Journal of Intellectual Disability - Diagnosis and Treatment

The Relationship between Vocabulary Development and Motor Functions in Children With Cerebral Palsy

Adel F. Aljadaan — 2024-12-11

Objectives: This study aimed to evaluate the relationship between vocabulary development and motor functions in children with Cerebral Palsy (CP).

Methods: This study used questionnaires and survey methods. Sixty children with CP with different types and extremity distributions were included in the study. Data were analyzed using the SPSS 18.0 package program for frequency and percentage values related to demographic characteristics. The Spearman Correlation test was performed to determine the relationship between motor function levels and receptive language vocabulary development levels of children with CP.

Results: Although there was no statistical significance between the receptive language vocabulary development level and motor function levels of children with CP, nine children with CP were at level 5, and sixteen were at level 4 on the GMFCS. According to MACS, ten children were at level 4, and nine were at level 3.

Conclusion: In the evaluation of children with CP, gross motor development levels, manual skills, fine motor development monitoring, and language development levels can improve functional outcomes and participation in therapy programs.

Students Interest in Research and Tendency to Acquire Research Skills among Postgraduate Students with Learning Disabilities (LD) in Two Public Universities of Cross River State, Nigeria: Implications for Psychology

Emmanuel Uminya Ikwen — 2024-12-11

Background: Learning disability is a permanent condition caused by abnormalities in the growth and development of the human brain, which has enormous implications for an individual's general performance.

Aim: This study investigated how students’ interest in research predicted the tendency to acquire research skills among postgraduate students with Learning Disabilities (LD) in two Public Universities of Cross River State, Nigeria: Implications for Psychology. One objective, one purpose, and one statement of hypothesis were formulated. A literature review was carried out.

Method: The survey research design was utilized. A stratified random sampling technique was adopted, and 49 respondents were sampled. A 16-item four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument were established. The reliability estimates are 0.84 using the Cronbach Alpha method. A simple linear regression statistical tool was used to test the hypothesis. The hypothesis was tested at the 0.05 level of significance.

Results: The results revealed that interest significantly predicts postgraduate students with learning disabilities' tendency to acquire research skills. Hence, the more interested students with learning disabilities are in research, the more likely they are to develop strong research skills. Research skills are crucial for postgraduate studies, particularly for thesis writing, dissertation projects, and contributing to academic knowledge. By fostering research interest, universities can enhance the overall academic success of their postgraduate students.

Conclusion: Interest in research significantly predicts postgraduate students' tendency to acquire research skills in the research area. Given the significant role of knowledge in humanity, acquiring research skills is integral to man. Graduate schools should have internal seminars and workshops, making it mandatory for students to present standard papers.

Cognitive Development Through Language Learning: Examining Bilingualism in Early Childhood Education

S.S. Shani — 2024-12-11

Background: This study investigates the cognitive and linguistic advantages of bilingualism in early childhood education, focusing on language proficiency and executive function (EF) in bilingual and monolingual children. Prior research has suggested the potential benefits of bilingualism in cognitive flexibility, language development, and social skills, which are critical for educational success.

Method: The study assessed the language skills and cognitive flexibility of 100 preschool-age children using standardized assessments, including the Peabody Picture Vocabulary Test (PPVT) for language skills and the Dimensional Change Card Sort (DCCS) for cognitive flexibility. The children were divided into bilingual and monolingual groups to compare performance on these assessments.

Result: Bilingual children demonstrated higher scores in native language proficiency (M = 95.6) and executive function (M = 89.2%) than monolingual children, indicating superior language and cognitive flexibility. These findings suggest that bilingualism enhances flexibility, consciousness, problem-solving, social skills, and emotional regulation in young children.

Conclusion: The results support the inclusion of bilingual education in early childhood programs to foster language development and cognitive skills in young children. However, the study’s limitations, including a narrow sample and reliance on standardized assessments, highlight the need for further research across diverse populations to explore the long-term effects of bilingualism. The cognitive, language, and social advantages observed are likely beneficial for future academic success and life skills.

Picture Reading and Scaffolding Strategies on Reading Fluency of Children with Dyslexia

Felicia Akpana Unimuke — 2024-12-11

The experimental study investigated the effects of picture reading and scaffolding strategies on the reading fluency of children with dyslexia in the Ogoja Education Zone of Cross River State. A factorial matrix pretest-posttest control experimental design was used in the study. A sample of thirty children who exhibited signs of dyslexia in the study area were purposively selected and assigned to control and experimental groups. Four null hypotheses were formulated to guide the study. Picture Reading (PR) and Scaffolding strategies were used as treatment packages. The duration of the study was six consecutive weeks. Pre-test and post-test data were collected using the Reading Proficiency of Children with Dyslexia Package (RPCDP). Data were analyzed using Analysis of Covariance (ANCOVA) to determine the effect of the treatment on the experimental group. Findings revealed that children exposed to picture reading and scaffolding strategies performed better, and their reading fluency was improved. The study also revealed that gender has no effect on the reading fluency of children with dyslexia. It was concluded and recommended that the use of pictures and images should be encouraged in the process of teaching reading, as children learn fast and better with what they see and are allowed to practice on their own.

Interest and Skill Correlation Model for Career Aligning of Young Persons with Disabilities

Reshmi Ravindranathan — 2024-12-11

Background: Persons with disabilities of working age often encounter unemployment rates 2-3 times higher than their non-disabled peers, primarily due to workplace biases and a lack of personalized career guidance. Traditional assessment methods often fail to capture the unique strengths of neurodiverse individuals, leading to job mismatches and underemployment.

Objective: This study proposes an innovative framework using neuroscience-based assessments, specifically electroencephalography (EEG), to objectively evaluate the aptitude and strengths of persons with disabilities. The primary objective is to establish a data-driven model that correlates task-related brain activity patterns with suitable job opportunities and the necessary skill sets.

Methodology: The methodology involves conducting EEG assessments during various cognitive tasks, analyzing the resulting data to identify individual strengths, and mapping these strengths to potential career paths. The model categorizes individuals into neurodiversity profiles based on their specific disability conditions and their neurological responses during these assessments. This approach allows for a more nuanced understanding of each individual's capabilities, moving beyond traditional assessment methods that may not fully capture the strengths of neurodivergent individuals.

Conclusion: The EEG-based assessment model demonstrates the potential for more accurately identifying cognitive strengths in neurodiverse individuals compared to traditional methods. By utilizing neurotechnology to align individual capabilities with suitable employment paths, this approach aims to significantly boost workplace inclusion, personal autonomy, and social equality for persons with disabilities. This approach has the potential to revolutionize career guidance for persons with disabilities, leading to higher employment rates, improved job satisfaction, and better overall quality of life.

Assessing Current Cerebral Palsy Therapy and Identifying Needs for Improvement

Robin Tommy — 2024-12-11

Background: Cerebral palsy (CP) is a prevalent childhood physical disability requiring long-term therapeutic interventions. Conventional rehabilitation methods face challenges maintaining engagement and providing personalized, measurable outcomes.

Methods: This study assessed current CP therapy approaches through a literature review and primary data analysis. We propose an innovative digital therapeutic platform integrating gamification, virtual reality, and AI-based motion tracking.

Results: Our analysis revealed limitations in traditional therapies, including lack of engagement, limited personalization, and insufficient progress tracking. The proposed technology-driven solution shows potential for enhancing motivation, customization, and measurable progress in CP rehabilitation.

Conclusions: Our proposed digital platform offers promising avenues for improving rehabilitation outcomes and patient experiences by addressing key limitations in current CP therapy.

The Impact of Gamified Therapy on Physical, Cognitive, & Emotional Outcomes in Children with Cerebral Palsy: A Case Study Analysis

Robin Tommy — 2024-12-11

Background: Cerebral palsy (CP) is a neurological disorder affecting motor, cognitive, and social development in children. Traditional therapies often struggle with engagement and adherence. This study evaluates a novel gamified treatment developed with the SHIFT Framework to improve outcomes in children with CP.

Methods: A case study design assessed the effects of gamified therapy on seven children with various types and severities of CP. The intervention used the SHIFT Framework to include engaging game elements and customizable features. Assessments before and after the intervention measured hand-eye coordination, balance, motor skills, cognitive engagement, motivation, and emotional well-being using appropriate statistical methods.

Results: Post-intervention, all cases showed improved motor skills, coordination, balance, cognitive engagement, and emotional states. Increased levels of attention, motivation, and persistence were noted, alongside enhanced therapy engagement. Statistical analysis revealed significant improvements (p<0.05) in most parameters.

Conclusion: The gamified therapy approach using the SHIFT Framework effectively enhanced physical, cognitive, and emotional outcomes for children with CP. The engaging, personalized intervention improved motivation, adherence, and functional outcomes, particularly in cognitive aspects relevant to intellectual disabilities associated with CP. Further studies with larger cohorts and extended follow-ups are necessary to confirm these results and expand on the therapy’s applicability in CP management.

Anatomical and Biochemical Pathogenesis of Motor Pathway Disruption in Cerebral Palsy: A Narrative Review

Siti Fatimah Mukhtar — 2024-12-11

Background: Cerebral palsy (CP) is a neurodevelopmental disorder characterized by motor impairments caused by brain lesions that affect motor pathways.

Objective: This review describes the complex interaction between the thalamus and cerebral cortex in CP, the understanding of which would explain its pathophysiology and treatment strategies.

Discussion: Cerebral palsy classification is based on motor impairment presentation, each with specific neurological deficits related to the disruption of specific motor pathways. The thalamus serves as a crucial relay station in these pathways, transmitting ascending and descending signals to the cortex via thalamocortical and corticothalamic tracts. Brain injuries like periventricular leukomalacia, hypoxic-ischemic encephalopathy, or malformations disrupt these pathways, leading to motor deficits. Advanced imaging techniques such as diffusion and functional magnetic resonance imaging (MRI) reveal altered connectivity patterns in CP, offering insights into its pathophysiology and aiding diagnosis. Studies have highlighted the variability of clinical presentations in CP and the correlation with specific brain regions affected. Deep brain stimulation and repetitive transcranial magnetic stimulation targeting the thalamus emerge as promising therapeutic opportunities to restore motor function in CP by addressing pathway disruptions.

Conclusion: This review provides a comprehensive overview of motor pathways in CP, emphasizing the role of the thalamus and cortical connectivity in motor impairments. Understanding this complex connectivity provides an avenue for optimum and targeted therapeutic interventions to improve outcomes for individuals with CP.