Nektaria Pedioti

This study aimed to explore the prevalence of learning disabilities (LDs) and the emotional–behavioral difficulties in 208 children from the Crete region in Greece, and who voluntarily presented themselves for study and were evaluated by a university-based interdisciplinary team of mental health professionals. The Greek version of the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V GR) was used, with its five Primary Index scores and full-scale IQ (Verbal Comprehension Index, VCI; Visual Spatial Index, VSI; Fluid Reasoning Index, FRI; Working Memory Index, WMI; and Processing Speed, PCI). Five diagnostic categories were established for the purpose of analysis: (a) no LDs (TD group), (b) Attention Deficit Hyperactivity Disorder (ADHD), (c) Specific Learning Disabilities (SLDs), (d) Extremely Low FSIQ (below 79), and (e) Emotional/Behavioral difficulties. The results revealed a 25.5% prevalence of SLDs, 18.75% ADHD, 8.65% Extremely Low FSIQ, and 5.29% emotional/behavioral problems, suggesting that 58% of the study population struggled with some kind of learning difficulty. Statistically significant differences were observed between the “Extremely Low FSIQ” group, the “SLD”, the “ADHD”, and the “TD” diagnostic groups in terms of the “VCI”, “FRI”, and the “FSIQ” scales (p < 0.001). Likewise, the “Extremely Low FSIQ” group differed significantly from the “SLD” and “TD” groups in terms of the “VSI”, the WMI, and the “PSI” (p < 0.001). The “Behavioural/emotional” and “SLD” groups differed in terms of “VCI” and “Full scale IQ” (p < 0.001). The analysis indicated that the children with severe learning difficulties differed from the other groups in terms of their cognitive profiles and that they needed tailor-made educational programs and interventions in a typical classroom. This study offers comparative data from a community sample of children, as well as generated initial evidence from non-clinical settings on the usability and the diagnostic accuracy of the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V). Further research is suggested. The present study was funded by the Crete Region (MIS 5162111).

This study aimed to explore the prevalence of learning disabilities (LDs) and the emotional- behavioral difficulties in 208 children from Crete region in Greece, who voluntarily presented and evaluated by a university-based interdisciplinary team of mental health professionals. Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) was used with its 5 primary index scores and the Full scale IQ (Verbal Comprehension Index, VCI; Visual Spatial Index, VSI; Fluid Reasoning Index, FRI; Working Memory Index, WMI; Processing Speed, PCI). Five diagnostic categories were established for the purpose of analysis: (a) no LDs (TD group), (b) Attention Deficit Hyperactivity Disorder (ADHD), (c) Specific Learning Disabilities (SLDs), (d) Extremely Low IQ (below 79), and (e) Emotional/Behavioral difficulties. The results revealed 25.5% prevalence of SLDs, 18.75% ADHD, 8.65% severe LDs, 5.29% emotional/behavioral problems, suggesting that 58% of the study population struggle with some kind of difficulty. Statistically significant differences were observed between the “Extremely Low FSIQ” group and the “SLD”, the “ADHD” and the “TD” diagnostic groups in terms of the “VCI”, “FRI” and the “FSIQ” scale (p<.001). Likewise, the “Extremely Low FSIQ” group differed significantly from the “SLD”, and the “TD” groups in terms of the “VSI”, the WMI and the “PSI” (p<.001). “Behavioural/emotional” and “SLD” groups differed in terms of “VCI” and “Full scale IQ” (p<.001). The analysis indicates that children with severe learning difficulties differ from other groups in terms of their cognitive profiles and they need tailor-made educational programs and interventions in the typical classroom. The study offered comparative data from a community sample of children as well as generated initial evidence on the usability and the diagnostic accuracy of Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) from non-clinical settings. Further research is suggested. The present study was funded by the Crete Region; MIS 5162111

Background: The high prevalence of learning disabilities among children confirm that learning disabilities are surprisingly common. In the absence of routine screening, many children still go undetected with a huge individual and family burden, while at the same time, the findings of existing interventions are conflicting. This study reports on the design, implementation and evaluation of an innovative pilot intervention aiming at improving the quality of life of the family of children with specific learning disabilities. Method: For the purposes of this study, we ran a randomized controlled trial employing an experimental research design with two groups (intervention and control). The study population comprised parents of children with specific learning disabilities. Out of the 71 individuals that were eligible for randomization, 42 were allocated to the intervention, and 29 to the control group. A brief parenting intervention model was employed, aiming at improving parenting skills through a stepwise process. The intervention included four skill building sessions conducted over a period of 6 weeks. “Parenting style” (including three dimensions: “Authoritative”, “Authoritarian” and “Permissive”) and “Family Quality of life” (including five dimensions: “Family Interaction”, “Parenting”, “Emotional Well-being”, “Physical/Material Wellbeing” and “Disability-Related Support”) were employed as the outcome measures of this study. Two validated questionnaires were used to measure the study outcomes: “the Parenting Style Questionnaire” and the “Family Quality of Life Scale (FQOL) Questionnaire”. The questionnaires were applied at the pre- and post-intervention level. Findings: An analysis showed that except for the “permissive parenting style”, the intervention and control group had statistically significant differences in all the “Parenting style” and the “Quality of life” dimensions at the post-intervention level. In the intervention group, none of the study dimensions improved at a statistically significant level at the post-intervention level compared to pre-intervention level. According to the cluster analysis, which re-examined successful vs. unsuccessful cases, the intervention was found to have an effect on the average values of all the “quality of life” and “parenting style” dimensions, except for the “Authoritarian Parenting Style”. Conclusions: The study offers evidence on the dimensions of parenting and quality of life mostly affected by a brief intervention as well as on the feasibility, practicality and acceptance of such interventions in local communities.

Background: The high prevalence of learning disabilities among children confirm that learning disabilities are surprisingly common. In absence of routine screening, many children still go undetected with a huge individual and family burden, while at the same time existing interventions are conflicting. The purpose of the study is to report on the design, implementation and evaluation of an innovative pilot intervention aiming to improve the quality of life of the family of students with specific learning disabilities. Method: For the purposes of this study, we used an experimental research design, using two groups (intervention and control). The intervention included four meetings with parents of children from the intervention group. To assess the quality of life of the students' family and the parenting style, the following measuring tools were used. They conducted at times and locations convenient to each participant. The instruments used to measure outcomes were two standard weighted questionnaires, the parenting style questionnaire and the family quality of life questionnaire. Findings: The results showed that the intervention program had significantly positive effects on both parenting style and children’s quality of life. Specifically, a decrease in parental authoritarianism and an increase in parental support were observed. Also, an increase in child-parent interaction, emotional and general well-being was found. Conclusion: The intervention program did improve the quality of life of the children by increasing all the variables related to the measurement of their quality of life.