A Comparative Analysis of Cognitive and Psychosocial Functioning in Children with Writing Disabilities

Abstract

The purpose of the study was to investigate the relationship between the Test of Detection and Investigation of Attention and Concentration, the Test of Executive Function (Simos et al., 2007a,b) and the Test of Psychosocial Adjustment and Self-Report Scale (Hatzichristou et al., 2007), in a sample of 44 Greek 5 th grade students with writing disabilities. The results in our study indicated that there were significant Pearson correlations ranged from 0.39 to 0.43 between cognitive, academic and social factors. Additionally, regression analysis indicated that certain scales of the Test of Attention and Concentration have predictive power to emotional sufficiency (t = 2.001, p < 0.05) and academic self-concept (t = 2.072, p < 0.05). Further implications of these findings for a schoolbased neuropsychological evaluation and planning of individualized educational interventions are discussed.

Internalizing and Externalizing Behaviors of Children with Writing Disabilities

“…Perhaps the differences between our findings and those of Alevriadou and Giaouri (2016) are related to the age of the participants in our sample and the measures used. Alevriadou and Giaouri (2016) had a slightly older sample of students (fifth graders) than our first– through fourth–grade sample.…”

“…Taken together, these findings share both consistencies and inconsistencies with Alevriadou and Giaouri (2016), who showed that fifth grade students identified with a SLD–W exhibited attention deficits and low self–esteem. In the current study, AR–WD does present more frequently with behaviors rising to clinical significance, when examining the percentage of students’ scores falling above one standard deviation.…”

“…Teachers’ perceptions of students and students’ own self‐perceptions are likely to be quite different (Connolly, Kavanagh, & Viswesvaran, 2007). Finally, it is important to note that Alevriadou and Giaouri (2016) did not include any students who were TDW in their sample, so comparisons across groups were not available. It is possible that their findings would have been similar for a comparison group of students who were TDW.…”

Victimization of Students With Learning Disabilities or Adhd (Attention Deficit Hyperactivity Disorder)

“…Having listed some of our most important results, we hope that our research will contribute to further information and inform the educational community about the phenomenon of bullying and its causes. We hope that our research will contribute to informing teachers about school bullying and help them become effective in detecting and dealing with bullying incidents (Andersen et al, 2015). The knowledge of the relationship between learning difficulties and bullying will lead to the improvement in the handling of bullying issues that arise in the school context.…”

“…In the USA, in a study by Sabornie (2006), it was found that students attending general school integration classes had a limited number of friends, were socially marginalized, and exhibited passive behavior resulting in them on the one hand being victimized more often and on the other hand exhibiting an unexpected aggressive behavior in relation to typically developing students (A. Alevriadou, S. Giaouri. 2016;E.…”