Estimating the prevalence of Non-Verbal Learning Disability (NVLD) from the ABCD sample.

Non-Verbal Learning Disability (NVLD) is a neurodevelopmental disorder characterized by deficits in processing visuospatial information but with age-appropriate verbal skills. This cognitive profile has been hypothesized to be associated with atypical white matter, but at the present there is a lack of evidence for this hypothesis. Currently, the condition is not characterized within the main diagnostic systems, in part because no clear set of criteria for characterizing the disorder exists. This report is the first attempt to estimate NVLD prevalence, using two sets of diagnostic criteria, in a large sample of over 11,000 children who were selected without regards to problems of specific nature, either psychological, neurological, physical and/or social. Furthermore, it examined the association between the profile of cognitive abilities and aspects of whole-brain white matter measures in children with and without symptoms associated with NVLD. Participants were drawn from the Adolescent Brain Cognitive Development (ABCD) study, a 10-year longitudinal study of 11,876 children in the U.S. The data used in the present study were drawn from the initial testing point at which the children were 9-10 years old. Prevalence of NVLD based on two distinct sets of criteria, correlations between the measures used to create the criteria, correlations between criteria measures and measures of white matter integrity. The cognitive criteria included measures of visuospatial processing, reading, intelligence and social skills. By varying the cut-offs applied to social skills in conjunction with visuo-spatial difficulties, spared reading skills and intelligence scores, we calculated prevalence for two NVLD groups. White matter characteristics were measures of volume, fractional anisotropy and mean diffusivity. Based on the criteria used, the estimated prevalence of NVLD varied from 1 to 8%. Furthermore, children with NVLD showed a dissociation between measures of visuo-spatial processing not observed in non-NVLD children. At the neurological level, findings provide preliminary evidence of associations between the cognitive profile of NVLD and abnormalities in white matters tracts. The present study documents that exists, within this large non-selected sample, a proportion of youth who show evidence of NVLD. Given those results, it appears essential to establish the best diagnostic criteria, to improve the treatment options and quality of life for children with this disorder.

Learning difficulties in school children: health and education professionals' perceptions.

OBJECTIVES: to understand health and education professionals' perceptions regarding children's learning difficulties in public schools. METHODS: qualitative research, of the participatory action type, linked to Paulo Freire's Research Itinerary. Forty-five professionals participated, through interviews and a Virtual Culture Circle. The analysis was developed through careful reading, reflection and interpretation of highlighted topics. RESULTS: professionals discussed the (in)visibility of learning difficulties, strategies and resources in the educational sector and the search for solutions in the health sector. It was found that the production of complaints related to school learning is attributed predominantly as an individual problem of children or their family, exempting the educational institution from this process. FINAL CONSIDERATIONS: greater investment in professional training and development policies is urgently needed to facilitate coordination between sectors, with a view to overcoming outdated pedagogical and health models.

Computer-Assisted or Instructor-Led Reading Instructions of Portuguese Words with Orthography Difficulties

This article presents the findings of a study comparing a computer-assisted teaching program to traditional instructor-led teaching for elementary school children. The study evaluated reading and writing skills and employed a group design. Results showed that both teaching approaches were effective in improving reading performance, with slightly better gains in the instructor-led version. Both conditions facilitated learning transfer to new words with spelling difficulties, although the computer-assisted condition demonstrated higher generalization in final tests. Motivational and attentional factors, easily addressed by instructors but challenging in computer programs, were highlighted. The instructor-led condition's personalized feedback and differential consequences potentially contributed to the observed differences in learning gains. Individual differences in learners' input and performance were emphasized, suggesting the need for program adaptations. The advantages of computer-assisted teaching, such as scalability and individualized pacing, were discussed, along with the need for further refinements and automation. Strategies for enhancing teaching sequence flexibility and reducing the instructor's decision-making burden were proposed. The study contributes valuable insights into computer-assisted reading instructions for children with spelling difficulties, emphasizing their benefits and areas for improvement. The research underscores the importance of designing effective technology-mediated interventions and provides guidance for future developments in this field. (AU)

Assessment of Specific Learning Disabilities and Intellectual Disabilities.

We review literature related to the assessment and identification of Specific Learning Disabilities (SLD) and Intellectual Disabilities (ID). SLD and ID are the only two disorders requiring psychometric test performance for identification within the group of neurodevelopmental disorders in Diagnostic and Statistical Manual - 5. SLD and ID are considered exclusionary of one another, but the processes for assessment and identification of each disorder vary. There is controversy about the identification and assessment methods for SLD, with little consensus. Unlike ID, SLD is weakly related to full-scale IQ, and there is insufficient evidence that the routine assessment of IQ or cognitive skills adds value to SLD identification and treatment. We have proposed a hybrid method based on the assessment of low achievement with norm-referenced tests, instructional response, and other disorders and contextual factors that may be comorbid or contraindicative of SLD. In contrast to SLD, there is strong consensus for a three-prong definition for the identification and assessment of ID: (a) significantly subaverage IQ, (b) adaptive behavior deficits that interfere with independent living in the community, and (c) age of onset in the developmental period. For both SLD and ID, we identify areas of controversy and best practices for identification and assessment.

Trajectory assessments of cognitive, visuospatial, and academic profile in nonverbal learning disability (visuospatial developmental disorder).

Substantial progress has been made in defining children with nonverbal learning disability (NLD), but longitudinal studies are still lacking. To start filling this gap, we examined changes in general cognitive functioning, visuo-constructive skills, and academic profiles in a group of children with NLD, also taking into account any internalizing and externalizing symptom as transdiagnostic features. A total of 30 participants (24 boys) diagnosed with NLD were tested twice, with a three-year gap between the two assessments (T1: at age 8-13; T2: at 11-16), on their cognitive profile, visuospatial abilities, and academic performance (i.e., reading, writing and arithmetic abilities). At T2, any internalizing and externalizing symptom was also investigated. Statistically significant differences emerged between the two assessments in terms of the WISC-IV Perceptual Reasoning Index (PRI), handwriting speed and arithmetical fact retrieval. The NLD profile seems to be characterized by a relative stability in its core features during a child's development, as regards both weaknesses (i.e., visuospatial processing) and strengths (i.e., verbal abilities). The presence of internalizing and externalizing symptoms also suggested the importance to analyze transdiagnostic features rather than only sharp boundaries between conditions.

Sensitivity and Specificity of the ImPACT Neurocognitive Test in Collegiate Athletes and US Military Service Academy Cadets with ADHD and/or LD: Findings from the NCAA-DoD CARE Consortium.

BACKGROUND AND OBJECTIVE: Computer-based neurocognitive tests are widely used in sport-related concussion management, but the performance of these tests is not well understood in the participant population with attention-deficit/hyperactivity disorder (ADHD) and/or learning disorder (LD). This research estimates the sensitivity and specificity performance of the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) computer-based neurocognitive test in identifying concussion in this population. METHODS: Study participants consisted of collegiate university athletes and military service academy cadets from the National Collegiate Athletic Association-Department of Defense CARE Consortium who completed the ImPACT test between 2014 and 2021. Participants who self-identified as belonging to one of the subgroups of interest (ADHD with or without LD [ADHD:LD+/-], LD with or without ADHD [LD:ADHD+/-], ADHD and/or LD [ADHD a/o LD]) and completed a baseline (1874 ADHD:LD+/-, 779 LD:ADHD+/-, 2338 ADHD a/o LD) or 24-48 h post-concussion (175 ADHD:LD+/-, 77 LD:ADHD+/-, 216 ADHD a/o LD) ImPACT assessment were included. Sensitivity and specificity were calculated using a normative data method and three machine learning classification methods: logistic regression, classification and regression tree, and random forest. RESULTS: Using the four methods, participants with ADHD:LD+/- had sensitivities that ranged from 0.474 to 0.697, and specificities that ranged from 0.538 to 0.686. Participants with LD:ADHD+/- had sensitivities that ranged from 0.455 to 0.688, and specificities that ranged from 0.456 to 0.588. For participants with ADHD a/o LD, sensitivities ranged from 0.542 to 0.755, and specificities ranged from 0.451 to 0.724. CONCLUSIONS: For all subgroups and analytical methods, the results illustrate sensitivity and specificity values below typically accepted levels indicative of clinical utility. These findings support that using ImPACT alone may be insufficient to inform concussion diagnoses and encourages the use of a multi-dimensional concussion assessment.

A systematic review and meta-analysis of factors influencing ImPACT concussion testing in high school and collegiate athletes with self-reported ADHD and/or LD.

OBJECTIVE: Sport concussion is a common injury, and athletes with attention-deficit/hyperactivity disorder (ADHD) and/or learning disorder (LD) are at increased risk and require specialized attention in clinical settings. Although systematic reviews of the relationship between ADHD/LD and concussion are reported in the literature, these reviews do not include quantitative syntheses. Additionally, no reviews have focused on the most commonly utilized concussion assessment, Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT). The current review provides an update of sport concussion assessment in athletes with ADHD and/or LD from 2000 to 2021 on these topics: baseline and postconcussion performance on ImPACT, baseline and postconcussion symptom reporting using the Postconcussion Symptom Scale, invalid baseline classification on ImPACT, and self-reported history of concussion. METHOD: Meta-analyses were conducted on baseline ImPACT performance, symptom reporting, invalid baseline classification, and concussion rates. Thirty-four studies were included in systematic review and 19 were included in meta-analyses. RESULTS: Decreased baseline performance was found for athletes with ADHD (trivial to small effects), LD (small-to-medium effects), and ADHD/LD (small-to-medium effects). Increased baseline symptom reporting was found for athletes with ADHD (small effect). Increased odds of invalid baseline performance (trivial effect) and self-reported concussion history (small effect) were found in ADHD. CONCLUSIONS: These results provide the first quantitative synthesis of the literature in this area. It is recommended that future research further examines these topics in athletes with LD and co-occurring ADHD/LD (given the focus on ADHD), as well as the effects that all of these conditions may have on concussion recovery and return-to-play decision-making. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Subtypes of mathematical learning disability and their antecedents: A cognitive diagnostic approach.

Using cognitive diagnostic modeling (CDM), this study identified subtypes of mathematics learning disability (MLD) based on children's numerical skills and examined the language and spatial precursors of these subtypes. Participants were 99 MLD children and 420 low achievers identified from 1839 Finnish children (966 boys) who were followed from preschool (age 6) to fourth grade (2007-2011). Five subtypes were identified: the arithmetic fluency deficit only subtype, the counting deficit subtype, the pervasive deficit subtype, the symbolic deficit subtype, and the counting and concept deficit subtype. Different subtypes depended on different constellations of language and spatial deficits. Findings highlight the effectiveness of CDM in identifying MLD subtypes and underscore the importance of understanding the specific deficits and antecedents of the subtypes.

O reforço escolar: "Não sou bom de escola, sou bom de coração" / School Tutoring: "I'm not good at school, I'm good at heart" / El Refuerzo Escolar: "No soy bueno de escuela, soy bueno de corazón"

A pesquisa apresentada neste artigo identificou significações atribuídas por estudantes do ensino fundamental ao processo de reforço escolar. A partir da perspectiva teórica da Psicologia Sócio-histórica, conceitos fundamentais da constituição psicológica da criança no período escolar foram elencados. Com o referencial teórico foi criado um roteiro de entrevista, aplicado a estudantes de escolas particulares de São Paulo, sendo que este artigo traz uma das análises realizadas, com foco em um estudante. As respostas dos estudantes geraram uma análise qualitativa, utilizando o referencial teórico dos Núcleos de Significação, procedimento de análise elaborado por Aguiar e Ozella. A análise da entrevista de Caio trouxe significações a respeito do aluno que precisa de reforço escolar como sinônimo de "mau aluno", contribuindo para a adoção de mecanismos de defesa por Caio, alimentados por sentimentos de exclusão, monotonia e cansaço com o ambiente escolar. A partir das informações encontradas, os adultos envolvidos com a criança podem reestruturar e orientar de forma diferente o processo de reforço escolar, visando à diminuição ou eliminação dos sentimentos de exclusão e desvalorização que o processo pode gerar. (AU)

The research presented in this article identified meanings attributed by elementary school students to the process of school tutoring. From the theoretical perspective of Socio-Historical Psychology, fundamental concepts of the psychological constitution of the child in the school period were listed. With the theoretical reference, an interview script was created, applied to students from private schools in São Paulo, and this article brings one of the analyses carried out with a student. The students' answers generated a qualitative analysis, using the theoretical reference of the Nuclei of Meaning core, an analysis procedure developed by Aguiar and Ozella. The analysis of Caio's interview brought up meanings about the student who needs tutoring as a synonym of "bad student", contributing to the adoption of defense mechanisms by Caio, fed by feelings of exclusion, monotony and tiredness with the school environment. From the information found, the adults involved with the child can restructure and orient the process of school tutoring in a different way, aiming at reducing or eliminating the feelings of exclusion and devaluation that the process can generate. (AU)

La investigación presentada en este artículo identificó significaciones atribuidas por estudiantes de la enseñanza fundamental al proceso de refuerzo escolar. A partir de la perspectiva teórica de la Psicología Socio-Histórica conceptos fundamentales de la constitución psicológica del niño en el período escolar fueron enumerados. Con la referencia teórica, se creó un guión de entrevista, aplicado a estudiantes de escuelas públicas de São Paulo, y este artículo trae uno de los análisis realizados, con um estudiante. Las respuestas de los alumnos generaron un análisis cualitativo, utilizando el marco teórico de los Núcleos de Significado, un procedimiento de análisis desarrollado por Aguiar y Ozella. El análisis de la entrevista de Caio aportó significados sobre el alumno que necesita refuerzo escolar como sinónimo de "mal alumno", contribuyendo a la adopción de mecanismos de defensa por parte de Caio, alimentados por sentimientos de exclusión, monotonía y cansancio con el ambiente escolar. A partir de las informaciones encontradas los adultos involucrados con el niño pueden reestructurar y orientar de forma diferente el proceso de refuerzo escolar, buscando la disminución o eliminación de los sentimientos de exclusión y devaluación que el proceso puede generar. (AU)

Aggressive behaviour of psychiatric patients with mild and borderline intellectual disabilities in general mental health care.

PURPOSE: Little is known about the associations between mild intellectual disability (MID), borderline intellectual functioning (BIF) and aggressive behaviour in general mental health care. The study aims to establish the association between aggressive behaviour and MID/BIF, analysing patient characteristics and diagnoses. METHOD: 1174 out of 1565 consecutive in-and outpatients were screened for MID/BIF with the Screener for Intelligence and Learning Disabilities (SCIL) in general mental health care in The Netherlands. During treatment, aggressive behaviour was assessed with the Staff Observation Aggression Scale-Revised (SOAS-R). We calculated odds ratios and performed a logistic and poisson regression to calculate the associations of MID/ BIF, patient characteristics and diagnoses with the probability of aggression. RESULTS: Forty-one percent of participating patients were screened positive for MID/BIF. Patients with assumed MID/BIF showed significantly more aggression at the patient and sample level (odds ratio (OR) of 2.50 for aggression and 2.52 for engaging in outwardly directed physical aggression). The proportion of patients engaging in 2-5 repeated aggression incidents was higher in assumed MID (OR = 3.01, 95% CI 1.82-4.95) and MID/BIF (OR = 4.20, 95% CI 2.45-7.22). Logistic regression showed that patients who screened positive for BIF (OR 2,0 95% CL 1.26-3.17), MID (OR 2.89, 95% CI 1.87-4.46), had a bipolar disorder (OR 3.07, 95% CI 1.79-5.28), schizophrenia (OR 2.75, 95% CI 1.80-4.19), and younger age (OR 1.69, 95% CI 1.15-2.50), were more likely to have engaged in any aggression. Poisson regression underlined these findings, showing a SCIL of 15 and below (ß = 0.61, p<0.001) was related to more incidents. CONCLUSIONS: We found an increased risk for aggression and physical aggression in patients with assumed MID/BIF. We recommend screening for intellectual functioning at the start of treatment and using measures to prevent and manage aggressive behaviour that fits patients with MID/BIF.

The structure, profile, and diagnostic significance of intelligence in children with ADHD are impressively similar to those of children with a specific learning disorder.

This study examines the structure, profile, and diagnostic significance of intelligence in a group of 948 children diagnosed with attention deficit/hyperactivity disorder (ADHD) assessed with the WISC-IV and compared with children with specific learning disorders (SLDs) and with typically developing children. Based on four indexes, the WISC-IV configuration found in TD resulted applicable to ADHD, but with generally lower loadings on g. The Perceptual Reasoning and Verbal Comprehension indexes not only had higher loadings compared to the other two indexes but also represented the relative strengths of children with ADHD, as previously observed for children with SLD. In fact, the WISC pattern could be successfully used for discriminating between ADHD and TD, but not between ADHD and SLD. The latter result was not due to a co-occurrence of a learning disorder because the presence or absence of an associated diagnosis of SLD negligibly affected the pattern observed in ADHD. We concluded that the characteristics of intelligence in children with ADHD can be relevant for assessing this disorder, and that ADHD and SLDs share largely similar underlying cognitive features.

Adults with learning disabilities want loving relationships, but may need support.

The studyMcCarthy M, Bates C, Elson N, Hunt S, Milne-Skillman, Forrester-Jones R. 'Love makes me feel good inside and my heart is fixed': What adults with intellectual disabilities have to say about love and relationships. J Appl Res Intellect Disabil 2021;00:1-11.To read the full NIHR Alert, go to: https://evidence.nihr.ac.uk/alert/romantic-relationships-adults-with-learning-disabilities/.

Promoting academic success in college students with ADHD and LD: A systematic literature review to identify intervention targets.

Objective: College students with attention-deficit/hyperactivity disorder (ADHD) and/or a learning disorder (LD) are at higher risk for not attaining a bachelor's degree. The purpose is to identify the predictors of academic success in college for students with ADHD and/or LD using a systematic review of the literature. Method: Academic Search Premier, Education Full Text, Education Source, Education Resources Information Center, Teacher Reference Center, PsycINFO, PsycArticles, and Primary Search and relevant journals were searched using PRISMA guidelines. Studies were screened based on the following inclusion criteria: college students with ADHD and/or LD, student characteristics as predictors, and GPA and/or retention as outcomes. Results: Twenty-one studies were included (20 quantitative studies and 1 randomized control trial). Academic regulation, academic self-efficacy, emotional regulation, ADHD symptoms, and academic and social integration predicted college success. Conclusion: Incorporating these components into interventions with students with ADHD and/or LD may enhance their success in college.

The Effects of Data-based Instruction (DBI) for Students with Learning Difficulties in Korea: A Single-subject Meta-analysis.

Data-based instruction (DBI) is an ongoing process to utilize students' data for determining when and how to intensify intervention. It is an educational approach that is suggested as effective to enhance achievements of struggling learners, particularly for those who did not respond to intensive intervention in usual ways. In Korea, DBI was introduced and applied for students with learning difficulties especially since 2000 when the first Korea curriculum-based measurement (CBM) was developed as the name of Basic Academic Skills Assessment. Despite a number of studies accumulated since then, there has been a lack of research that examined the level of evidence-based practice (EBP) of DBI research. Thus, the present study sought to synthesize the DBI research so far in Korea by analyzing the effectiveness of DBI for school-aged students with learning difficulties via meta-analysis and evaluating the quality of the research. In this study, a total of 32 single-subject design studies were used. Multilevel meta-analysis revealed that the mean effect size of DBI was statistically significant (B = 1.34) and there was significant variance across participants in effect sizes. The results from the conditional model showed that exceptionality type, the number of sessions, and the length of each session were significantly accountable for the variability of effect sizes. In addition, the results of the qualitative analysis revealed the acceptable quality of the overall DBI research with some limitations. Based on these findings, implications and study limitations were discussed.

Los Predictores Psicosociales del Bullying Discriminatorio Debido al Estigma Ligado a las Necesidades Educativas Especiales (NEE) y la Discapacidad / Psychosocial predictors of discriminatory bullying based on the stigma towards special educational needs and/or disabilities (SEND)

El bullying discriminatorio a causa de las diferencias en las necesidades educativas especiales o discapacidad amenaza el desarrollo saludable de los adolescentes. El estudio pretende conocer si la autoestima, la empatía y las habilidades sociales son predictoras de este bullying discriminatorio (agresión y victimización). Una muestra de 1,640 adolescentes de 11 a 20 años, 820 de España (48.8% hombres y 51.2% mujeres) y 820 de Ecuador (49.3% hombres y 50.7% mujeres), participaron cumplimentando una batería de cuestionarios de autoinforme. Los resultados de los modelos de ecuaciones estructurales muestran que en ambos países la autoconfianza predice negativamente la victimización y la agresión y el autodesprecio positivamente; la asertividad es un predictor positivo de la agresión y negativo de la victimización. Se observan diferencias entre ambos países en el papel de las habilidades sociales (comunicativas y de resolución de conflictos) y de la empatía. Se discuten los resultados en relación con la naturaleza de este bullying discriminatorio y los programas educativos preventivos. (AU)

Discriminatory bullying based on differences in special educational needs or disability threatens the healthy development of adolescents. The study aims to find out whether self-esteem, empathy, and social skills are predictors of this discriminatory bullying (aggression and victimization). A sample of 1,640 adolescents aged 11 to 20, of which half are from Spain (48.8% male and 51.2% female) and half from Ecuador (49.3% men and 50.7% women), participated in the study by completing a battery of self-report questionnaires. The results of the structural equation models show that in both countries victimization and aggression are predicted negatively by self-confidence and positively by self-deprecation; assertiveness is a positive predictor of aggression and a negative predictor of victimization. Differences are observed between the two countries in the role of social skills (communication and conflict resolution) and empathy. These results are discussed in relation to the nature of this discriminatory bullying and preventive educational programs. (AU)

Estudo de evidências de validade discriminante para o Desenho da Família Cinética / Study of evidence of discriminant validity for the Kinetic Family Drawing Test / Estudio de evidencias de validez discriminante para el Dibujo de la Familia Kinética

Esta pesquisa teve como objetivo principal investigar evidências de validade discriminante para o Desenho da Família Cinética. Pretendeu também analisar a influência de variáveis sociodemográficas, bem como a frequência e capacidade de discriminação de cada item de análise dessa técnica projetiva. Participaram 112 crianças de 9 a 12 anos pertencentes a dois grupos critério, sendo 80 da amostra normativa e 32 da amostra clínica (com problemas de aprendizagem). Os instrumentos utilizados foram o Desenho da Família Cinética, sua folha de correção e as Matrizes Progressivas e Coloridas de Raven. Os dados foram analisados por meio de estatísticas descritivas e inferenciais com o auxílio do software SPSS. Os principais resultados mostraram que a variável sociodemográfica Idade gerou efeito nos resultados obtidos; houve diferença estatisticamente significativa entre os grupos-critério, corroborando para as evidências de validade discriminante; e apenas 38,46% dos itens de análise obtiveram diferença estatisticamente significativa entre os grupos critério. (AU)

This study aimed to investigate evidence of discriminant validity for the Kinetic Family Drawing test. It also intended to analyze the influence of sociodemographic variables, to evaluate the frequency and discriminatory capacity of each analysis item of this projective technique. Participants were 112 children from 9 to 12 years of age, belonging to two criterion groups, 80 from the normative sample and 32 from the clinical sample (with learning problems). The instruments used were the Kinetic Family Drawing test, its correction sheet and Raven's Progressive and Colored Matrices. Data were analyzed through descriptive and inferential statistics using the SPSS software. The main results showed that the sociodemographic variable age influenced the results obtained; there was a statistically significant difference between the criterion groups, corroborating the evidence of discriminant validity; while only 38.46% of the analysis items obtained statistically significant difference between the criterion groups. (AU)

Esta investigación tuvo como objetivo principal investigar las evidencias de validez discriminatorias para el Dibujo de la Familia Kinética. También se pretendía analizar la influencia de las variables sociodemográficas, así como evaluar la frecuencia y la capacidad discriminatoria de cada ítem de análisis de esta técnica proyectiva. Participaron un total de 112 niños de 9 a 12 años, pertenecientes a dos grupos de criterios, 80 de la muestra normativa y 32 de la muestra clínica (con problemas de aprendizaje). Los instrumentos utilizados fueron el Dibujo de la Familia Kinética, su hoja de corrección y las Matrices Progresivas Coloreadas de Raven. Los datos se analizaron mediante estadística descriptiva e inferencial con la ayuda del software SPSS. Los principales resultados mostraron que la variable sociodemográfica edad tuvo un efecto sobre los resultados obtenidos; hubo una diferencia estadísticamente significativa entre los grupos de criterios, corroborando la evidencia de validez discriminante; y solo el 38.46% de los ítems de análisis obtuvieron diferencias estadísticamente significativas entre los grupos de criterios. (AU)

Queixa escolar: uma análise dos encaminhamentos de alunos aos serviços de saúde / School complaint: an analysis of the referrals of students to health services / Queja escolar: un análisis de los encaminamientos de alumnos a los servicios de salud

Fundamentada na perspectiva da psicologia escolar e educacional crítica, a presente pesquisa, realizada em um município baiano, objetivou conhecer as concepções de educadores e psicólogos sobre o encaminhamento das crianças com queixa escolar para serviços de saúde e investigar as modalidades de atendimento a esse fenômeno. De caráter qualitativo e exploratório, foi realizada uma entrevista semiestruturada, aplicada de forma individual, totalizando 12 participantes, cujas respostas foram organizadas em categorias temáticas relacionadas aos objetivos da pesquisa. Nas entrevistas, prevaleceu a concepção de que questões de ordem educacional e também familiares/sociais justificam os problemas de escolarização das crianças, cujo encaminhamento aos serviços de saúde tem sido a alternativa possível, mas não a ideal para avaliação e intervenção. Espera-se que os referidos achados suscitem novos estudos sobre o tema investigado, especialmente no município em questão, que favoreça o fortalecimento dos pressupostos da psicologia escolar/educacional crítica no meio acadêmico. Ressalta-se ainda a necessidade de fomentar essa discussão de forma intersetorial na rede municipal de educação e saúde, problematizando a compreensão e atendimento às queixas escolares, e que se possam produzir práticas psicológicas e educativas críticas e emancipadoras.

Deemed on the Psychology Schooling and Education perspective, this study was carried out in a city located in Bahia. The Study aimed to understand the conceptions of the Psycologists and Educators about the routing of children with scholar complain to health services and this study also purposed to assess the treatment models related to this phenomenon. From a qualitative and exploratory nature, semi structered interviews were conceded individually with 12 subjects, whose responses were organized into thematical categories related to the objectives of the present research. The data from interviews showed that a comprehension concept about educational and social/family issues justifies the children scholarization problems and the routing to health devices is seen as a possible alternative although this isn't the best evaluation nor intervention. It is expected that the data found here might entail other studies about the problem that was investigated on this paper and it's also expected that this study strenghs the Psychology Schooling and Education assumptions at academic level. It is necessary to emphasize the need to promote this discussion intersectorally in the municipal network, problematizing the understanding and attendance to scholar complain in order to promote, critical and emancipatory pschological practices.

Fundada en la perspectiva de la psicología educativa/escolar crítica, la presente investigación, realizada en una ciudad de Bahia, objetivó conocer las concepciones de educadores y psicólogos sobre el encaminamiento de los niños con queja escolar para servicios de salud e investigar las modalidades de atención a ese fenómeno. De carácter cualitativo y exploratorio, se realizaron encuestas con educadoras y psicólogas, totalizando 12 participantes cuyas respuestas fueron organizadas en categorías temáticas relacionadas a los objetivos de la investigación. En las entrevistas, prevaleció la concepción de que cuestiones de orden educacional y también familiares/sociales justifican los problemas de escolarización de los niños, cuyo encaminamiento a los servicios de salud ha sido la alternativa posible, pero no la ideal para evaluación e intervención. Se espera que estos hallazgos susciten nuevos estudios sobre el tema investigado, especialmente en el municipio en cuestión, que favorezca el fortalecimiento de los presupuestos de la psicología escolar / educativa crítica en el medio académico. Se resalta la necesidad de fomentar esa discusión de forma intersectorial en las escuelas públicas municipales, problematizando la comprensión y atención a las quejas escolares, y que se puedan producir prácticas psicológicas y educativas críticas y emancipadoras.

Produzindo medicalização: uma revisão bibliográfica sobre encaminhamentos da educação escolar à saúde / Making medicalization: a literature review on school education referrals to health / Produciendo medicalización: revisión bibliográfica sobre derivaciones de la educación escolar a la salud

Este artigo é resultado de uma pesquisa bibliográfica sobre a produção nacional a respeito do encaminhamento de crianças em processo de escolarização a profissionais de saúde, como expressão do processo de medicalização da educação. Realizou-se levantamento bibliográfico na base de dados Biblioteca Virtual em Saúde-Psicologia Brasil/BVS-Psi com os termos: “medicalização”, “medicalização da educação”, “professores e encaminhamentos”, “queixa escolar”, “medicalização na rede pública”, “queixa escolar e medicalização” e “medicalização da queixa escolar”. Selecionaram-se os textos que apresentavam uma perspectiva crítica a respeito dos processos de medicalização da/na educação. Os resultados desta pesquisa indicam que os encaminhamentos são realizados partindo-se de uma concepção de que as dificuldades apresentadas pelas crianças no processo de escolarização são de caráter individual e, dessa forma, passíveis de resolução no campo da saúde. Entretanto, há uma marcante falta de comunicação entre esses serviços e a escola, o que contribui para o recurso ao uso de drogas psicotrópicas como uma das principais medidas para intervir junto às queixas escolares, em detrimento do recurso a novas práticas institucionais da escola.

This article is the result of a bibliographical research on the Brazilian bibliographical production regarding the referral of children in schooling process to health professionals, as an expression of the medicalization process of education. A bibliographical survey was carried out in the database of the Virtual Library of Health/ Psychology Brazil/BVS-Psi under the terms: “medicalization”, “medicalization of education”, “teachers and referrals”, “School complaint and medicalization” and “medicalization of the school complaint”. The researchers selected the texts that presented a critical perspective regarding the medicalization processes of the education. The results indicate that the production of referrals rely on a conception that the difficulties presented by the children in the schooling process, as the school identifies them, are individual in nature and, therefore, can be resolved in the health field. However, there is a lack of communication between these services and the school, which contributes to the use of psychotropic drugs as one of the main measures to intervene with school complaints, rather than making new school practices in order to enhance the schooling process.

Este artículo es el resultado de una investigación bibliográfica sobre la producción brasileña acerca de la derivación de niños en proceso de escolarización a profesionales de salud, como expresión del proceso de medicalización de la educación. Se realizó una revisión de la literatura en la base de datos Biblioteca Virtual en Salud-Psicología Brasil / BVS-Psi con los términos: “medicalización”, “medicalización de la educación”, “profesores y derivaciones”, “queja escolar”, “medicalización en la red pública”, “Queja escolar y medicalización” y “medicalización de la queja escolar “. Se seleccionaron los textos que presentaban una perspectiva crítica acerca de los procesos de medicalización de la educación. Los resultados de esta investigación indican que las derivaciones se realizan partiendo de una concepción de que las dificultades presentadas por los niños en el proceso de escolarización son de carácter individual y de esa forma susceptibles de resolución en el campo de la salud. Sin embargo, hay una marcada falta de comunicación entre estos servicios y la escuela, lo que contribuye al uso de drogas psicotrópicas como una de las principales medidas para intervenir junto a las quejas escolares, en detrimento del recurso a nuevas prácticas institucionales de la escuela.

Improving cognitive functions in adolescents with learning difficulties: A feasibility study on the potential use of telerehabilitation during Covid-19 pandemic in Italy.

INTRODUCTION: Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning by affecting one or more cognitive processes related to learning. This study aimed to assess the efficacy of cognitive telerehabilitation in adolescents with learning disabilities to overcome the treatment problems related to the COVID-19 pandemic lockdown. METHODS: Twenty-four patients diagnosed with Unspecified Learning Disability (mean ± SD age: 18.2 ± 2.9 years; 50% male) were enrolled in this study. The patients were assessed by a neuropsychological evaluation at the beginning and at the end of the program. All patients received cognitive treatment via a specific telehealth app to stimulate the cognitive skills related to learning. The treatment lasted four weeks, with a daily training (lasting up to 60 min), for five days a week. RESULTS: Our young patients reported a statistically significant improvement in the main cognitive domains that are usually compromised in learning disabilities, including sustained and selective attention, shifting of attention, control of interference, memory and speed of information processing. Moreover, the patients showed a good usability and motivation during the training. CONCLUSIONS: Our study has shown that telerehabilitation could be a valid tool for the rehabilitation of specific cognitive skills in adolescents with learning difficulties.

How can we make self-sampling packs for sexually transmitted infections and bloodborne viruses more inclusive? A qualitative study with people with mild learning disabilities and low health literacy.

OBJECTIVES: 1.5 million people in the UK have mild to moderate learning disabilities. STIs and bloodborne viruses (BBVs) are over-represented in people experiencing broader health inequalities, which include those with mild learning disabilities. Self-managed care, including self-sampling for STIs/BBVs, is increasingly commonplace, requiring agency and health literacy. To inform the development of a partner notification trial, we explored barriers and facilitators to correct use of an STI/BBV self-sampling pack among people with mild learning disabilities. METHODS: Using purposive and convenience sampling we conducted four interviews and five gender-specific focus groups with 25 people (13 women, 12 men) with mild learning disabilities (July-August 2018) in Scotland. We balanced deductive and inductive thematic analyses of audio transcripts to explore issues associated with barriers and facilitators to correct use of the pack. RESULTS: All participants found at least one element of the pack challenging or impossible, but welcomed the opportunity to undertake sexual health screening without attending a clinic and welcomed the inclusion of condoms. Reported barriers to correct use included perceived overly complex STI/BBV information and instructions, feeling overwhelmed and the manual dexterity required for blood sampling. Many women struggled interpreting anatomical diagrams depicting vulvovaginal self-swabbing. Facilitators included pre-existing STI/BBV knowledge, familiarity with self-management, good social support and knowing that the service afforded privacy. CONCLUSION: In the first study to explore the usability of self-sampling packs for STI/BBV in people with learning disabilities, participants found it challenging to use the pack. Limiting information to the minimum required to inform decision-making, 'easy read' formats, simple language, large font sizes and simpler diagrams could improve acceptability. However, some people will remain unable to engage with self-sampling at all. To avoid widening health inequalities, face-to-face options should continue to be provided for those unable or unwilling to engage with self-managed care.