Detailed contribution information
| Contribution title | 3386 - Investigation of the Distinctive Characteristics of Children with Specific Learning Disorder and Borderline Intellectual Functioning |
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| Contribution code | PS02-61 (P) |
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| Form of presentation | Poster |
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| Abstract |
Objective: Learning problems and school failure are common causes of child and adolescent psychiatric outpatient visits, especially in primary school age. Borderline Intelligence Function (BIF) and Specific Learning Disorder (SLD) are common diagnoses in children who are brought up for this reason and there are difficulties in distinguishing these diagnoses. The primary aim of our study was to determine whether there were distinctive aspects of cognitive testing routinely used in evaluating these two disease groups. Another goal is to investigate emotion regulation skills in these groups and to compare the presence of minor neurologic symptoms. Methods: 30 children diagnosed with SLD and 30 children diagnosed with BIF were included in our study. Children who are currently attending primary school (secondary, 3rd or 4th grade) are selected for study. Children's GISD-B form, Gessel Development Figures Test, Bender Gestalt Visual Motor Perception Test and WISC-R scores were recorded. Emotion Regulation Scale (ERS) was filled by caregivers. Neurological Evaluation Scale (NES) was administered to the children to assess the presence of minor neurological symptoms. Results: There was no statistically significant difference between two groups in Bender Gestalt Visual Motor Perception Test, Gessel Development Figures Test and GISD-B form. There was no difference in score of lability / negativity subscale and ERS total scores. The emotional regulation ability measured by the emotional regulation subscale was better in the SLD group than the BIF group (p = 0.014). In the NES, there was no difference between the groups in the Complex Motor Movement subscale,sensory integration (p = 0.008), motor coordination (p = 0.047) and other (p <0.001) subscales showed higher scores in the BIF group than in the SLD group. Conclusion: It has been shown that cognitive tests used in the routine do not have distinguishing features in the evaluation of specific learning disability and border intelligence function. Emotion regulation subscale score of ERS and sensory integration, motor coordination, and total scores of NES can be used in both discrimination and prognostic evaluation of SLD and BIF. Keywords: specific learning disorder, borderline intellectual functioning, cognitive, emotional, neurological. |