as the practical value significantly predicted the parents' satisfaction. Overall, this regression model is able to explain 81.8 % variance in parents' satisfaction. An open and empathetic atmosphere during the consultation as well as specific and practical tips on how to support their child are particularly important.
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Neuropsychological Profile, Emotional/Behavioral Problems, and Parental Stress in Children with Neurodevelopmental Disorders. Brain Sci 2021; 11:brainsci11050584. [PMID: 33946388 PMCID: PMC8146823 DOI: 10.3390/brainsci11050584] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2021] [Revised: 04/22/2021] [Accepted: 04/27/2021] [Indexed: 12/21/2022] Open
Abstract
Background: The aim of our study was to trace a specific neuropsychological profile, to investigate emotional-behavioral problems and parental stress in children with Autism Spectrum Disorder Level 1/High functioning (ASD-HF), Specific Learning Disorders (SLD) and Attention Deficit/Hyperactivity Disorder (ADHD) disorders and to highlight similarities and differences among the three groups. Methods: We retrospectively collected the data from a total of 62 subjects with ASD-HF (n = 19) ADHD (n = 21), SLD (n = 22) and 20 typical development. All the participants underwent neuropsychological standardized test for the evaluation of cognitive profile (Wechsler Intelligence Scale for Children Fourth Edition—WISC-IV), behavioral and emotional problems (Child Behavior CheckList CBCL), and parental stress (Parental Stress Index Short Form—PSI-SF). The scores of the ASD-HF, ADHD, and SLD groups were compared using non-parametric statistic methods (Kruskall–Wallis H test and U Mann–Whitney for post-hoc analysis). Results: The ASD-HF group were significantly higher in all areas of the WISC-IV than the other two clinical groups. The SLD group performed significantly lower than ASD-HF in Working Memory Index. The SLD group showed lower scores on the somatic problems subscale than the other two groups. In the Difficult Child subscale of the PSI-SF, parents of ADHD children scored lower than the mothers of SLD subjects and higher than the fathers of SLD subjects. In all three groups there are specific deficiencies compared to the control group in the cognitive profile, behavioral and emotional problems, and parental stress. Conclusions: Our comparative analysis highlighted similarities and differences in three groups of children with different neurodevelopmental disorders, helping to better define cognitive, behavioral, and emotional characteristics of these children and parental stress of their parents.
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Cataudella S, Carta S, Mascia ML, Masala C, Petretto DR, Penna MP. Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions. Front Psychol 2021; 11:611818. [PMID: 33488477 PMCID: PMC7817845 DOI: 10.3389/fpsyg.2020.611818] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 12/01/2020] [Indexed: 11/22/2022] Open
Abstract
What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.
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Affiliation(s)
- Stefania Cataudella
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
| | - Stefano Carta
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
| | - Maria Lidia Mascia
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
| | - Carmelo Masala
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
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Al-Yagon M, Lachmi M, Danino M. Manual-Based Personalized Intervention for Mothers of Children With SLD/ADHD: Effects on Maternal and Family Resources and Children's Internalizing/Externalizing Behaviors. J Atten Disord 2020; 24:720-736. [PMID: 31328607 DOI: 10.1177/1087054719864648] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Objective: This study explored manual-based personalized intervention for mothers of children with SLD and/or ADHD, as possibly contributing to (a) mothers' parenting-related emotional/coping resources, (b) family functioning, and (c) child adjustment, compared with a control group of mothers. Method: Participants were 73 mothers of a child formally diagnosed with SLD and/or ADHD ages 7-17. Mothers were assigned to an experimental (n=40) or control (n=33) group. Short-term intervention utilized a three-stage emotion-cognition-behavior model. Pre-post assessments included maternal affective resources (positive/negative affect, parenting stress), maternal coping resources (general coping strategies, coping specifically with diagnosed child's negative emotions), family cohesion/adaptability, and diagnosed child's externalizing/internalizing syndromes. Results: Significant interactions emerged between group (experimental/control) and time (pre/post) for most study variables. Conclusion: Findings clearly revealed the intervention's significant impact. Only the trained mothers demonstrated significant gains over time for most of the maternal, family, and child indices, whereas the untrained mothers did not.
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Affiliation(s)
| | | | - Maly Danino
- Nitzan Israeli Association for Children and Adults With Learning Disabilities, Tel Aviv, Israel
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18
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Bonifacci P, Tobia V, Marra V, Desideri L, Baiocco R, Ottaviani C. Rumination and Emotional Profile in Children with Specific Learning Disorders and Their Parents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17020389. [PMID: 31936140 PMCID: PMC7013708 DOI: 10.3390/ijerph17020389] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2019] [Revised: 12/31/2019] [Accepted: 01/03/2020] [Indexed: 06/10/2023]
Abstract
Rumination, namely a cognitive process characterized by a repetitive thinking focused on negative feelings and thoughts, is a significant predictor for the onset of internalizing symptoms and has also been found to run in families. Rumination has never been studied in children with specific learning disorders (SLD), a population that, due to its condition, might encounter more difficulties in daily life and is at risk of increased psychological distress, compared to typically developing (TD) peers. The present study covers this gap by examining whether children with SLD, and their parents, tend to use rumination more than TD peers and their parents. The study also explores associations between rumination and both children's and parents' emotional profile. Results on 25 children with SLD and 25 TD peers and their parents (n = 150), showed higher levels of rumination in children with SLD when referring to a negative social situation, as well as higher levels of rumination in both mothers and fathers of children with SLD. Modest correlations between parents' and children's rumination traits were also found. This study offers evidence on rumination as a possible risk factor for children with SLD, particularly considering when they deal with social contexts.
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Affiliation(s)
- Paola Bonifacci
- Department of Psychology, University of Bologna, Viale Berti Pichat, 5, 40127 Bologna, Italy; (V.M.); (L.D.)
| | - Valentina Tobia
- Faculty of Psychology, Vita-Salute San Raffaele University, via Olgettina, 58, 20132 Milano, Italy;
| | - Vanessa Marra
- Department of Psychology, University of Bologna, Viale Berti Pichat, 5, 40127 Bologna, Italy; (V.M.); (L.D.)
| | - Lorenzo Desideri
- Department of Psychology, University of Bologna, Viale Berti Pichat, 5, 40127 Bologna, Italy; (V.M.); (L.D.)
| | - Roberto Baiocco
- Department of Developmental and Social Psychology, Sapienza University of Rome, via dei Marsi, 78, 00185 Rome, Italy;
| | - Cristina Ottaviani
- Department of Psychology, Sapienza University of Rome, Sapienza University of Rome, via dei Marsi, 78, 00185 Rome, Italy;
- Neuroimaging Laboratory, Santa Lucia Foundation, via Ardeatina 306, 00142 Rome, Italy
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Sarti D, Bettoni R, Offredi I, Tironi M, Lombardi E, Traficante D, Lorusso ML. Tell Me a Story: Socio-Emotional Functioning, Well-Being and Problematic Smartphone Use in Adolescents With Specific Learning Disabilities. Front Psychol 2019; 10:2369. [PMID: 31780978 PMCID: PMC6852707 DOI: 10.3389/fpsyg.2019.02369] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Accepted: 10/04/2019] [Indexed: 02/05/2023] Open
Abstract
Although Specific Learning Disabilities (SLD) are described as specific difficulties in one or more academic areas, often socio-emotional problems are also reported to be related to well-being and school engagement. Moreover, recent evidence shows that emotional problems and reduced social support predict problematic use of new technologies, such as a smartphone, that can, in turn, increase these problems. In this study, we aimed to investigate socio-emotional functioning and its relation to well-being, school engagement, and problematic smartphone use. Social and emotional skills of 19 adolescents with a diagnosis of SLD and 19 control adolescents were assessed through a narrative test; adolescents were requested to narrate complete stories elicited by pictures representing social situations. Information on well-being and problematic smartphone use were collected through questionnaires. The comparison between groups showed differences in cognitive-social skills, although no significant differences in emotional functioning were found. Additionally, the perception of the social environment as supportive and trustworthy was related to general well-being for both groups, whereas the perception of limits and rules set by the adult world appeared to be related to a decreased investment in learning processes only for the SLD students. Finally, correlation analysis showed that smartphone use was associated with reduced perception of social support and to a decreased ability to understand and solve social situations. These results assert the critical role played by social information processing and social support in terms of well-being in adolescence, and contribute to enhancing knowledge of the mechanisms underlying problematic smartphone use in a clinical sample.
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Affiliation(s)
- Daniela Sarti
- Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
| | - Roberta Bettoni
- Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Ilaria Offredi
- Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
| | - Marta Tironi
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Elisabetta Lombardi
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
| | - Daniela Traficante
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
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A Virtual Resiliency Intervention Promoting Resiliency for Parents of Children with Learning and Attentional Disabilities: A Randomized Pilot Trial. Matern Child Health J 2019; 24:39-53. [PMID: 31650412 DOI: 10.1007/s10995-019-02815-3] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES One in five children have a learning and attentional disability (LAD). Parents of children with LAD are vulnerable to distress, but an evidence-based treatment has not been developed. METHODS From June 2016 to November 2017, we conducted a mixed methods study to adapt and assess the virtual delivery of a mind-body group resiliency program, the Stress Management and Resiliency Training-Relaxation Response Resiliency Program (SMART-3RP), to meet the needs of parents of children with LAD; this is an 8-session weekly group intervention. In the first phase, we conducted 4 parent focus group interviews, 2 professional focus group interviews, and 5 professional individual interviews, and 1 pilot group to adapt the SMART-3RP to target the needs of parents of children with LAD. In the second phase, we conducted a pilot wait-list controlled study to assess the feasibility, acceptability, and preliminary efficacy of a videoconferencing delivery of the adapted program. Parents were randomized to an immediate intervention group (IG) or wait-list control group (WC). Surveys were administered at baseline (time 1), end of intervention for the IG or 3 months post-baseline for the WC (time 2), and 3 months post treatment for the IG or end of intervention for the WC (time 3). RESULTS Qualitative findings illustrated high levels of parental stress, with primary stressors including navigating the educational system, interactions with other parents, familial concerns, and financial and professional sacrifices. We adapted the manual to target these stressors and modified session logistics and delivery. Fifty-three parents (mean age = 46.8; 90.6% female) participated nationally in the pilot trial. 62.5% of participants completed ≥ 6/8 sessions; 81.8% reported continued daily/weekly relaxation response exercise practice. T1-T2 comparisons found that IG versus WC participants showed significant improvements in distress [VAS], ∆M = - 1.95; d = .83 and resilience [CES], ∆M = 6.38; d = .83, as well as stress coping [MOCS-A] ∆M = 8.69; d = 1.39; depression and anxiety [PHQ-4], ∆M = - 1.79; d = .71; social support [MOS-SSS], ∆M = 5.47; d = .71; and empathy [IRI], ∆M = 3.17; d = .77; improvements were sustained at the 3 month post intervention follow-up. CONCLUSION Pilot wait-list randomized trial findings showed promising feasibility, acceptability, and preliminary efficacy for the SMART-3RP intervention adapted for parents of children with LAD. This virtually-delivered resiliency intervention improved parents' distress, resiliency, and stress coping, which were sustained. CLINICAL TRIALS ID NCT02772432.
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21
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Zakopoulou V, Vlaikou AM, Darsinou M, Papadopoulou Z, Theodoridou D, Papageorgiou K, Alexiou GA, Bougias H, Siafaka V, Zoccolotti P, Chroussos GP, Syrrou M, Michaelidis TM. Linking Early Life Hypothalamic-Pituitary-Adrenal Axis Functioning, Brain Asymmetries, and Personality Traits in Dyslexia: An Informative Case Study. Front Hum Neurosci 2019; 13:327. [PMID: 31632253 PMCID: PMC6779713 DOI: 10.3389/fnhum.2019.00327] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2019] [Accepted: 09/05/2019] [Indexed: 12/22/2022] Open
Abstract
Developmental dyslexia (DD) is a multi-system disorder, combining influences of susceptibility genes and environmental factors. The causative interaction between specific genetic factors, brain regions, and personality/mental disorders, as well as specific learning disabilities, has been thoroughly investigated with regard to the approach of developing a multifaceted diagnostic procedure with an intervention strategy potential. In an attempt to add new translational evidence to the interconnection of the above factors in the occurrence of DD, we performed a combinatorial analysis of brain asymmetries, personality traits, cognitive and learning skills, and expression profiles of selected genes in an adult, early diagnosed with DD, and in his son of typical development. We focused on the expression of genes, based on the assumption that the regulation of transcription may be affected by genetic and epigenetic factors. The results highlighted a potential chain link between neuroplasticity-related as well as stress-related genes, such as BDNF, Sox4, mineralocorticoid receptor (MR), and GILZ, leftward asymmetries in the amygdala and selective cerebellum lobules, and tendencies for personality disorders and dyslexia. This correlation may reflect the presence of a specific neuro-epigenetic component of DD, ensuing from the continuous, multifaceted difficulties in the acquisition of cognitive and learning skills, which in turn may act as a fostering mechanism for the onset of long-term disorders. This is in line with recent findings demonstrating a dysfunction in processes supported by rapid neural adaptation in children and adults with dyslexia. Accordingly, the co-evaluation of all the above parameters may indicate a stress-related dyslexia endophenotype that should be carefully considered for a more integrated diagnosis and effective intervention.
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Affiliation(s)
- Victoria Zakopoulou
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Angeliki-Maria Vlaikou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Marousa Darsinou
- Department of Biomedical Research, Foundation for Research and Technology-Hellas, Institute of Molecular Biology and Biotechnology, Ioannina, Greece.,Department of Biological Applications and Technologies, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Zoe Papadopoulou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Daniela Theodoridou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Kyriaki Papageorgiou
- Department of Biomedical Research, Foundation for Research and Technology-Hellas, Institute of Molecular Biology and Biotechnology, Ioannina, Greece.,Department of Biological Applications and Technologies, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - George A Alexiou
- Faculty of Medicine, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Haralambos Bougias
- Faculty of Medicine, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Vassiliki Siafaka
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Pierluigi Zoccolotti
- Neuropsychology Unit, Department of Psychology, IRCCS (National Institute for Research and Treatment) Fondazione Santa Lucia, Sapienza University of Rome, Rome, Italy
| | - George P Chroussos
- First Department of Pediatrics, National and Kapodistrian University of Athens Medical School, "Aghia Sophia" Children's Hospital, Athens, Greece
| | - Maria Syrrou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Theologos M Michaelidis
- Department of Biomedical Research, Foundation for Research and Technology-Hellas, Institute of Molecular Biology and Biotechnology, Ioannina, Greece.,Department of Biological Applications and Technologies, School of Health Sciences, University of Ioannina, Ioannina, Greece
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22
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Parenting Stress and Broader Phenotype in Parents of Children with Attention Deficit Hyperactivity Disorder, Dyslexia or Typical Development. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16111878. [PMID: 31141931 PMCID: PMC6603552 DOI: 10.3390/ijerph16111878] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Revised: 05/17/2019] [Accepted: 05/24/2019] [Indexed: 11/16/2022]
Abstract
In the present study parenting stress and the broader phenotype are investigated in two highly common developmental disorders, namely Attention Deficit Hyperactivity Disorder (ADHD) and specific reading impairment (dyslexia). Within a total sample of 130 parents, 27 were parents of children with ADHD (P-ADHD), 38 were parents of children with a diagnosis of dyslexia (P-DYS) and the other 65 participants were parents of children with typical development (P-TD). A battery of cognitive tasks was administered which included verbal and non-verbal Intellectual Quotient (IQ), reading speed (passage and nonwords), verbal fluency and the Attention Network Task (ANT). Reading history, symptoms of ADHD in adults and parenting stress were measured through questionnaires. Group differences evidenced that the P-DYS group had lower scores in the reading tasks, in the verbal fluency task and in the reading history questionnaire. Conversely, the P-ADHD group had more transversal cognitive weaknesses (IQ, reading tasks, verbal fluency) and the highest scores in parenting stress and ADHD symptoms, together with poor reading history. The groups did not differ in the ANT task. Parenting stress was predicted, on the whole sample, by lower socioeconomic status (SES) and number of family members and higher ADHD symptoms. Implications for research and clinical settings are discussed.
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Matteucci MC, Scalone L, Tomasetto C, Cavrini G, Selleri P. Health-related quality of life and psychological wellbeing of children with Specific Learning Disorders and their mothers. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 87:43-53. [PMID: 30772705 DOI: 10.1016/j.ridd.2019.02.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2018] [Revised: 01/21/2019] [Accepted: 02/01/2019] [Indexed: 05/02/2023]
Abstract
BACKGROUND Literature suggests that Specific Learning Disorders (SpLD) can cause impairment of Health-Related Quality of Life (HRQoL) and psychological well-being of children, and that this condition potentially affects parents' quality of life and well-being too. AIMS This study aims first to explore HRQoL and psychological well-being among children with SpLD and second among mothers of children with SpLD. METHODS AND PROCEDURES Thirty children aged 8-14 years diagnosed as having SpLD and their mothers completed a battery of scales to assess children's HRQoL and psychological well-being. Mothers also completed a battery of instruments to explore their personal HRQoL and psychological well-being. RESULTS Compared with the general population, children with SpLD reported significantly lower level of psychosocial health, and mothers had a higher probability of being anxious and/or depressed. CONCLUSIONS AND IMPLICATIONS This study supports previous research about impaired HRQoL, symptoms of generalized anxiety, school-related anxiety and depressed mood in children with SpLD. Moreover, it provides evidence that mothers of children with SpLD may experience stress in coping with their child's disability and develop socio-emotional symptoms such as anxiety. Implications concern the need to implement effective supportive services among children with SpLD and their parents.
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Affiliation(s)
- Maria Cristina Matteucci
- Department of Psychology, University of Bologna, SEFoRA Lab., Piazza Aldo Moro, 90, I-47521 Cesena (FC), Italy.
| | - Luciana Scalone
- Research Centre on Public Health (CESP), University of Milano Bicocca, Via Cadore 48, I-20900 Monza, Italy; CHARTA Foundation, Via Visconti di Modrone, 18, I-20121 Milan, Italy.
| | - Carlo Tomasetto
- Department of Psychology, University of Bologna, Piazza Aldo Moro, 90, I-47521 Cesena (FC), Italy.
| | - Giulia Cavrini
- Faculty of Education, Free University of Bolzano-Bozen, viale Ratisbona, 16, I-39042 Bressanone (BZ), Italy.
| | - Patrizia Selleri
- Department of Psychology, University of Bologna, Piazza Aldo Moro, 90, I-47521 Cesena (FC), Italy.
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Nielsen K, Andria-Habermann K, Richards T, Abbott R, Mickail T, Berninger V. Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language during Middle Childhood and Early Adolescence. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2018; 36:651-669. [PMID: 30555207 DOI: 10.1177/0734282917698056] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Parents completed the Behavior Assessment System for Children-Second Edition Parent Report Scale (BASC2-PRS) while their children (94 boys, 61 girls; M=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) (n= 42 control) or with SLDs-WL: (n=29 dysgraphia, n=65 dyslexia, or n=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 BASC2-PRS 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; BASC2 PRS 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.
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Affiliation(s)
- Kathleen Nielsen
- University of Washington, Educational Psychology (Center for Oral and Written Language Learners OWLs)
| | | | | | - Robert Abbott
- University of Washington, Quantitative Studies, Measurement and Statistics
| | - Terry Mickail
- University of Washington, Educational Psychology (Center for Oral and Written Language Learners OWLs)
| | - Virginia Berninger
- University of Washington, Educational Psychology (Center for Oral and Written Language Learners OWLs)
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25
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Bat Or M, Papadaki A, Shalev O, Kourkoutas E. Associations Between Perception of Parental Behavior and "Person Picking an Apple From a Tree" Drawings Among Children With and Without Special Educational Needs (SEN). Front Psychol 2018; 9:1613. [PMID: 30233459 PMCID: PMC6131657 DOI: 10.3389/fpsyg.2018.01613] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Accepted: 08/13/2018] [Indexed: 11/13/2022] Open
Abstract
The present study examines and compares associations between perceptions of parental acceptance/rejection in 191 Greek school age children (84 inclusion class students and 107 typical class students, age range 10-12), and their "Person Picking an Apple from a Tree" (PPAT) drawings. Perception of parental behavior was measured by the "Parental Acceptance-Rejection Questionnaire" (Rohner and Khaleque, 2005). Drawing content was analyzed quantitatively according to a reliable rating system called the Symbolic Content in PPAT drawings (SC-PPAT: Bat Or et al., 2014, 2017). We employed k-means cluster analysis and obtained three relatively discrete PPAT scripts. Drawing content elements and scripts were found to be associated with children's perceptions of parental behavior; these associations were found mainly among children with special educational needs (SEN) and boys. Results are discussed in terms of children's subjective experience, clinical implications, and future research directions.
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Affiliation(s)
- Michal Bat Or
- The Graduate School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Andriani Papadaki
- Special Education and Psychology, University of Crete, Rethymno, Greece
| | - Or Shalev
- The Graduate School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Elias Kourkoutas
- Special Education and Psychology, University of Crete, Rethymno, Greece
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Waber DP, Boiselle EC, Forbes PW, Girard JM, Sideridis GD. Quality of Life in Children and Adolescents With Learning Problems: Development and Validation of the LD/QOL15 Scale. JOURNAL OF LEARNING DISABILITIES 2018; 52:146-157. [PMID: 29860921 DOI: 10.1177/0022219418775119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Learning problems (LP) can have wider implications than the academic deficits per se. The goal of the present series of studies was to develop a reliable and valid quality-of-life measure targeted to children and adolescents with LP. In Study 1, using a 35-item questionnaire, we surveyed 151 parents/guardians of children referred for assessment of learning disorders. Exploratory factor analysis identified a three-factor model: Academic Performance, School Understanding, and Child/Family Psychological. These factors were validated against standardized measures of academic achievement and psychosocial functioning. The questionnaire was then reduced to 15 items-the LD/QOL15 -and administered to a community sample of 325 parents/guardians of children in Grades 1 to 8 (Study 2). The three-factor model was verified with confirmatory factor analysis. Comparison of general education ( n = 232) and LP ( n = 93) groups within the community sample documented substantial group differences ( p < .0001), with the LP group having higher mean scores. These differences were larger for older students (Grades 5-8) than younger students (Grades 1-4; p < .01). The LD/QOL15 is a brief and reliable measure that is valid to assess quality of life and, potentially, outcomes in children and adolescents with LP.
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Affiliation(s)
- Deborah P Waber
- 1 Department of Psychiatry, Boston Children's Hospital and Harvard Medical School, MA, USA
| | - Ellen C Boiselle
- 2 Learning Disabilities Program, Department of Neurology, Boston Children's Hospital, MA, USA
| | - Peter W Forbes
- 3 Integrated Center for Clinical and Translational Research, Boston Children's Hospital, MA, USA
| | | | - Georgios D Sideridis
- 5 Integrated Center for Clinical and Translational Research, Boston Children's Hospital and Harvard Medical School, MA, USA
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Donaldson AL, Chabon S, Lee-Wilkerson D, Kapantzoglou M. Mirror, mirror on the wall: Reflections on speech-language pathologists’ image as advocates, activists, and aides. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22083] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Tobia V, Bonifacci P, Ottaviani C, Borsato T, Marzocchi GM. Reading under the skin: physiological activation during reading in children with dyslexia and typical readers. ANNALS OF DYSLEXIA 2016; 66:171-186. [PMID: 26271916 DOI: 10.1007/s11881-015-0109-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2014] [Accepted: 06/30/2015] [Indexed: 06/04/2023]
Abstract
The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently was compared for children with dyslexia (n = 16) and a control group of typical readers (n = 16). Children's school wellness was measured through self- and parent-proxy reports. Significantly lower SCR was found for dyslexic children in the reading-aloud task, compared to the control group, whereas all participants showed similar physiological reactions to the other experimental conditions. SCR registered during reading tasks correlated with "Child's emotional difficulties," as reported by parents. Possible interpretations of the lower activation during reading aloud in dyslexic children are discussed.
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Affiliation(s)
- Valentina Tobia
- Department of Psychology, University of Milan-Bicocca, Building U6, room 3124, Piazza dell'Ateneo Nuovo 1, 20126, Milan, Italy.
| | - Paola Bonifacci
- Department of Psychology, University of Bologna, Bologna, Italy
| | | | - Thomas Borsato
- Department of Psychology, University of Milan-Bicocca, Building U6, room 3124, Piazza dell'Ateneo Nuovo 1, 20126, Milan, Italy
| | - Gian Marco Marzocchi
- Department of Psychology, University of Milan-Bicocca, Building U6, room 3124, Piazza dell'Ateneo Nuovo 1, 20126, Milan, Italy
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