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Helping your child with language-based learning disabilities : strategies to succeed in school & life with dyslexia, dysgraphia, dyscalculia, ADHD, & processing disorders
\"Based in cutting-edge research in neuroscience, education, and the principles of attachment-based teaching, this important guide for parents offers tools and practices to help children transcend language-based learning difficulties, do better in school, and gain self-confidence and self-esteem. If your child has a language-based learning difficulty--such as dyscalculia, dyslexia, and auditory processing disorder--they may have to work twice as hard to keep up with their peers in school. Your child may also have feelings of frustration, anger, sadness, or shame as a result of their learning differences. As a parent, it hurts to see your child struggle. But the good news is that there are proven-effective strategies you can learn to help your child be their best. This book will show you how. Helping Your Child with Language-Based Learning Disabilitiesoutlines an attachment-based approach to help your child succeed based in the latest research. This research indicates that a secure attachment relationship between you and your child actually optimizes their learning ability by enhancing motivation, regulating anxiety, and triggering neuroplasticity. In this book, you'll discover why it's so important to accurately assess your child, find new perspectives on LBLDs based on the most current studies, and discover tips and strategies for navigating school, home life, and your child's future. Most importantly, you'll learn how your own special bond with your child can help spark their interest in reading, writing, and math. Every child is unique--and every child learns in his or her own way. With this groundbreaking guide, you'll be able to help your child thrive, in school and life\"-- Provided by publisher.
Book
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program
Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.
Journal Article
Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities
Competency with numbers is essential in today’s society; yet, up to 20% of children exhibit moderate to severe mathematical learning disabilities (MLD). Behavioural intervention can be effective, but the neurobiological mechanisms underlying successful intervention are unknown. Here we demonstrate that eight weeks of 1:1 cognitive tutoring not only remediates poor performance in children with MLD, but also induces widespread changes in brain activity. Neuroplasticity manifests as normalization of aberrant functional responses in a distributed network of parietal, prefrontal and ventral temporal–occipital areas that support successful numerical problem solving, and is correlated with performance gains. Remarkably, machine learning algorithms show that brain activity patterns in children with MLD are significantly discriminable from neurotypical peers before, but not after, tutoring, suggesting that behavioural gains are not due to compensatory mechanisms. Our study identifies functional brain mechanisms underlying effective intervention in children with MLD and provides novel metrics for assessing response to intervention.
Mathematical learning disabilities (MLD) affect up to 20% of children and are linked to poorer socioeconomic and health outcomes in adulthood. Here, Iuculano
et al
. show that tutoring induced functional changes in multiple brain systems underlie remediation of poor maths skills in children with MLD.
Journal Article
Medical and educational perspectives on nonverbal learning disability in children and young adults
\"This book is a comprehensive reference source for emerging research in the identification, diagnosis, and intervention of nonverbal learning disabilities, featuring in-depth coverage on a variety of topics relating to intact nonverbal skills, Nonverbal Learning Disability indicators, disability manifestation, and the dilemmas faced by caregivers and professionals\"-- Provided by publisher.
Book
Supplemental choline to prevent and treat learning and memory deficits of early-life iron deficiency (The SupCHO Study): study protocol for a randomized, placebo-controlled trial in Ugandan infants with iron deficiency anemia
Background
Iron deficiency (ID) limits the neurodevelopmental potential of more than 200 million children each year. Iron therapy started when IDA is first diagnosed—typically by screening for anemia or detection of clinical symptoms of IDA at 12 months of age—does not fully correct earlier ID-mediated brain dysfunction, underscoring the need for low-cost, easily implementable adjunct therapies to iron to treat or prevent this dysfunction in high-risk populations. Supplementation with the essential nutrient choline lessens damage done to the developing hippocampus when given with iron in pre-clinical rodent models, and choline supplementation improves hippocampus-mediated memory and learning in 2–3-year-old children with Fetal Alcohol Spectrum Disorders, a condition associated with hippocampal damage and one for which ID is a component of the neuropathology. Choline has not been tested in children with IDA. Our overall aim is to conduct a randomized, placebo-controlled clinical trial to test whether nine months of daily choline supplementation along with standard iron therapy improves hippocampus-dependent neurobehavioral outcomes in Ugandan infants with IDA.
Methods
Three hundred 6-month-old infants with IDA who present to immunization clinics at Mulago and Kawempe National Referral Hospitals in Kampala, Uganda, will be randomized to iron plus choline or iron plus placebo. Iron (oral ferrous sulfate 2 mg/kg/day) will be given for the first 3 months of follow-up, and a dispersible tablet of choline (200 mg as choline bitartrate) or identical placebo will be given daily for all 9 months of follow-up. We will conduct neurobehavioral tests assessing hippocampus-specific memory and attention and global cognition at enrollment (when each infant is 6 months of age) and after 9 months of follow-up (when each infant is 15 months of age).
Discussion
If we find a neurobehavioral benefit when choline is given along with iron, choline could be added immediately to standard of care treatment for IDA. This low-cost intervention could safely mitigate the brain dysfunction of early-life ID that is often not diagnosed until the hippocampal critical window is closing, providing life-long benefit for both the individual and the economic and social prosperity of entire regions.
Trial registration
Clinical trials.gov NCT06527391. Registered on 24 July 2024.
Journal Article
Diverse learners: learning disabilities and quality of life following mind–body and health education interventions for adults with neurofibromatosis
Purpose
Neurofibromatosis (NF) is associated with low quality-of-life (QoL). Learning disabilities are prevalent among those with NF, further worsening QoL and potentially impacting benefits from mind–body and educational interventions, yet research on this population is scarce. Here, we address this gap by comparing NF patients with and without learning disabilities on QoL at baseline and QoL-related gains following two interventions.
Methods
Secondary analysis of a fully-powered RCT of a mind–body program (Relaxation Response Resiliency Program for NF; 3RP-NF) versus an educational program (Health Enhancement Program for NF; HEP-NF) among 228 adults with NF. Participants reported QoL in four domains (Physical Health, Psychological, Social Relationships, and Environmental). We compare data at baseline, post-treatment, and 12-month follow-up, controlling for intervention type.
Results
At baseline, individuals with NF and learning disabilities had lower Psychological (T = -3.0,
p
= .001) and Environmental (T = -3.8,
p
< .001) QoL compared to those without learning disabilities. Both programs significantly improved all QoL domains (
p
s < .0001–0.002) from baseline to post-treatment, regardless of learning disability status. However, those with learning disabilities exceeded the minimal clinically important difference in only one domain (Psychological QoL) compared to three domains in individuals without learning disabilities. Moreover, those with learning disabilities failed to sustain statistically significant gains in Psychological QoL at 12-months, while those without learning disabilities sustained all gains.
Conclusion
Adults with NF and learning disabilities have lower Psychological and Environmental QoL. While interventions show promise in improving QoL regardless of learning disabilities, additional measures may bolster clinical benefit and sustainability among those with learning disabilities.
Journal Article
The PMLD ambiguity : articulating the life-worlds of children with profound and multiple learning disabilities
This book challenges the ways we experience, think about, and interact with children described as having profound and multiple learning disabilities (PMLD). Contrary to received wisdom, the book starts from the premise that traditional psychological approaches operating in the \"PMLD field\" are overly reductive and constrain our abilities to listen to and learn from children with PMLD. This in turn runs the risk of maintaining exclusionary practices such as segregated education, where such practices are predicated upon the notion that some children are too disabled to participate in mainstream life.To address the situation the authors explore new terrain in three areas: theory, research and practice. The authors draw from phenomenological notions of embodied consciousness and introduce how this gives rise to novel ways of understanding the agency of children with PMLD. This critique leads to examination of interpersonal methodology as a means to access the experiences of children with PMLD, which in turn culminates in a research project examining how inclusive education could support learning for a young boy with PMLD. What becomes apparent through this story is that children with PMLD engage with the world in ways far more complex than existing approaches can take account of.
Book
The ageing systemic milieu negatively regulates neurogenesis and cognitive function
Blood-borne factors affect the ageing brain
Regenerative capacity and cognitive function decline during ageing. A study using heterochronic parabiosis, in which pairs of young and old mice are surgically joined by a shared blood supply, shows that blood-borne factors present in the systemic milieu can inhibit or promote adult neurogenesis in ageing mice. A proteomic screen identified a subset of plasma signalling proteins that correlate with the decreased neurogenesis observed in both normal ageing and parabiosis. CCL11 (also known as eotoxin) and β2-microglobulin — factors classically involved in immune responses — were among the identified factors able to decrease progenitor frequency and neural differentiation.
In the central nervous system, ageing results in a precipitous decline in adult neural stem/progenitor cells and neurogenesis, with concomitant impairments in cognitive functions
1
. Interestingly, such impairments can be ameliorated through systemic perturbations such as exercise
1
. Here, using heterochronic parabiosis we show that blood-borne factors present in the systemic milieu can inhibit or promote adult neurogenesis in an age-dependent fashion in mice. Accordingly, exposing a young mouse to an old systemic environment or to plasma from old mice decreased synaptic plasticity, and impaired contextual fear conditioning and spatial learning and memory. We identify chemokines—including CCL11 (also known as eotaxin)—the plasma levels of which correlate with reduced neurogenesis in heterochronic parabionts and aged mice, and the levels of which are increased in the plasma and cerebrospinal fluid of healthy ageing humans. Lastly, increasing peripheral CCL11 chemokine levels
in vivo
in young mice decreased adult neurogenesis and impaired learning and memory. Together our data indicate that the decline in neurogenesis and cognitive impairments observed during ageing can be in part attributed to changes in blood-borne factors.
Journal Article