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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Oppositional Defiant Disorder

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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences Between LD Types,

Tuija Aro1,2, Kenneth Eklund1, Anna-Kaija Eloranta1,2

  • 1University of Jyväskylä, Finland.

Journal of Learning Disabilities
|November 15, 2021
PubMed
Summary
This summary is machine-generated.

Learning disabilities (LD) are frequently linked to behavioral-emotional problems in children, affecting over 37% across various types. Early assessment and collaboration are crucial for effective support.

Keywords:
ASEBAbehavioral-emotional problemslearning disabilitiesmath disabilityreading disability

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Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Educational Psychology

Background:

  • Learning disabilities (LD) are common neurodevelopmental conditions affecting academic achievement.
  • Behavioral-emotional problems often co-occur with LD, impacting a child's overall well-being and educational progress.
  • Understanding the prevalence and nature of these co-occurring issues is vital for comprehensive support.

Purpose of the Study:

  • To investigate the frequency of behavioral-emotional problems in children with specific learning disabilities (LD).
  • To examine the influence of LD type, gender, and reporting context (home vs. school) on these problems.
  • To analyze the impact of LD severity and gender on reported behavioral-emotional symptoms.

Main Methods:

  • Analysis of data from 579 Finnish children (ages 8-15) diagnosed with reading disability (RD-only), math disability (MD-only), or both (RDMD).
  • Assessment of behavioral-emotional symptoms reaching clinical ranges (z score ≥1.5 SDs).
  • Statistical analysis of factors including LD type, gender, context, and LD severity on symptom prevalence and reporting.

Main Results:

  • High prevalence of behavioral-emotional problems observed across all LD types, with over 37% experiencing Affective, Anxiety, or Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms.
  • Significant contextual variation in reporting, with teachers reporting more problems than mothers.
  • Limited unique effects of gender and LD type, though boys with MD-only showed particular concern.

Conclusions:

  • Children with learning disabilities exhibit a high frequency of behavioral-emotional problems, necessitating routine screening.
  • Teachers' awareness and collaborative assessment involving children, teachers, and parents are essential for effective support planning.
  • Early identification and intervention for co-occurring behavioral-emotional issues are critical for the holistic development of children with LD.