Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Bonti, Eleni; Sofologi, Maria; Efstratopoulou, Maria; Katsiana, Aikaterini; Παπαντωνίου, Γεωργία; Kougioumtzis, Georgios A.

doi:10.4236/psych.2021.122012

Cited by 3 publications

(3 citation statements)

References 61 publications

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“…Our results also indicated that children have faced difficulties with memory recall since preschool, a symptom corroborated by previous research (Bonti et al, 2021). Studies have demonstrated a significant correlation between memory deficits and learning challenges, particularly in reading and mathematics (Mammarella et al, 2018;Moll et al, 2016;Peng et al, 2018).…”

Section: Early Developmental Symptoms Of Sldsupporting

confidence: 90%

“…When viewed within the framework of developmental domains, early challenges in language, social-emotional development, psychomotor skills, cognitive development, and self-care skills are identified as predictors of SLD (Firat & Bildiren, 2024;İzoğlu-Tok & Doğan, 2022). International researches also focus on intervention programs (Almulla et al, 2021;Aunio et al, 2021;Sakellariou et al, 2020), development of identification tools (Flores et al, 2022;Hellstrand et al, 2020;Navarro Soria et al, 2020), and profiles of children at risk (Bonti et al, 2021;Quiroga Bernardos et al, 2022). These studies emphasize the critical role of early detection and intervention.…”

Section: Introductionmentioning

confidence: 99%

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Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

İzoğlu-Tok,

Doğan

2024

Curr Psychol

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This study aims to uncover the preliminary developmental challenges experienced by children from infancy to their primary school years, who are subsequently diagnosed with specific learning disabilities during their primary education. The ultimate goal is to develop an item pool to identify early symptoms of specific learning disabilities. This qualitative descriptive design study employed semi-structured interviews with 20 participants, comprising both parents and teachers of 10 children aged 8–11. The interviews lasted between 45 and 60 min. To ensure the research's quality and reliability, we applied evaluation criteria and performed six-stage thematic analysis framework. The results indicate that children experienced developmental difficulties from infancy to preschool period that impacted their social-emotional development, language and communication, motor and self-care skills, as well as their perception, memory, attention, and self-regulation capabilities. These challenges were exacerbated during the school years by motivation-related issues. Parental observations primarily highlighted difficulties in language and communication, such as pronunciation, initiating conversations, and speech, during the first three years of life. Significant issues in social-emotional development included introversion, a need for physical contact, challenges in maintaining relationships, and adherence to rules. These challenges emerged during the first three years of children and progressively worsened across all developmental domains. This study contributes valuable insights into the literature by providing past observations from parents and teachers, thus enhancing understanding of the preliminary developmental challenges faced by children at risk of specific learning disabilities.

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Section: Early Developmental Symptoms Of Sldsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

İzoğlu-Tok,

Doğan

2024

Curr Psychol

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“…Children's ability to comprehend others' affective state, selfregulation, and the appropriate expression of emotion are closely tied to interpersonal relationships and social behavior (Bonti, 2013). Developmental changes do indeed occur from infancy to adulthood, as an individual's social surroundings gradually expand in both capacity and complexity (Tonks et al, 2007;Barrett et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Masked emotions: does children’s affective state influence emotion recognition?

Mastorogianni,

Konstanti,

Dratsiou

et al. 2024

Front. Psychol.

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IntroductionFacial emotion recognition abilities of children have been the focus of attention across various fields, with implications for communication, social interaction, and human behavior. In response to the COVID-19 pandemic, wearing a face mask in public became mandatory in many countries, hindering social information perception and emotion recognition. Given the importance of visual communication for children’s social-emotional development, concerns have been raised on whether face masks could impair their ability to recognize emotions and thereby possibly impact their social-emotional development.MethodsTo this extent, a quasiexperimental study was designed with a two-fold objective: firstly, to identify children’s accuracy in recognizing basic emotions (anger, happiness, fear, disgust, sadness) and emotional neutrality when presented with faces under two conditions: one with no-masks and another with faces partially covered by various types of masks (medical, nonmedical, surgical, or cloth); secondly, to explore any correlation between children’s emotion recognition accuracy and their affective state. Sixty-nine (69) elementary school students aged 6-7 years old from Greece were recruited for this purpose. Following specific requirements of the second phase of the experiment students were assigned to one of three (3) distinct affective condition groups: Group A-Happiness, Group B-Sadness, and Group C-Emotional Neutrality. Image stimuli were drawn from the FACES Dataset, and students’ affective state was registered using the self-reporting emotions-registration tool, AffectLecture app.ResultsThe study’s findings indicate that children can accurately recognize emotions even with masks, although recognizing disgust is more challenging. Additionally, following both positive and negative affective state priming promoted systematic inaccuracies in emotion recognition. Most significantly, results showed a negative bias for children in negative affective state and a positive bias for those in positive affective state.DiscussionChildren’s affective state significantly influenced their emotion recognition abilities; sad affective states led to lower recognition overall and a bias toward recognizing sad expressions, while happy affective states resulted in a positive bias, improving recognition of happiness, and affecting how emotional neutrality and sadness were actually perceived. In conclusion, this study sheds light on the intriguing dynamics of how face masks affect children’s emotion recognition, but also underlines the profound influence of their affective state.

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Specific Learning Disabilities - Implementation of an Intervention Program

Kougioumtzis

Sofologi

Fella

et al. 2021

Advances in Educational Marketing, Administration, and Leadership

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Over the past three decades, the interest of teachers and parents has focused on a variety of learning difficulties that students face in school settings. A significant number of students systematically fail in school, as they lack early detection of learning difficulties or effective intervention. This case study examines an elementary school student within a more general context, taking into account essential parameters such as family, school, and social environment. Furthermore, the authors thoroughly describe his difficulties in practical terms, as well as ways to address them through the implementation of an individual intervention program that responds to the needs of the student. Finally, reference is made to significant evidence that cooperation with parents as well as with a number of institutions strengthens and enhances intervention.

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Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Cited by 3 publications

References 61 publications

Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

Masked emotions: does children’s affective state influence emotion recognition?

Specific Learning Disabilities - Implementation of an Intervention Program

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