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No. of bitstreams: 1 menezes_aavb_me_mar.pdf: 1447062 bytes, checksum: a3972562d8071b185758c04e0eb2ae18 (MD5) Previous issue date: 2017-04-28 / A investigação do transtorno do processamento auditivo central em escolares tem sido objeto de estudo de muitos pesquisadores, visto que alterações nas habilidades auditivas têm impacto em nossas atividades cotidianas, em especial no que se refere a comunicação e, é de fundamental importância para o sucesso acadêmico. Frequentemente, esse transtorno coexiste com distúrbios de linguagem, aprendizagem e outros. Sendo assim é de fundamental importância investigar a relação entre estas patologias. O objetivo deste estudo foi descrever e comparar o desempenho de crianças com diagnóstico de transtorno de aprendizagem e dislexia nos testes comportamentais do processamento auditivo central e, de forma complementar, descrever os escores do questionário Scale of Auditory Behavior e verificar o grau de concordância entre o questionário e a avaliação do processamento auditivo central desta população. Trata-se de um estudo analítico e retrospectivo realizado por meio da análise dos prontuários eletrônicos da Instituição SORRI, cidade de Bauru – SP, no período de 2014 a 2016. A amostra foi então constituída por 60 crianças, de ambos os gêneros, com idade entre 9 e 12 anos, subdivididas em dois grupos: grupo I (GI): composto por 30 crianças com diagnóstico de Transtorno de Aprendizagem e; grupo II (GII): composto por 30 crianças com diagnóstico de dislexia. Analisaram-se as informações referentes ao questionário Scale of Auditory Behaviors e à avaliação Comportamental do Processamento Auditivo Central, na qual foram aplicados os seguintes testes: Fala com Ruído, Logoaudiometria Pediátrica (PSI), Dicótico de Dissílabos Alternados (SSW), Teste de Padrão de Frequência, Randon Gap Detection Test (RGDT) e Masking Level Difference (MLD). Os resultados foram analisados de forma descritiva e inferencial. Aplicaram-se os testes de Razão de Verossimilhança e de Mann-Whitney para comparação dos resultados e se adotou o nível de significância de 5% (0,050). A comparação dos resultados da avaliação comportamental do Processamento Auditivo Central das crianças do GI e do GII mostrou diferença significante para os testes de Fala com Ruído e PSI. Ressalta-se, porém, que nos outros testes analisados a porcentagem de resultados, normais e alterados, foi semelhante para as crianças de ambos os grupos estudados. Constatou-se também a influência da variável orelha no desempenho das crianças do GII no SSW orelha direita e, PSI orelha esquerda. A análise do questionário SAB demonstrou que os escores médios obtidos foram semelhantes para ambos os grupos e, a investigação do grau de concordância entre os resultados do SAB e da avaliação do Processamento Auditivo Central mostraram uma acurácia de 95%. Foi possível concluir que as crianças com transtorno específico de aprendizagem do subtipo dislexia falharam mais nos testes de FR e PSI do que as crianças com outros transtornos específicos de aprendizagem e, que o questionário SAB se mostrou um importante preditor na identificação do transtorno do processamento auditivo central. / Many researchers have studied central auditory processing disorder in schoolchildren, since changes in auditory abilities have an impact on our daily activities, especially those related to communication, and are fundamental to academic success. Often, this disorder coexists with language, learning and other disorders. Therefore, it is of fundamental importance to investigate the relationship between these pathologies. The aim of this study was to describe and compare the performance of children diagnosed with learning disorder and dyslexia in behavioral tests of central auditory processing, to describe the scores of the Scale of Auditory Behavior, and to verify the degree of agreement between this questionnaire and central auditory processing evaluation in this population. This is an analytical and retrospective study accomplished by analyzes of electronic medical records of the SORRI Institution, Bauru - SP, from 2014 to 2016. The sample was composed of 60 children of both genders, aged between 9 and 12 years, subdivided into two groups: group I (GI): composed of 30 children with a diagnosis of learning disorder and; Group II (GII): composed of 30 children with a diagnosis of dyslexia. It was analyzed information’s about Scale of Auditory Behaviors questionnaire and the behavioral evaluation of central auditory processing. On the behavioral evaluation were applied following tests: Speech in Noise, Pediatric Speech Intelligibility (PSI), Staggered Spondaic Word (SSW), Randon Gap Detection Test (RGDT) and Masking Level Difference (MLD). The results were analyzed in a descriptive and inferential way. The Likelihood Ratio and Mann-Whitney tests were used to compare the results and was adopted the significance level of 5% (0.050). The comparison of the results of central auditory processing evaluation of the children of both groups showed a significant difference for Speech in Noise and PSI. It should be noted, however, that in the other tests analyzed, the percentage of normal and altered results was similar for both groups. It was also verified the influence of the variable ear on the performance of GII in SSW (right ear) and PSI (left ear). The analysis of SAB questionnaire showed that the mean scores obtained were similar for both groups and the investigation of the degree of agreement between the results of SAB and central auditory processing evaluation showed an accuracy of 95%. It was possible to conclude that children with dyslexia failed more in Speech in Noise and PSI than children with other specific learning disorders and that the SAB questionnaire proved to be an important predictor in the identification of central auditory processing disorder.

Background: Developmental dyslexia is a wide-ranging and persistent neurobiological disorder classified under specific learning disorders. The literature widely recognises the multifactorial nature of developmental dyslexia, specifically the language-related origin. Objectives: The current review systematically identified and synthesised possible language-based risk factors associated with developmental dyslexia in children (age one to three and four to ten years) and determined the level of evidence associated with these risk factors. The review aimed to identify individualised risk factors in children with developmental dyslexia to promote optimal neurodevelopmental outcomes. Method: Four relevant databases were searched from January 2002 until December 2018. A hand search of the included articles’ reference lists was also performed to identify any relevant publication. The language-based risk factors in children with developmental dyslexia in 48 publications were studied. Results: All language components are compromised to some degree in children with developmental dyslexia at specific ages. These results indicate the intricacy of language, but also emphasise that developmental dyslexia should be considered on a continuum and not as an absolute disorder. Only a few studies investigated language-based risk factors in participants five years and younger. Phonological-based risk factors were the most reported language component and comprise of risk factors within phonological awareness, rapid automized naming, and working memory. The second language component entailed morphology. Several inflectional and derivational morphological risk factors, as well as risk factors within syntactic processing, were acknowledged. Compromised receptive and expressive vocabulary knowledge, semantic processing, and fluency were identified as risk factors for the language component of semantics. The final component of language entailed pragmatics. Unfortunately, a limited amount of evidence is available in this regard. However, the evidence available confirmed poor linguistic pragmatics as a risk factor in children with developmental dyslexia. Conclusion: These language components are interrelated and should be viewed holistically as risk factors for developmental dyslexia to promote earlier identification. / Dissertation (MA)--University of Pretoria, 2019. / Speech-Language Pathology and Audiology / MA / Unrestricted

Obesity is a public health concern and a major risk factor contributing to physical and psychological problems. It affects participation in occupations and increases healthcare-related costs. Certain populations are at risk of being overweight and obese. These include people of low socioeconomic status, racial/ethnic minorities, and individuals with disabilities. Adolescents diagnosed with learning disabilities (LD), and/or attention-deficit / hyperactivity disorders (ADHD) were also found to face difficulties in maintaining a healthy weight and engaging in healthy behaviors. While occupational therapy practitioners often address the academic and behavioral performance of children and adolescents with LD or ADHD, special attention should be given to weight-management and health promotion. An occupational therapy guided, health-promoting program was designed to address this gap. The 12-week program, named “Keep moving!” is intended for adolescents with LD or ADHD in schools and community centers. It incorporates Zumba dance activity, which is a form of a moderate-to-high intensity aerobic exercise. The foundations of the program are based on The Trans-Theoretical Model of Behavioral change and The Individual and Family Self-Management Theory, which enable individuals to take a significant part in the process of managing their health. The key features that were identified in the literature as most effective are applied in the program; establishing health-promoting habits and routines at home and school, adding weekly fun and engaging physical activities, providing information regarding healthy lifestyle components, instilling self-management skills, and establishing family support. The program evaluation plan utilizes both formative and summative evaluation approaches. A similar program could be applied to other populations at risk for overweight and obesity by adjusting the type of physical activity to accommodate the abilities and interests of other at-risk population groups.

Introdução: Essa pesquisa situa-se no campo epistemológico da Fonoaudiologia Educacional. A prática fonoaudiológica no Brasil tem sua gênese vinculada a medidas de uniformização e normatização da língua. As ações fonoaudiológicas foram, desde a sua origem, influenciadas pelo positivismo e pelo pensamento naturalista, o que se traduziu em uma atuação, marcadamente, clínico-médica e numa concepção normativa de desenvolvimento e aprendizagem da escrita. Esforços têm sido empreendidos para se instituir no campo educacional uma atuação fonoaudiológica diferenciada, que se destitua do caráter curativo e normativo e se volte para a promoção do processo de ensino-aprendizagem. No entanto, apesar dos esforços em busca da modificação e ampliação da atuação fonoaudiológica educacional, esse caráter clínico-médico persiste. Entende-se que tal perpetuação é sustentada por paradigmas enraizados e mantidos até hoje na formação do fonoaudiólogo e do educador. Trata-se de visões que universalizam questões relativas à linguagem e ao processo de aprendizagem da escrita e medicalizam padrões que se apresentam fora do esperado como normalidade. Objetivo: Caracterizar a natureza e a representação da escrita alfabética, visando a contribuir para a superação da cultura naturalística e biologizante na abordagem das questões sobre a aprendizagem e o domínio da língua escrita no campo da Fonoaudiologia Educacional. Metodologia: Pesquisa científica de base teórico-conceitual. Resultados: Essa pesquisa revela que o sistema estrutural da escrita constitui um fenômeno com propriedades gramaticais e representacionais que se distinguem da fala. Evidencia-se que a relação entre a língua escrita e a língua oral não é direta, de tal modo que a escrita alfabética não é uma transcodificação da fala. Além disso, essa tese sustenta que a natureza da escrita não é biológica, mas eminentemente cultural, de tal maneira que sua apropriação e domínio constituem um processo conceitual singular. Tal concepção implica o entendimento de que diferentes sujeitos socioculturais interagem e conceituam a escrita de modos diversos. Essa diversidade ocorre porque sujeitos sociais plurais apresentam modos diferenciados de organização e operação mental que, por sua vez, implicam diferentes formas de interação com o mundo, com o outro e com a escrita, resultando em diferenças individuais na estruturação e no uso da fala e da escrita. A partir desses conceitos, sistematizam-se princípios norteadores para a constituição de uma atuação fonoaudiológica educacional, no campo da escrita, destituída de qualquer caráter clínicomédico. Conclusões: O entendimento de que a apropriação da escrita não tem natureza biológica permite a compreensão de que os diferentes modos de escrita não podem ser validados por regras universais baseadas em um sistema mental apriorístico, nem, tampouco, considerados produtos de uma condição de anormalidade intrínseca ao sujeito. Essa tese demonstrou que a manutenção de uma concepção de um determinismo biológico para as dificuldades na aprendizagem ou domínio da escrita, na verdade, envolve uma questão paradigmática. Enfim, os parâmetros que definem as categorias do que é normal e do que é anormal na estruturação e no uso da escrita não são regidos por princípios biológicos, mas por categorias paradigmáticas. Assim, a ideia de um distúrbio de aprendizagem da escrita se sustenta somente sob determinado paradigma. / Introduction: This research is in the field of Speech Pathology Educational epistemological. The practice speech in Brazil has its genesis linked to measures of uniformity and standardization of the language. The actions from speech therapy were, since its origin, influenced by positivism and naturalistic thinking, which resulted in a performance based on clinical care and a normative conception of development and learning of writing. Efforts have been undertaken to establish in educational field a differentiated approach for Speech therapy, which dismisses the curative and regulatory and turns to the promotion of the teaching-learning process. However, despite efforts to seek the modification and expansion of educational speech therapy, the clinical-medical character persists. It is understood that this is a consequence of paradigms rooted and kept until today on the formation of a speech therapist and educator. These are views that universalize issues relating to language and learning process of writing and uses medical patterns on individuals that appear to be outside of the normal range as expected. Objective: To characterize the nature and representation of alphabetic writing, aiming to contribute to overcoming the biological and naturalistic culture in addressing questions about the learning and mastery of written language in the field of Speech Pathology Education. Methodology: Scientific research in theoretical and conceptual basis. Results: This study reveals that the structural system of writing is a phenomenon with grammatical properties and representational distinguished from speech. It is evident that the relationship between the spoken language and written language is not direct, such that alphabetic writing is not a de-coding of speech. Furthermore, this thesis sustains that the nature of the writing is not biological, but eminently cultural, so that its acquisition and domain are a unique conceptual process. This conception implies an understanding that different sociocultural individuals conceptualize and interact the writing in different ways. This diversity is because social subjects present different modes of organization and operation of mind that, in turn, imply different ways of interacting with the world, with each other and with writing, resulting in individual differences in the structure and use of speech and writing. From these concepts, systematize up guiding principles for the establishment of an educational speech therapy in the field of writing, devoid of any physician-clinical character. Conclusions: The understanding that the appropriation of writing has no biological allows the understanding that the different modes of writing can not be validated by universal rules based on a priori mental system, nor, considered as a condition intrinsic abnormality the subject. This thesis has shown that maintaining a conception of a biological determinism to the difficulties in learning or mastery of writing actually involves a paradigmatic issue. Finally, the parameters that define the categories of what is "normal" and what is "abnormal" in the structuring and use of writing are not regulated by biological principles, but by paradigmatic categories. Thus, the idea of a learning disorder writing is sustained only under certain paradigm.

Introdução: Essa pesquisa situa-se no campo epistemológico da Fonoaudiologia Educacional. A prática fonoaudiológica no Brasil tem sua gênese vinculada a medidas de uniformização e normatização da língua. As ações fonoaudiológicas foram, desde a sua origem, influenciadas pelo positivismo e pelo pensamento naturalista, o que se traduziu em uma atuação, marcadamente, clínico-médica e numa concepção normativa de desenvolvimento e aprendizagem da escrita. Esforços têm sido empreendidos para se instituir no campo educacional uma atuação fonoaudiológica diferenciada, que se destitua do caráter curativo e normativo e se volte para a promoção do processo de ensino-aprendizagem. No entanto, apesar dos esforços em busca da modificação e ampliação da atuação fonoaudiológica educacional, esse caráter clínico-médico persiste. Entende-se que tal perpetuação é sustentada por paradigmas enraizados e mantidos até hoje na formação do fonoaudiólogo e do educador. Trata-se de visões que universalizam questões relativas à linguagem e ao processo de aprendizagem da escrita e medicalizam padrões que se apresentam fora do esperado como normalidade. Objetivo: Caracterizar a natureza e a representação da escrita alfabética, visando a contribuir para a superação da cultura naturalística e biologizante na abordagem das questões sobre a aprendizagem e o domínio da língua escrita no campo da Fonoaudiologia Educacional. Metodologia: Pesquisa científica de base teórico-conceitual. Resultados: Essa pesquisa revela que o sistema estrutural da escrita constitui um fenômeno com propriedades gramaticais e representacionais que se distinguem da fala. Evidencia-se que a relação entre a língua escrita e a língua oral não é direta, de tal modo que a escrita alfabética não é uma transcodificação da fala. Além disso, essa tese sustenta que a natureza da escrita não é biológica, mas eminentemente cultural, de tal maneira que sua apropriação e domínio constituem um processo conceitual singular. Tal concepção implica o entendimento de que diferentes sujeitos socioculturais interagem e conceituam a escrita de modos diversos. Essa diversidade ocorre porque sujeitos sociais plurais apresentam modos diferenciados de organização e operação mental que, por sua vez, implicam diferentes formas de interação com o mundo, com o outro e com a escrita, resultando em diferenças individuais na estruturação e no uso da fala e da escrita. A partir desses conceitos, sistematizam-se princípios norteadores para a constituição de uma atuação fonoaudiológica educacional, no campo da escrita, destituída de qualquer caráter clínicomédico. Conclusões: O entendimento de que a apropriação da escrita não tem natureza biológica permite a compreensão de que os diferentes modos de escrita não podem ser validados por regras universais baseadas em um sistema mental apriorístico, nem, tampouco, considerados produtos de uma condição de anormalidade intrínseca ao sujeito. Essa tese demonstrou que a manutenção de uma concepção de um determinismo biológico para as dificuldades na aprendizagem ou domínio da escrita, na verdade, envolve uma questão paradigmática. Enfim, os parâmetros que definem as categorias do que é normal e do que é anormal na estruturação e no uso da escrita não são regidos por princípios biológicos, mas por categorias paradigmáticas. Assim, a ideia de um distúrbio de aprendizagem da escrita se sustenta somente sob determinado paradigma. / Introduction: This research is in the field of Speech Pathology Educational epistemological. The practice speech in Brazil has its genesis linked to measures of uniformity and standardization of the language. The actions from speech therapy were, since its origin, influenced by positivism and naturalistic thinking, which resulted in a performance based on clinical care and a normative conception of development and learning of writing. Efforts have been undertaken to establish in educational field a differentiated approach for Speech therapy, which dismisses the curative and regulatory and turns to the promotion of the teaching-learning process. However, despite efforts to seek the modification and expansion of educational speech therapy, the clinical-medical character persists. It is understood that this is a consequence of paradigms rooted and kept until today on the formation of a speech therapist and educator. These are views that universalize issues relating to language and learning process of writing and uses medical patterns on individuals that appear to be outside of the normal range as expected. Objective: To characterize the nature and representation of alphabetic writing, aiming to contribute to overcoming the biological and naturalistic culture in addressing questions about the learning and mastery of written language in the field of Speech Pathology Education. Methodology: Scientific research in theoretical and conceptual basis. Results: This study reveals that the structural system of writing is a phenomenon with grammatical properties and representational distinguished from speech. It is evident that the relationship between the spoken language and written language is not direct, such that alphabetic writing is not a de-coding of speech. Furthermore, this thesis sustains that the nature of the writing is not biological, but eminently cultural, so that its acquisition and domain are a unique conceptual process. This conception implies an understanding that different sociocultural individuals conceptualize and interact the writing in different ways. This diversity is because social subjects present different modes of organization and operation of mind that, in turn, imply different ways of interacting with the world, with each other and with writing, resulting in individual differences in the structure and use of speech and writing. From these concepts, systematize up guiding principles for the establishment of an educational speech therapy in the field of writing, devoid of any physician-clinical character. Conclusions: The understanding that the appropriation of writing has no biological allows the understanding that the different modes of writing can not be validated by universal rules based on a priori mental system, nor, considered as a condition intrinsic abnormality the subject. This thesis has shown that maintaining a conception of a biological determinism to the difficulties in learning or mastery of writing actually involves a paradigmatic issue. Finally, the parameters that define the categories of what is "normal" and what is "abnormal" in the structuring and use of writing are not regulated by biological principles, but by paradigmatic categories. Thus, the idea of a learning disorder writing is sustained only under certain paradigm.

Magister Educationis - MEd / Inclusive education is practised globally as well as in South Africa and is researched widely. South Africa’s policy document, Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training system was implemented in 2001. This policy is grounded in human rights and strives to promote the rights of children who have disabilities by including them in mainstream schools. The attitudes that teachers have toward the inclusion of learners with disabilities influence the success of the implementation of this policy as teachers are at the forefront of implementing it

Student Number : 9702858G - MA research report - School of Human and Community Development - Faculty of Humanities / This study forms part of a series of studies on the use of mental imagery in learning. Preliminary data suggests that high mental imagery techniques are as effective as phonological based techniques in the remediation of the English language abilities of learners with difficulties in reading and written expression, and may lead to greater improvements where children have previously not learned using phonic approaches to learning to read, write and spell. Preliminary data further suggest that cognitive improvements, which cannot be explained purely by maturation factors, are also apparent as a result. The primary focus of this study was to investigate the effectiveness of high mental imagery techniques in improving the simultaneous and successive processing abilities of Grade V learners with learning disorders of reading and written expression. It also aimed to explore the usefulness of mental imagery techniques in improving the English spelling, reading and writing abilities of these learners. Eight Grade V learners attending a remedial primary school were selected to participate in this study. These learners were those who, in view of their scholastic history, were considered to be ‘treatment resisters’, implying that they had progressed poorly and had not responded well to other forms of traditional remedial intervention received in improving their English language abilities. Each participant’s cognitive, spelling, reading and writing abilities were pre and post tested utilising various psycho-educational and cognitive psychological assessment tools and their phonic skills were analysed. The sample received six months of bi-weekly individual remedial tuition in accordance with the remedial intervention strategy of the study group to which the participants had been randomly assigned. Four participants were tutored via high mental imagery techniques (experimental group) and four participants tutored utilising a phonological approach, forming the contrast group. Aggregated case study methodology was utilised to analyse the data. The results of this pilot study suggest that high mental imagery techniques are useful in improving the successive and simultaneous processing abilities and reading, spelling and writing skills of learners suffering learning disorders of reading and written expression. It should be noted that statistical analysis of the results was not undertaken owing to the small numbers of participants comprising the sample. However, when results obtained were analysed on a case by case basis as well as through aggregated case contrasts, there were strong indications to suggest that the gains made by the those participants tutored using high mental imagery techniques exceeded those of participants tutored in phonological techniques.

Το αντικείμενο αυτής της εργασίας είναι η μελέτη των στελεχιαίων ακουστικών προκλητών δυναμικών σε παιδιά με μαθησιακές δυσκολίες. Στόχος είναι η εξέταση και η σύγκριση τυχόν διαφορών ως προς το χρόνο έλευσης των κυμάτων στον εγκέφαλο μετά το ερέθισμα click και ως προς το αν οι λανθάνοντες χρόνοι ήταν μέσα στα φυσιολογικά επίπεδα μεταξύ των παιδιών με μαθησιακές δυσκολίες και των φυσιολογικών παιδιών (χωρίς μαθησιακές δυσκολίες). Το δείγμα μας αποτελείται από 20 παιδιά ηλικίας από 7 εως 14 ετών. Τα δέκα από αυτά είναι παιδιά με μαθησιακές δυσκολίες επίσημα διαγνωσμένα από τον κρατικό φορέα Κ.Δ.Α.Υ. ενώ τα υπόλοιπα αποτελούν το συγκριτικό δείγμα της μελέτης. Τα κύματα που εξετάσαμε ήταν το I-II-III-IV-V καθώς και οι διαφορές τους III-I, V-III, V-I. Επιπλέον, εκτός από το χρόνο έλευσης αυτών των κυμάτων εξετάσαμε και το αν οι χρόνοι αυτοί ήταν μέσα στα φυσιολογικά πλαίσια. Συμπερασματικά αναφέρω, πως σύμφωνα με τον έλεγχο των μηδενικών υποθέσεων που έγινε με τη στατιστική δοκιμασία Student’s t-test, η μέση τιμή του χρόνου που απαιτείται για την έλευση των κυμάτων στα φυσιολογικά παιδιά είναι ίση με την αντίστοιχη μέση τιμή των παιδιών με μαθησιακές δυσκολίες.Επίσης, η μέση τιμή των χρονικών διαφορών έλευσης των κυμάτων στα φυσιολογικά παιδιά είναι ίση με την αντίστοιχη μέση τιμή των παιδιών με μαθησιακές δυσκολίες. Για κάθε ένα από τα κύματα I-V αλλά και για τις αντίστοιχες διαφορές τους ελέγχθηκαν μηδενικές υποθέσεις του τύπου «Η παρατήρηση παθολογικών λανθανόντων χρόνων είναι ανεξάρτητη της ύπαρξης μαθησιακών δυσκολιών». Από αυτή τη μελέτη βρέθηκε το εξής σημαντικό, πως το 50% των παιδιών μεμαθησιακές δυσκολίες παρουσίασαν εκτός φυσιολογικών ορίων χρόνους για το κύμα II στο αριστερό αυτί. Παρατηρήθηκε δηλ. στατιστικώς σημαντική διαφορά στο χρόνο έλευσης του κύματος II στο δεξί αυτί (R-tII) στα παιδιά με μαθησιακές δυσκολίες έναντι των υπολοίπων (p=0,026). Ο έλεγχος της μηδενικής υπόθεσης έγινε με τη στατιστική δοκιμασία Fisher’s exact test. Τα στελεχιαία ακουστικά προκλητά δυναμικά εγκεφαλικού στελέχους, όντας εύκολα στη χορήγηση, θα μπορούσαν να χρησιμοποιηθούν ως ένα άμεσο και εύκολο διαγνωστικό εργαλείο για τα παιδιά με μαθησιακές δυσκολίες, έτσι ώστε να αρχίσει η λογοθεραπευτική παρέμβαση και αποκατάσταση των προβλημάτων από μικρή ηλικία. / The object of this work is the study of auditory evoked potential in children with learning disorders. Our aim is to examine and compare any differences in the time of arrival of waves in the brain after the stimulus click and as to whether the latent period was within the normal levels among children with learning disabilities and normal children (without learning difficulties).

This thesis deals with determining the risks regarding specific learning disorders in preschool children. The work is divided into two parts. The first part is theoretical and the second one is practical. The theoretical part focuses on issues connected with specific learning disorders. The issues contain four chapters. The first chapter is divided into definitions, types, causes and manifestations of specific learning disorders. The second chapter deals with general diagnostics, the diagnostic in the first grade and specialist centres. The next chapter describes the child's characteristic. Its physical, emotional and cognitive development. The last chapter deals with prevention, describing various diagnostic tests and methods. The practical part introduces the standardised test used, results of the research survey and the following interpretation of the results. The aim of this work was to find out whether the standardised test could be used in preschool education. The quantitative method was used for fulfilling the goal.

The aim of this study was to investigate the possibility to combine the Ericksonian method with sandplay therapy to support a child with aggression as developmental disturbances. The aforementioned was executed by examinig a case study in which a youth that showed agression was supported by the Ericksonian method to sandplay therapy. This study was motivated by many years of interaction by the researcher with children that showed emotional developmental disturbances and where these developmental disturbances delayed the attainment of their full potensial. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted