Early identification and brain behaviour relationship essay coursera july 2014
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Many children/adult are not sufficiently prepared or healthy to handle the
challenges of education either physically or mentally
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Learning relies on the computation of a prediction error, which corresponds to the difference between an outcome and some previously-established expectation
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Some try and push themselves hard and passed grades in all the classes, but their health– both physical and mental– may
suffer as a result
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Many children with LD appear bright, highly intelligent, and articulate, but unable to:
read, write, or spell or/and show mathematics achievement at grade level.
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Often chronic state of failure or anxious anticipation of failure deepens their behavioral and/or cognitive deficiencies and triggers the
development of behavior problems (e.g. school shootings, drug abuse, etc.).
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LD Manifestation (DSM-IV):
• Reading Disorder • Mathematics Disorder
• Disorder of Written Expression • Learning Disorder NOS
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LD Domains:
• Input (auditory, visual, sensory ) • Integration (thinking) • Memory • Output (executive)
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Many students often have more than one disorder:
Children with a reading disorder may also show poor mathematics achievement, attention deficits, impulsivity and lack of self-monitoring.
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LD often goes unrecognized/neglected until the child begins schooling.
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Behavior problems, secondary to LD: • Social indifference • Aggression • Error checking and self-monitoring Focus on the anterior cingulate cortex and rule-breaking & substance use associated with ineffective dorsally mediated inhibitory control of this region.
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Disorientation: False sensory perceptions mistakes and emotional reactions may be produced. Consequently emotional reactions bring about condition of frustration. Nervous system : Medial temporal lobe (para-hippocampal gyrus), crucial for specifically storing and/or retrieving visual information (declarative memory formation), necessary to achieve orientation in the locomotor environment.
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Attention Focus Shifts of attention caused by disorientation can reverse or alter the senses of motion, balance and time. This person may be easily distracted, impulsive (ADHD) or a daydreamer (ADD).
Nervous system : Brainstem: incoming sensory information and active attention Reticular formation and locus coeruleus (arousal and ignoring irrelevant stimuli).
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Nervous system : Attention Focus (Cont.) Limbic System: Emotional overtones and motivation for attention. Amygdala and Hippocampus: selection & emotional classification of incoming information for long-term memory storage and retrieval Neocortex: Sensory lobes: (Sensory Information-processing) Frontal lobes: control (fixation & shifting attention (foreground vs background & current situation vs previous experience).
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Nervous system : Math and Time Management Processing disorders (understanding numerical concepts and arithmetical information) can influence potential and acquisition of several academic/language skills.
Accurate sense of time (orientation) & sequence order can compromise both Dyscalculia (and Dyslexia).
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Nervous system : Math and Time Management (Continued) Functions apparent and/or impaired: • Parietal areas (number functions), • Frontal regions (executive working memory
and attention)
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Nervous system : Coordination/Handwriting Deficient handwriting as result of under-developed fine and gross motor skills may result in: • Taking longer completing writing tasks,
which can result in difficulty of schoolwork, oppositional attitudes toward writing assignments, problems both at school/home
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Nervous system : Coordination/Handwriting Functions: Expressive handwriting is influenced by senso-motor development and neurological organization (not necessarily associated to brain damage). • Right/left confusion: angular gyrus • Balance and disorientation: Cerebellum • Understanding, decoding, phonological
processing, and internal speech: Right and left inferior frontal gyrus
Handwriting performance is also linked with other language-related skills.
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Nervous system: Self-Esteem Maturation consists of achievement and failures. Students with LD are often mislabeled as slow, lazy/stupid. This leads to feelings of failure, inferiority, depression, problems in social interactions and/or behavior (frustration, stuttering, aggression, dropouts, drug abuse, etc.)
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Nervous system : Self-Esteem (Continued) Functions:
Cognitive and emotional aspects of self-reflection of errors: Ventral limbic systems, regions of the prefrontal cortex. Risk of developing anxious/depressed symptoms.
Interpretation of others' intentions and social learning: anterior cingulate gyrus, dorso-medial prefrontal and dorsolateral prefrontal cortex regions.
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Conclusion Solving math problems, reading, writing, oral speech and its understanding are complex functional systems: Components each of which is supported by a particular brain-area, with very specific contributions to the functioning of the system as a whole. The same component can belong to several different functional systems.
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Conclusion (Continued) Maladaptive self-regulation and brain dysfunctions may lead to behavioral problems beyond adulthood. (Early)identification–with focus on brain-behavior relationship- with targeted inter-vention could prevent LD from derailing a child’s education.
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Conclusion (Continued) Identification is crucial for implementation of health-preserving learning techniques so to break the cycle. Once a person learn to utilize his/her special talents to succeed in life (schoolwork, relationships, etc.) a dramatic shift in self-esteem is shown.
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Literature: Literature: Ashish Ranpuraa, Et al. Developmental trajectories of grey and white matter in dyscalculia Trends in Neuroscience and Education. Volume 2, Issue 2, June 2013, Pages 56–64. Developmental dyscalculia: Fresh perspectives In Elsevier GmbH. Education at a Glance 2013: Highlights, OECD Publishing. Identifying and Promoting Good Practice in Equity and Child-Friendly Education’ United Nations Children’s Fund (UNICEF) December 2013 http://www.unicef.org/cfs/files/Identifying_and_Promoting_Good_Practice_in_Equity_and_Child-Friendly_Education.pdf Ida Moadaba, Tara Gilberta, Thomas J. Dishiona and Don M. Tuckera: Development and Psychopathology / Volume 22 / Issue 02 / May 2010, pp 391-404. Jean-François Gariépy,1,* Karli K. Watson,1 Emily Du,1 Diana L. Xie,1 Joshua Erb,1 Dianna Amasino,1 and Michael L. Platt1,2 Social learning in humans and other animals. Front Neuroscience 2014; 8: 58. Marie Brossard Racine, Annette Majnemer, Michael Shevell and Laurie Snider Handwriting Performance in Children With Attention Deficit Hyperactivity Disorder (ADHD) J Child Neurol 2008 23: 399. DOI: 10.1177/0883073807309244 Shaywitz SE, Shaywitz BA, Fulbright R, et al (2003). Neural Systems for Compensation and Persistence: Young Adult Outcome of Childhood Reading Disability. Biological Psychiatry 54:25-33. http://www.dyslexia.com/science/different_pathways.htm#ixzz37bbXVQbp Vincent van Veen, Cameron S. Cartera, 2002.The anterior cingulate as a conflict monitor: fMRI and ERP studies: Physiology & Behavior 77 (2002) 477 – 48 in Elsevier http://www.neuroscience.ubc.ca/CourseMat/Carter_ACC_review.pdf Making sense of number sense: implications for children with mathematical disabilities. J Learn Disabil. Jul-Aug 2005;38(4):333-9. http://www2.ed.gov/about/reports/annual/osep/2008/parts-b-c/30th-idea-arc.pdfBerchDB