Learning Skills Developmental Disabilities

Introduction to learning skills developmental disorders Learning skills developmental disorders are also called school skills developmental disorders, which refers to children's access to and developmental barriers to learning skills in the early school age and under the same educational conditions. Such disorders are not caused by mental retardation, central nervous system diseases, visual, auditory or emotional disorders. They are mostly due to cognitive deficits and are based on biological factors of neurodevelopmental processes. Or emotional disorder, but not its immediate consequences. More common in boys. It mainly includes specific dyslexia, specific spelling disorders and specific computing skills barriers. The course of the disease is constant and does not have the characteristics of relief and recurrence as many other mental disorders. basic knowledge The proportion of the disease: this disease is rare, the incidence rate is about 0.001% Susceptible people: children Mode of infection: non-infectious Complications: childhood emotional disorders, childhood emotional disorders, learning disabilities, learning skills developmental disorders

Learning the etiology of skills developmental disorders

Cause:

Clinical observation and epidemiological studies have found that dyslexia has a family tendency. Sysvia et al found that the incidence of dyslexia was more than 45%. The study of twins also showed that the same incidence of identical twins was higher than that of fraternal twins. The ratio is 87%:24%, and the gene linkage analysis suggests that there are gene loci that are inherited by autosomal display on the 15th pair of chromosomes; there are also reported gene loci on the 6th chromosome, and some scholars have adopted double Ear-distraction technique, electrophysiological method, cortical blood flow analysis, transilluminator half-field view and other methods to study brain function lateralization, found that children with dyslexia have lateral brain structural abnormalities, may be abnormal fetal testosterone levels, leading to abnormal development As a result, some scholars believe that there are abnormalities or defects in the processing of children's writing system; or literacy patterns or abnormal language pathways, and some are cognitive or spatial perception disorders, others believe that Due to dysfunction of the vestibule of the inner ear, negative life events of parents and families can aggravate such problems.

Pathogenesis

Although many professional researchers have done a lot of research on this disease, the etiology and pathogenesis of dyslexia have not yet been elucidated, and it is still one of the topics to be tackled in the field of psychiatry.

Learning skills developmental disorder prevention

Dyslexia is a type of learning disorder, mainly in the primary school stage. Parents and teachers find that some children are stuttering when they read an article, losing words and typos, and thinking that they are not seriously caused by childrens reading, they often reprimand or To ridicule children, in fact, this behavior of children is not an attitude problem, nor an intellectual problem, but a lack of development of learning ability. It is extremely important to cultivate good reading ability, and the cultivation of reading ability should be started from childhood, children The period is a crucial period for the cultivation of reading ability. Therefore, early reading education is an important part of preschool education, and there is still a big gap between the reading ability and the reading volume of children in developed countries. Some experts in children's reading education exchanges and seminars pointed out that Chinese children began to enter autonomous reading stage at the age of 8 (and 4 years old in the West). It is reported that the incidence of dyslexia in Beijing is as high as 6% to 8%, so it should be early. Active prevention of dyslexia.

For more serious dyslexia, such as children's neurophysiological defects may need to be corrected by special teachers and psychologists, such as multi-sensory channel method, emphasizing the use of students' multiple sensory channels, such as visual, listening , movement, touch, etc.; nerve tissue correction method, children with dyslexia usually use visual depiction exercises and eye-hand coordination exercises to promote the development of cerebral hemisphere superiority; for children with emotional disorders, first need psychological counselors Correct its psychological problems.

For those children with low reading ability, if the parents and teachers force the children to practice reading instead of using the scientific method for special training, the child will have a lot of psychological pressure and will be more resistant to reading. Emotions and even boredom, parents and teachers are very important to the education methods of such children. Through targeted vocabulary training, reading skills training and good reading habits, children's dyslexia can be corrected. as follows:

1. Correction of vocabulary deficiency: Firstly, the reading materials suitable for students should be selected, and the practice of understanding the meaning of the article should be emphasized. In order to encourage children to read quickly, basic reading materials should be used to expand children's vocabulary, and in this treatment process. In the middle, the materials used must make the children feel easy, and can also perform fast literacy training without a meaningful background, such as the quick display method.

2. Correction of reading habits: Everyone's reading habits will be different. Some people read them from beginning to end when they read them. After reading them, they don't know what to do; some people can read them quickly, and they are very Grab the theme quickly; while some people read and write notes, the differences in reading habits often lead to differences in reading efficiency, which can be corrected in two ways.

(1) Teachers should develop the habit of marking or approving students during reading, such as drawing lines under important words; making comments in places that do not understand, thus helping students to focus and promote Think while reading.

(2) Teachers should cultivate students' habit of quickly skimming. One problem that people have when reading is to read different materials in the same way.

The traditional method of biting and chewing has not adapted to the requirements of the information age. It is necessary to develop the self-adjusting ability of children's reading speed through training, so that it can select reading speed according to the type of material and the purpose of reading, which can be intensive and skimmed. In China, the study of dyslexia is still in its infancy. In order to help children with dyslexia to learn reading more effectively, more extensive and in-depth research and practice are needed. Professional workers, schools and parents need to work together.

Learning skills developmental complications Complications, childhood mood disorder, childhood mood disorder, children's learning ability disorder, learning skills, developmental disorders

Cognitive dysfunction, severe emotional disorders, learning disabilities, and learning difficulties.

Learning Skills Developmental Disorder Symptoms Common Symptoms Lost Reading Learning Difficulties Attention Deficit Intelligence Disorders Brain Development Disorders Hearing Disorders Conduct Disorders Cognitive Dysfunction Psychic Disorders

1. Specific dyslexia: It is one of the learning skills development disorders. The main feature is dyslexia. This dyslexia is a kind of recognition skill of words and obvious developmental disorders of reading comprehension, and it cannot be low in intelligence. Mental retardation, improper education, insufficient education to explain, is not the result of visual, hearing, or nervous system disorders. The specific performance is as follows:

(1) There is a significant obstacle to reading accuracy or comprehension. Children can be affected by the ability to recognize and read aloud words in reading. If they cannot recall the content they read, they cannot draw conclusions or reason from the data they read. Or use common sense to answer questions in the special story you read, so you can't use the information in the story.

(2) In the alphabet writing system, the early stages of dyslexia may be manifested in memorizing letters, saying the correct name of the letter, the segmentation of the word, the analysis or classification of the pronunciation, and then the lack of reading in the spoken language: when reading Missing words (such as "the rabbit turned into the hole under the fence" read "Bunny turned into the fence hole"), add words (such as "I did not expect her to go into the hole, it has been constantly falling down" read as " I didn't expect her to go to the ground as soon as she entered the hole.), read the wrong word (such as reading "6" as "9", or "d" as "b", "" Read as "autumn", "goods" read as "goods", "wrestling" read as "doctor", "crossing the road" read "yellow crossing the road", "detailed" read as "sheep", etc.) Write typo (such as "just" written as "Dragon", "party" written as "tang"), replace words (such as "falling a slap" and read "falling a mile") the words in the sentence or the letters in the word Read the reverse ("na" reads "an" and "f" reads "t"), the reading speed is slow, the long pause or the correct segmentation, in the Chinese system, read Reading obstacles are also manifested as: the tone is wrong, the sound of similar structure ("fox" read "orphan"), multi-phonetic reading wrong, reading one of the words composed of two words, can not distinguish homophones.

(3) The standardized reading skill test score is lower than the normal level of the corresponding age and grade children, or lower than the expected level of the corresponding intelligence, up to 2 standard deviations, seriously affecting the academic performance or daily activities related to reading skills.

(4) In addition to academic failures, school adaptation problems, problems with peer relationships, emotions or conduct disorders can be seen.

(5) Some children with dyslexia can also show certain language defects and cognitive dysfunction before school. For example, when copying pictures, they often cannot distinguish the relationship between the subject and the background, and cannot analyze the combination of graphics. The various parts of the graph are integrated into one, and the school age can be accompanied by language skills, meditation obstacles, computational disorders, etc.; often accompanied by ADHD and behavioral problems, but also accompanied by language skills, phonics, computational disorders, etc. There are also children with ADHD and behavioral problems. The combined immunization and autoimmune diseases are more common than the normal population. There are many left-handed people and the positive rate of neurological signs is high.

(6) Domestic Yang Zhiwei and other series of studies found that the main clinical features of children with Chinese dyslexia are delayed development of persistent reading skills, and there are many defects in cognitive function. These children have more embryonic neurodevelopmental dysplasia. Most children have poor left hemisphere function than right hemisphere. Currently, this type of child can be divided into three subtypes: 1 simple word understanding disorder; 2 simple glyph-tone/sense recognition (decoding) obstacle; 3 most common and The most serious, mixed-type disorder, therefore reminds us to pay attention to the improvement of all-round cognitive ability in education, training, and treatment of Chinese dyslexia children, and to adopt individualized programs for different children's defects. There is also a focus on correction.

2. Specific spelling disorder: It is also a specific learning skill development disorder. The main feature is that the specific spelling skills are significantly impaired (including the ability to verbally and correctly spell the words in the pen), which cannot be completely attributed to low intelligence, vision problems. Or improper education, etc., the specific performance is as follows.

(1) Learning skill barriers with written symbols are poorly accurate and complete. The standardized written expression ability test score is lower than the normal level of children of their corresponding age and grade, or 2 standards different from the corresponding intellectual expectation level. Poor above, but reading and computing skills are in the normal range.

(2) Children have a persistent history of difficult writing and writing, which seriously affects academic performance or daily activities related to writing skills. It should be noted that the reading skills of children are within the normal range, and there is no past history of significant reading difficulties.

(3) Spelling difficulties are not the result of any neurology, psychiatric or other disorders. Some cases of spelling difficulties may be accompanied by writing problems, but only children with writing problems should not be included in the disease.

(4) Spelling difficulties often accompany specific dyslexia. At this time, spelling difficulties can continue in adolescence. It is characterized by difficulty in spelling often involving pronunciation errors, so this reading and spelling problem seems to be related to speech analysis defects.

3. Specific Computational Skills Disorder: Refers to a learning skill developmental disorder based on computational skills impairments. The deficiencies involve mastery of basic computational skills (ie, addition, subtraction, multiplication, and division), and may not fully use mental retardation or obvious educational misconduct. To explain, the specific performance is as follows:

(1) There are basic operations, impedimental abilities, and the scores of standardized calculation tests are lower than the normal levels of children of their respective ages and grades, or more than 2 standard deviations from the corresponding intellectual expectations.

(2) Computational difficulties are diverse, such as the inability to recognize digital symbols, the inability to understand mathematical terms or symbols, the inability to understand the basic concepts of a particular operation, the difficulty of performing standard mathematical operations, and the difficulty of understanding which numbers are related to the mathematical problem to be solved. It is difficult to correctly sort the numbers or insert decimal points or symbols in the operation, and cannot master the multiplication method, etc., but the reading accuracy, comprehension and writing ability of the child are in the normal range.

(3) Children have a persistent history of computational difficulties, seriously affecting academic performance or daily activities related to computing power.

(4) The hearing and language skills of the child are basically normal, but the stereoscopic and visual perception skills are impaired.

(5) Some children are accompanied by social difficulties and social-emotion-behavioral problems.

Learning skills developmental disorders

There is currently no specific laboratory test for this disease. When other conditions occur, the auxiliary laboratory test shows positive results of other diseases.

Diagnosis and identification of learning skills developmental disorders

diagnosis

1. Learning skills developmental disorders diagnosis points

(1) Learning skills damage must reach significant severity:

1 Academic achievement: Only 3% to 5% of primary school students will have such poor academic performance.

2 Developmental aura: Before the difficulty of learning, developmental delays or deviations usually occur before school; the most common is the delay or deviation of speech or language development.

3 Accompanying problems: Many are accompanied by inattention, hyperactivity, skipping classes, school adaptation problems, emotional disorders or conduct problems.

4 Abnormal nature: The form of its abnormal nature has exceeded the deviation of normal development.

5 Response to help: Strengthening help at home and/or at school does not quickly correct the learning difficulties of the child.

(2) The damage of learning skills must be specific. It cannot be completely explained by mental retardation or comprehensive intellectual impairment. Its academic achievement is not parallel with the level of intelligence. School performance is significantly lower than the level of intelligence.

(3) The impairment of learning skills must be developmental, that is, it must exist early in life, not in the process of being educated.

(4) The impairment of learning skills cannot explain the degree of learning difficulties by any external factors (such as lack of suitable learning opportunities, inadequate education, etc.), and the damage of learning skills may be caused by the internal factors of child development.

(5) Damage to learning skills cannot be explained by uncorrected visual and auditory disorders.

2. Refer to the CCMD-2 diagnostic criteria to comply with the following three

(1) First discovered in infants or childhood, the course of disease continues, no relief performance.

(2) The clinical manifestations of individual functional and unexplained developmental delays are at least one of the following three (speech, learning, motor skills disorder).

(3) Exclude the above-mentioned disorders caused by childhood schizophrenia, childhood autism, mental retardation and other diseases.

3. Diagnostic problems of dyslexia In ICD-9, dyslexia is included in the development of special learning skills, but there is only a descriptive definition of dyslexia, lack of specific diagnostic criteria, and ICD-10 is more complementary. There are more specific diagnostic criteria. In DSM-III, dyslexia is included in special developmental disorders, and there are specific diagnostic criteria. DSM-III-R has slight modifications. ICD-10 and DSM-III-R are both The dyslexia is the obvious damage to the development of reading skills. It cannot be explained by mental retardation, inadequate education, visual and auditory disorders, and neurological disorders. The standardization of reading tests is significantly lower than that of the students. Some levels, but in DSM-III-R, include intelligent barriers in differential diagnosis, indicating that dyslexia can coexist with mental retardation in some children. In China, CCMD-1 developed in 1984 has no such diagnosis. Classification, in 1989, CCMD-2 included dyslexia in the classification of children's mental disorders. Currently, CCMD-2 only has a rough standard of special functional developmental disorders, lacks diagnostic criteria for operable dyslexia, and is difficult to apply in practice. The degree is large, and the current research status at home and abroad is as follows:

Dyslexia diagnosis:

(1) The reading scores obtained by standardized individual tests are significantly lower than the expected levels determined by their intelligence and education. The key to the diagnosis of dyslexia is the standardization of learning ability and intelligence (in terms of IQ determined by individual means). The reading scores obtained by individual tests are significantly lower than the expected levels determined by their intelligence and education; but the focus of the problem and the difference between the reading scores and the expected grades are considered to be Significant differences, in this regard, there are four assessment methods:

1 Read less than 2 years of the current grade.

2 The reading age is significantly lower than the expected age (expected age = age of actual age of intellectual age, reading age / expected age <90, suggesting dyslexia) or reading grades significantly lower than expected grades.

3Z difference method.

4 regression difference method.

The first method does not consider the inconsistency between ability and performance, which is inconsistent with the current diagnostic criteria. The second method ignores the standard deviation of the expected age or grade distribution with age, making more older children diagnosed as Dyslexia does not take into account the incomplete correlation between reading scores and IQ. The third method does not take into account the incomplete correlation between reading scores and IQ. The fourth method overcomes the above basic shortcomings. In the fourth In the method, the regression equation between reading score and IQ is calculated, and the expected reading score is calculated by using the regression equation. If the actual score is significantly lower than the expected score, the diagnosis can be established, but the workload of the norm is large.

(2) It was first discovered in infants or childhood, the duration of the disease continued, and the decline in reading ability affected its daily life.

(3) Exclusion of children's schizophrenia, childhood autism, mental retardation and other diseases, as well as obstacles caused by visual or auditory defects or neurological diseases.

Differential diagnosis

1. Children with schizophrenia: the first onset in infants and young children, with other mental disorders, the disease has relief and recurrence characteristics.

2. Childhood autism: It was also first discovered in infants and young children. Although there are language and dyslexia, children's autism is mainly a life-related, communication and limited repetitive behavior.

3. Mental retardation: The reading scores obtained by the standardized individual test of mental retardation are consistent with the expected level determined by intelligence and education, and the reading score and intelligence level are lower than the average level.

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