Academic literature on the topic 'Paediatric Learning Disorders Visual Motor'
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Journal articles on the topic "Paediatric Learning Disorders Visual Motor"
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Goldstein, Donald J., N. Carroll Peterson, and Christopher I. Sheaffer. "Concurrent Validity of the Gardner Test of Visual-Motor Skills." Perceptual and Motor Skills 69, no. 2 (October 1989): 605–6. http://dx.doi.org/10.2466/pms.1989.69.2.605.
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Scores on the Test of Visual-motor Skills, Developmental Test of Visual-motor Integration, and Bender-Gestalt test were compared for a sample of 44 elementary school children referred for evaluation of learning disorders. While the tests shared common variance, the mean standard score on the Test of Visual-motor Skills was significantly lower than the means of the other two tests, suggesting caution in the clinical use of the new scale.
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Sherrill, Claudine, and Jean L. Pyfer. "Learning Disabled Students in Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 283–91. http://dx.doi.org/10.1123/apaq.2.4.283.
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Many learning disabled students demonstrate psychological/behavioral and perceptual motor characteristics that affect physical education placement and programming. Among the characteristics exhibited by these students are hyperactivity, disorders of attention, impulsivity, poor self-concept, social imperception, delay in social play development, and deficiencies in body equilibrium, visual motor control, bilateral coordination, repetitive finger movements, and fine motor coordination. Activities found to benefit learning disabled students are jogging, relaxation, highly structured teacher-directed routines, and noncompetitive games, all of which must be carefully sequenced. Testing must be done to determine the type and extent of the learning disabled students’ problems, and activities must be selected on the basis of the results of such tests.
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BĂLĂNEAN, DENISA, EUGEN BOTA, and SIMONA PETRACOVSCHI. "CORRECTION OF LEARNING DISORDERS BY OPTIMIZING THE DEVELOPMENT OF SPATIAL AND TEMPORAL ORIENTATION." Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 66, no. 2 (June 30, 2021): 43–66. http://dx.doi.org/10.24193/subbeag.66(2).15.
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Learning to read, write and calculate are proving to be some of the most significant cognitive processes in early education. The objective of this systematic review is to explore the associations between the psychomotor component and the academic achievement in writing, reading, and mathematics. An organized and methodical research of electronic databases was completed in order to determine significant studies. Twenty eligible articles were strictly evaluated, with extracted and summarized keywords. The two components of the psychomotor activity that influence reading were primarily the orientation ability and the fine motor skill, which is the one responsible for the correct spelling of “mirror-writing”. Differences in motor function were observed after intervention programmes. The results of all researchers have shown that there is a link between dysgraphia, dyslexia and the orientation ability or visual perception. Meanwhile, the role of cognitive and motor skills that underpinned mathematical performance was highlighted, and children who had a high capacity for spatial and visual orientation benefited from a better understanding and perception of geometric figures. However, the importance of students'''' spatial reasoning in relation to mathematics was identified, but only in terms of geometry. Poor quality of spatial notions has been found to be one of the causes of delay in the acquisition of reading, writing and mathematical calculation. The role of fine motor skills in the writing process was also noted, being of real importance in times when the child manipulates the writing tool and puts a word or a sentence on the page.
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Zuckerman, Scott L., Young M. Lee, Mitchell J. Odom, Gary S. Solomon, and Allen K. Sills. "Baseline neurocognitive scores in athletes with attention deficit–spectrum disorders and/or learning disability." Journal of Neurosurgery: Pediatrics 12, no. 2 (August 2013): 103–9. http://dx.doi.org/10.3171/2013.5.peds12524.
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Object Up to 16% of children in the US between the ages of 3 and 17 years have either attention deficit–spectrum disorder or a learning disability (LD). Sports-related concussions among youth athletes represent a significant public health concern, and neurocognitive testing is a method to evaluate the severity of cognitive impairment and recovery after a sports-related concussion. The goal of this study was to assess baseline neurocognitive differences between athletes with attention deficit hyperactivity disorder (ADHD) and/or LD versus those with neither disorder and to establish normative data for these special populations. Methods Between August 2007 and March 2012, 6636 young athletes underwent baseline neurocognitive testing performed using the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) battery. Of these participants, 90 had self-reported LD only, 262 had self-reported ADHD only, and 55 reported both. Those with ADHD and/or LD were matched with 407 participants with no history of ADHD or LD by age, sex, and number of prior concussions. The mean scores and SDs were calculated for each group to obtain normative values. A pairwise comparison between each diagnostic group was done to assess whether LD and/or ADHD diagnostic status predicted participants' baseline neurocognitive scores. Results Participants with ADHD had significantly lower verbal memory, visual memory, and visual motor processing speed scores, along with significantly higher reaction time, impulse control, and symptom scores compared with those without LD or ADHD. Participants with LD had similar results, with significantly lower verbal memory, visual memory, and visual motor processing speed scores, higher reaction time and symptom score, but did not differ in their impulse control score compared with those without LD or ADHD. Participants with both LD and ADHD had a significantly lower visual motor speed score and a significantly higher reaction time and symptom score than those without LD or ADHD, but did not differ with regard to the other composite scores. Conclusions Athletes with ADHD and/or LD have lower baseline ImPACT neurocognitive scores compared with athletes without ADHD and LD. Preliminary normative neurocognitive data for these special populations are provided.
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Zynda, Aaron J., Mathew A. Stokes, Jane S. Chung, C. Munro Cullum, and Shane M. Miller. "HOW DO LEARNING DISORDERS IMPACT CLINICAL MEASURES FOLLOWING CONCUSSION?" Orthopaedic Journal of Sports Medicine 8, no. 4_suppl3 (April 1, 2020): 2325967120S0018. http://dx.doi.org/10.1177/2325967120s00183.
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Background: There is limited evidence examining the impact of learning disorders on testing and screening scores used in evaluation following concussion in adolescents. Purpose: To examine differences in clinical measures between adolescents with a history of dyslexia or ADD/ADHD and those without a history of learning disorder (LD) following concussion. Methods: Data were collected from participants enrolled in the North Texas Concussion Network Prospective Registry (ConTex). Participants ages 10-18 who had been diagnosed with a concussion sustained within 30 days of enrollment were included. Participants were separated into three groups based on self-reported prior diagnosis: dyslexia, ADD/ADHD, and no history of LD. Clinical measures from initial presentation were examined, including ImPACT®, King-Devick (KD), SCAT-5 symptom log, Patient Health Questionnaire (PHQ-8), and Generalized Anxiety Disorder (GAD-7) scale. Independent t-test analysis was performed to compare scores between groups. Results: A total of 993 participants were included; 68 with dyslexia, 141 with ADD/ADHD, and 784 with no history of LD. There was no difference in age, sex, time since injury, or history of concussion between the dyslexia group and no LD group. In the ADD/ADHD group, there were significantly more male participants (64.5% and 50.3% respectively, p=0.002). Participants with a history of dyslexia had a significant increase in KD time (63.7 sec vs 56.5 sec, p=0.019). Additionally, ImPACT® testing showed a decrease in visual motor speed (28.87 vs 32.99, p= 0.010). Total symptom score was higher in this group as well (36.22 vs 28.27, p=0.013). In those with a history of ADD/ADHD, multiple domains were found to be significantly different on ImPACT® testing including visual motor speed (30.05), reaction time (0.75), and cognitive efficiency (0.23) when compared to those with no LD (32.99, 0.71, and 0.27 respectively, p=0.004, 0.047, 0.027). KD time was also significantly higher in this group (62.1 sec vs 56.5 sec, p=0.008), as was the total symptom score (32.99 vs 28.27, p=0.043). PHQ-8 and GAD-7 were both significantly higher in the group with ADD/ADHD (5.79 and 5.06 respectively, p=0.001) than those with no LD (4.32 and 3.56, p=0.001). Conclusion: Differences were seen in participants with a history of dyslexia and ADD/ADHD on clinical concussion measures, including ImPACT® and KD testing, SCAT-5 symptom log, and screenings for depression and anxiety. A better understanding of the unique profiles seen in these patients will aid providers in their evaluation and assist as they counsel families regarding their child’s injury.
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Carpenter, C. M., A. J. Zynda, M. A. Stokes, J. S. Chung, C. M. Cullum, and S. M. Miller. "A-07 The Impact of Learning Disorders on Clinical Measures Following Concussion." Archives of Clinical Neuropsychology 35, no. 5 (June 18, 2020): 603. http://dx.doi.org/10.1093/arclin/acaa036.07.
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Abstract Objective To examine differences in clinical measures between adolescents with dyslexia, ADD/ADHD, and those without a learning disorder (LD) following concussion. Method Data from the North Texas Concussion Registry (ConTex) were extracted. Participants ages 10–18 with a diagnosed concussion within 30 days of enrollment were included and categorized based on self-reported prior diagnosis of dyslexia, ADD/ADHD, and no history of LD. ImPACT, King-Devick (KD), SCAT-5 symptom log, Patient Health Questionnaire (PHQ-8), and Generalized Anxiety Disorder (GAD-7) scale were compared between groups using a one-way ANOVA followed by a Tukey test for multiple comparisons. Results Of 993 eligible participants, 68 had dyslexia, 141 had ADD/ADHD, and 784 had no history of LD. There were significantly more male participants in the ADD/ADHD group compared to the no LD group (64.5% vs. 50.3%, p = 0.002). No other demographic differences were noted between groups. In the dyslexia group, SCAT-5 symptom score was higher (36.22 vs. 28.27, p = 0.037) and ImPACT visual motor control was lower compared to the no LD group (28.87 vs. 32.99, p = 0.027). In the ADD/ADHD group, ImPACT symptom score was higher (30.69 vs. 20.94, p < 0.001) and visual motor control was lower compared to the no LD group (30.05 vs. 32.99, p = 0.009). KD time (62.1 sec), PHQ-8 (5.79), and GAD-7 (5.06) were higher in the ADD/ADHD group compared to the no LD group (56.5 sec, 4.32, 3.56; p = 0.022, p = 0.003, p = 0.002). Conclusions Differences in clinical measures were seen in participants with a history of dyslexia and ADD/ADHD that may aid providers in their evaluation following adolescent concussion.
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Peters, Jurriaan M., Deborah P. Waber, Gloria B. McAnulty, and Frank H. Duffy. "Event-Related Correlations in Learning Impaired Children during a Hybrid Go/No-Go Choice Reaction Visual-Motor Task." Clinical Electroencephalography 34, no. 3 (July 2003): 99–109. http://dx.doi.org/10.1177/155005940303400304.
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One hundred sixty-nine learning impaired (LI) and 71 non-learning impaired (NLI) children underwent a hybrid go/no-go choice reaction time visual-motor task to study the behavioral and physiological fundamentals of learning disorders. A left button was pressed for Left Arrow (LA) stimuli, a right for Right Arrow (RA) stimuli, none (no-go) for a non-directional arrow. Stimulus specific visual evoked potentials were formed and, with PZ as index electrode, were lag-correlated to frontal electrodes to form Event-Related Correlations (ERC). Exploratory t-statistic significance probability maps (t-SPM) were used to define regions of interest (ROI). Behaviorally, there was a right-hand advantage over the left in the NLI group, but less in the LI group. Electrophysiologically, RA and LA conditions increased correlation between visual areas (PZ) and contralateral frontal areas (F3 and F4). A unilateral ROI, at electrode FC1, also preceded both left- and right-handed responses. Neurobehaviorally, increased visual-motor correlation was associated with better performance, especially for the left hemisphere, at F3 and FC1. Surprisingly, visual-motor correlations were not associated with performance for the NLI group in the RA and no-go condition. Our data support previously reported difficulties of learning impaired children in low-level information processing. Furthermore, we hypothesize that LI, in contrast to NLI children, demonstrate difficulty in automatizing routine tasks.
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Croce, Ron. "A Review of the Neural Basis of Apractic Disorders with Implications for Remediation." Adapted Physical Activity Quarterly 10, no. 3 (July 1993): 173–215. http://dx.doi.org/10.1123/apaq.10.3.173.
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In order to effectively habilitate adults with apraxia and children with developmental dyspraxia, teachers and clinicians must have a sound understanding of the neuromotor basis of movement as well as an understanding of the etiology of this motor disorder. This paper describes the neural basis of apractic disorders from both an anatomical and a neuropsychological framework. Motor control and learning theories are used as a foundation for intervention programming. The functional-based approach espoused in this manuscript emphasizes that educators and therapists provide the individual with apraxia with enhanced polymodal sensory input–tactile, vestibular-proprioceptive, verbal, and visual information–within a context-dependent environment. The literature reviewed in this paper should help practitioners and researchers better understand those problems seen in individuals who have apractic disorders and should assist them in developing more effective motor remediation programs.
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Banz, Raphael, Marc Bolliger, Gery Colombo, Volker Dietz, and Lars Lünenburger. "Computerized Visual Feedback: An Adjunct to Robotic-Assisted Gait Training." Physical Therapy 88, no. 10 (October 1, 2008): 1135–45. http://dx.doi.org/10.2522/ptj.20070203.
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Background and PurposeRobotic devices for walking rehabilitation allow new possibilities for providing performance-related information to patients during gait training. Based on motor learning principles, augmented feedback during robotic-assisted gait training might improve the rehabilitation process used to regain walking function. This report presents a method to provide visual feedback implemented in a driven gait orthosis (DGO). The purpose of the study was to compare the immediate effect on motor output in subjects during robotic-assisted gait training when they used computerized visual feedback and when they followed verbal instructions of a physical therapist.SubjectsTwelve people with neurological gait disorders due to incomplete spinal cord injury participated.MethodsSubjects were instructed to walk within the DGO in 2 different conditions. They were asked to increase their motor output by following the instructions of a therapist and by observing visual feedback. In addition, the subjects’ opinions about using visual feedback were investigated by a questionnaire.ResultsComputerized visual feedback and verbal instructions by the therapist were observed to result in a similar change in motor output in subjects when walking within the DGO. Subjects reported that they were more motivated and concentrated on their movements when using computerized visual feedback compared with when no form of feedback was provided.Discussion and ConclusionComputerized visual feedback is a valuable adjunct to robotic-assisted gait training. It represents a relevant tool to increase patients’ motor output, involvement, and motivation during gait training, similar to verbal instructions by a therapist.
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Klim-Klimaszewska, Anna, and Stanislawa Nazaruk. "EARLY ASSESSMENT OF THE RISK OF DYSLEXIA AND DYSGRAPHIA AMONG CHILDREN AGED 5-6 IN THE ASPECT OF EDUCATIONAL AND THERAPEUTIC WORK OF KINDERGARTENS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 558–73. http://dx.doi.org/10.17770/sie2018vol1.3098.
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Reading and writing are basic skills that guarantee child’s learning. Therefore, it is important that the child has mastered these skills to the best extent. Unfortunately, not all children can meet the requirements in the field of learning to read and write. Problems of varying intensity and range appear, they are caused by various disorders of the perceptual-motor functions. Children who may have problems with reading and writing in the future can already be seen in the kindergarten. Therefore, the aim of the study was to diagnose the risk of dyslexia and dysgraphia among children aged 5-6. The study included 300 children from kindergartens in Biała Podlaska, Poland. The results of the study showed that children at risk for dyslexia and dysgraphia are present in the study group. The most frequent manifestations of these disorders were in the field of fine motor skills, gross motor skills, language functions, visual functions and attention. They were caused by various factors related to the functioning of the nervous system that affect its development. Among the children diagnosed with these disorders, therapeutic measures have been taken to help reduce developmental delays and make it easier for them to learn in primary school.
Dissertations / Theses on the topic "Paediatric Learning Disorders Visual Motor"
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Niehorster, Diederick Christian. "Influence of hemianopic visual field loss on motor control." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45861699.
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Walters, Yolinda. "The effects of a perceptual-motor development program on children with Developmental Coordination Disorder." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1302.
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Mental, Rebecca Lyn Mental. "Using Realistic Visual Biofeedback for the Treatment of Residual Speech Sound Errors." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case152303105596537.
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Ferraris, Lauren Joy. "Birth factors and visual motor integration in children aged five to seven years with and without learning disorders." Thesis, 2017. http://hdl.handle.net/10539/23185.
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A research report submitted to the faculty of health sciences, University of Witwatersrand, Johannesburg, partial fulfillment of the requirements for the degree of master of science in occupational therapy
Johannesburg, 2017MT2017
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Schoeman, Olivier Johannes. "Terapeutiese waarde van visueel-perseptuele skoling en die invloed daarvan op skolastiese prestasie." Thesis, 1994. http://hdl.handle.net/10500/17687.
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Summaries in Afrikaans and EnglishText in Afrikaans
Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek aan die hand van sewe internasionaal erkende psigometriese toetse. Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van terapie te bepaal. Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel gestremdes onderskei, bevestig. Die toets se geldigheid vir Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal. Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>, van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32 wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom, huistaal, sosio-ekonomiese status en skoolstanderd. Eksperimentele leerlinge het visuele terapie in n breer groepsverband vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel. Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp. t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe. Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot 'n oorhoofse verbetering in konseptualisering en intellektuele ryping by die groep wat terapie voltooi het. Skrif was die enigste vak wat by dieselfde groep beduidend verbeter het. Hierdie resultaat is egter twyfelagtig vanwee beoordelingstekorte.
The value of visual perceptual training or therapy, to visually perceptually impaired pupils as a subgroup of the learning disabled, has been a controversy far decades. This controversy was investigated by means of seven internationally recognised psychometric tests. The internal consistency coefficients of these tests for the present study ranged from 0,62 to 0,95. A factor analysis of test intercorrelations revealed a common factor. Six tests were primarily visual perceptual, whilst the Goodenough (1926) scale determined intelligence. Additionally, pupils' performance in their first language, mathematics and writing, was used to assess the therapeutic effect. Subjects were diagnosed as visually perceptually impaired by an educational psychologist and a visual training centre in Pretoria where experimental pupils received therapy. These diagnoses were confirmed by the Test for Visual Analysis Skills, which significantly differentiates between the normal and visually perceptually impaired. This test's validity for South African circumstances was determined in a prestudy. One hundred and six, six to nine year old subjects <82 boys and 24 girls>, of normal intelligence, visual acuity and hearing, were involved. Fifty three formed the experimental group which was subdivided in 32 who completed therapy, and 21 who did not. These pupils were individualiy matched with controls of similar sex, age, home language, socio economic status and school standard. Experimental pupils received visual therapy within a broader group context for one hour per week. Therapy periods fluctuated between 4 and 15 months. The experimental design was a pretest-posttest two group design. t-Tests for dependant
D.Litt. et Phil. (Psychology)
Books on the topic "Paediatric Learning Disorders Visual Motor"
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Wiener, Harold. Eyes Ok-- I'm Ok. 2nd ed. Santa Ana, CA: Optometric Extension Program Foundation, 2012.
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Kirshner, A. J. Training that makes sense. Santa Ana, Calif: Optometric Extension Program Foundation, 2004.
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1944-, Summers Jeffery J., ed. Approaches to the study of motor control and learning. Amsterdam: North-Holland, 1992.
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Developing Ocular Motor and Visual Perceptual Skills: An Activity Workbook. Slack Incorporated, 2005.
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Tooze, Doris. Independence Training for Visually Handicapped Children. Taylor & Francis Group, 2017.
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Independence Training for Visually Handicapped Children. Taylor & Francis Group, 2015.
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Martins, Marielza R. Ismael. Transtornos de Aprendizagem: A abordagem multidisciplinar. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-557-6.
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The themes included in this book, involving active collaborators, confirm the need to fill the gap for health and education professionals. By presenting information from reliable sources and step-by-step activities to implement interventions with visual and phonological, dysgraphic, dyscalculic and ADHD dyslexics, it aims to provide effective procedures for screening, evaluation, intervention selection and monitoring. Issues examined such as visual dyslexia analyze developmental dyslexia as a condition that has been associated with motor difficulties, but little is known about what is shared or differentiated between its subtypes. The assessment of dyscalculia, which is often neglected, is clearly presented providing a tool for assessment and addressing family or support networks of students with Learning Disorders deepens our understanding Understanding the development of the school allows us to recognize specific situations that are often ignored. All activities have multisensory instruction, that is, students use more than one sense at a time, and multisensory instruction offers students more than one way to make connections and learn concepts The contributors to this book are active researchers in the teachinglearning process and the objective was to expand information on Learning Disorders with content chosen in a selective manner, giving relevance to the multidisciplinary team.
Book chapters on the topic "Paediatric Learning Disorders Visual Motor"
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Martino, Davide, and Antonella Macerollo. "Neurodevelopmental motor disorders." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin, 357–70. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0037.
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Neurodevelopmental motor disorders are a group of conditions characterized by developmental deficits in learning, control, and execution of motor skills. The pathophysiology of these cognitive–motor dysfunctions involves complex neuronal processes of sensorimotor integration (that is, somatosensory, proprioceptive, visual, and vestibular), as well as motor control pathways (that is, cortico-basal ganglia, cerebello-thalamo-cortical, and intracortical networks). The most common neurodevelopmental motor disorders are tic disorders (including Tourette’s syndrome), stereotypic motor disorder, and developmental co-ordination disorder. Here, the chapter provides a useful clinical guide regarding the phenomenology, pathogenesis, and management of these conditions.
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Grossberg, Stephen. "From Knowing to Feeling." In Conscious Mind, Resonant Brain, 480–516. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190070557.003.0013.
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Visual and auditory processes represent sensory information, but do not evaluate its importance for survival or success. Interactions between perceptual/cognitive and evaluative reinforcement/emotional/motivational mechanisms accomplish this. Cognitive-emotional resonances support conscious feelings, knowing their source, and controlling motivation and responses to acquire valued goals. Also explained is how emotions may affect behavior without being conscious, and how learning adaptively times actions to achieve desired goals. Breakdowns in cognitive-emotional resonances can cause symptoms of mental disorders such as depression, autism, schizophrenia, and ADHD, including explanations of how affective meanings fail to organize behavior when this happens. Historic trends in the understanding of cognition and emotion are summarized, including work of Chomsky and Skinner. Brain circuits of conditioned reinforcer learning and incentive motivational learning are modeled, including the inverted-U in conditioning as a function of interstimulus interval, secondary conditioning, and attentional blocking and unblocking. How humans and animals act as minimal adaptive predictors is explained using the CogEM model’s interactions between sensory cortices, amygdala, and orbitofrontal cortex. Cognitive-emotional properties solve phylogenetically ancient Synchronization and Persistence Problems using circuits that are conserved between mollusks and humans. Avalanche command circuits for learning arbitrary sequences of sensory-motor acts, dating back to crustacea, increase their sensitivity to environmental feedback as they morph over phylogeny into mammalian cognitive and emotional circuits. Antagonistic rebounds drive affective extinction. READ circuits model how life-long learning occurs without associative saturation or passive forgetting. Affective memories of opponent emotions like fear vs. relief can then persist until they are disconfirmed by environmental feedback.