Learning based PTSD symptoms in persons with specific learning disabilities

Grossman, E. S.; Shrira, Amit

doi:10.1038/s41598-022-16752-9

Cited by 7 publications

(3 citation statements)

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“…(See the next paragraph of this paper for a definition of ableism). The experience of existing in the world as a dyslexic comes with daily access barriers and is traumatizing to many (Alexander‐Passe, 2016; Grossman et al, 2022). Dyslexics go through school often feeling isolated, misunderstood, and questioning their worth (Hernandez‐Saca, 2016).…”

Section: Dyslexic As An Identitymentioning

confidence: 99%

Dyslexia is not a gift, but it is not that simple

Johnson

2023

Infant and Child Development

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There has been relentless debate as to whether dyslexia is a gift, and specifically, if dyslexics are more creative than the average person, despite established research evidence that there is no difference in creativity between those with and without dyslexia. With this paper, I outline that this conversation is not that simple, and one must consider society's view of disability and the developmental experience of growing up in a society that devalues dyslexic people. I conclude by positing that while dyslexia is not a gift, it is a part of neurodiversity.Highlights This paper describes the nuances as to why, while dyslexia is not a gift, it is not that simple. As dyslexics develop, they exist within an ableist society that devalues people who are struggling readers, disabled, and neurodivergent. Dyslexia does not need to come with special gifts in order for dyslexics to hold value in society. Dyslexics are part of neurodiversity, and neurodiversity is valued.

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Section: Dyslexic As An Identitymentioning

confidence: 99%

Dyslexia is not a gift, but it is not that simple

Johnson

2023

Infant and Child Development

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“…Developmental Dyslexia (DD) poses a significant challenge in achieving fluent and accurate reading, despite adequate cognitive abilities and educational opportunities ( 1 ). DD is widely acknowledged as one of the most common neurodevelopmental disorders in childhood, significantly affecting the overall well-being and mental health of individuals ( 2 , 3 ). Furthermore, the adverse effects of DD persist into adulthood, leading to long-term consequences ( 4 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of online tDCS and hf-tRNS on reading performance in children and adolescents with developmental dyslexia: a study protocol for a cross sectional, within-subject, randomized, double-blind, and sham-controlled trial

Battisti,

Lazzaro,

Varuzza

et al. 2024

Front. Neurol.

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BackgroundDevelopmental Dyslexia (DD) is a brain-based developmental disorder causing severe reading difficulties. The extensive data on the neurobiology of DD have increased interest in brain-directed approaches, such as transcranial direct current stimulation (tDCS), which have been proposed for DD. While positive outcomes have been observed, results remain heterogeneous. Various methodological approaches have been employed to address this issue. However, no studies have compared the effects of different transcranial electrical stimulation techniques (e.g., tDCS and transcranial random noise stimulation, tRNS), on reading in children and adolescents with DD.MethodsThe present within-subject, double-blind, and sham-controlled trial aims to investigate the effects of tDCS and hf-tRNS on reading in children and adolescents with DD. Participants will undergo three conditions with a one-week interval session: (A) single active tDCS session; (B) single active hf-tRNS session; and (C) single sham session (tDCS/hf-tRNS). Left anodal/right cathodal tDCS and bilateral tRNS will be applied over the temporo-parietal regions for 20 min each. Reading measures will be collected before and during each session. Safety and blinding parameters will be recordered.DiscussionWe hypothesize that tRNS will demonstrate comparable effectiveness to tDCS in improving reading compared to sham conditions. Additionally, we anticipate that hf-tRNS will exhibit a similar safety profile to tDCS. This study will contribute novel insights into the effectiveness of hf-tRNS, expediting the validation of brain-based treatments for DD.

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“…Developmental Dyslexia (DD) poses a significant challenge in achieving fluent and accurate reading skills, despite adequate cognitive abilities and educational opportunities (1). DD is widely acknowledged as one of the most common neurodevelopmental disorders in childhood, significantly affecting the overall well-being and mental health of individuals (2,3). Furthermore, the adverse effects of DD persist into adulthood, leading to long-term consequences (4).…”

Section: Introductionmentioning

confidence: 99%

Effects of online tDCS and hf-tRNS on reading performance in children and adolescents with developmental dyslexia: a study protocol for a within-subject, randomized, double-blind, and sham-controlled trial

Battisti¹,

Lazzaro²,

Varuzza³

et al. 2023

Preprint

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Background: Developmental Dyslexia (DD) is a brain-based developmental disorder characterized by severe impairments in the acquisition of fluent and/or accurate reading. The extensive data on the neurobiology of DD have increased interest in brain-directed approaches. Transcranial direct current stimulation (tDCS) has been proposed as a non-invasive method to address reading difficulties in individuals with DD. While overall positive outcomes have been observed, the results remain heterogeneous. To enhance the current findings, various modalities have been employed, including manipulation of electrode montages, experimental designs, and targeting different brain regions. However, no studies have yet investigated the comparative effects of two different types of transcranial electrical stimulation, namely tDCS and transcranial random noise stimulation (tRNS), on reading abilities in children and adolescents with DD. Methods: The present study will apply a within-subject, randomized, double-blind, and sham-controlled design. The aim of the present study is to investigate the effects of tDCS and tRNS on reading abilities in children and adolescents with DD. Participants will undergo three conditions, each separated by a one-week interval: (A) a single session of active tDCS; (B) a single session of active tRNS; and (C) a single session of sham (tDCS or sham tRNS). The order of the sessions will be counter-matched among participants. Left anodal/right cathodal tDCS and bilateral tRNS will be applied over the temporo-parietal regions for a duration of 20 minutes. The assessment of text, word, and non-word reading measures will be conducted immediately before and during each stimulation sessions. Safety, tolerability and blinding parameters will be assessed using a questionnaire. Results: Our hypothesis is that tRNS will demonstrate comparable effectiveness to tDCS in improving text, word, and non-word reading measures compared to the sham conditions. Additionally, we anticipate that tRNS will exhibit a similar safety profile to tDCS. Conclusion: This study has the potential to contribute novel insights into the effectiveness of tRNS, a newly-wave tES method that has not yet been explored in children and adolescents with DD. Furthermore, findings may lay the groundwork for further investigations involving multiple tRNS sessions. Trial registration: The study has been registered with ClinicalTrials.gov under the identifierNCT05832060.

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Learning based PTSD symptoms in persons with specific learning disabilities

Cited by 7 publications

References 50 publications

Dyslexia is not a gift, but it is not that simple

Dyslexia is not a gift, but it is not that simple

Effects of online tDCS and hf-tRNS on reading performance in children and adolescents with developmental dyslexia: a study protocol for a cross sectional, within-subject, randomized, double-blind, and sham-controlled trial

Effects of online tDCS and hf-tRNS on reading performance in children and adolescents with developmental dyslexia: a study protocol for a within-subject, randomized, double-blind, and sham-controlled trial

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