Perfiles cognitivos de ASIS de niños con problemas de aprendizaje

Intelligence scales are widely used for cognitive profile analyses in the diagnosis of learning disabilities. The purpose of this study was to explore the cognitive profiles of children with learning disabilities on a new test of intelligence, the Anadolu-Sak Intelligence Scale. The intelligence test was administered to 89 children diagnosed with general learning disabilities. A matched control group (N = 92) was randomly selected from the norm sample.  Data analyses included latent profile analyses and comparisons of scores across groups and within-group comparisons. The findings showed that the mean general intelligence and means of the verbal and visual ability of children with learning disabilities were in the average range but closer to the lower boundary. The mean of working memory was slightly below the average range and significantly lower than the mean of the matched control group. Latent profile analyses showed three distinct profiles: the zigzag profile, wavy profile, and waterfall profile.  The only weakness shared by the three profiles is visual sequential processing memory. The results imply that weak sequential processing memory may contribute to learning disabilities. Las escalas de inteligencia se utilizan ampliamente para el análisis de perfiles cognitivos en el diagnóstico de problemas de aprendizaje. El propósito de este estudio fue explorar los perfiles cognitivos de los niños con problemas de aprendizaje en una nueva prueba de inteligencia, la Escala de Inteligencia Anadolu-Sak. La prueba de inteligencia se administró a 89 niños diagnosticados con discapacidades generales de aprendizaje. Se seleccionó aleatoriamente un grupo de control emparejado (N = 92) de la muestra estándar. Los análisis de datos incluyeron análisis de perfil latente y comparaciones de puntuaciones entre grupos y comparaciones dentro de los grupos. Los hallazgos mostraron que la inteligencia general media y los medios de la capacidad verbal y visual de los niños con problemas de aprendizaje estaban en el rango promedio pero más cerca del límite inferior. La media de la memoria de trabajo estaba ligeramente por debajo del rango medio y significativamente más baja que la media del grupo de control emparejado. Los análisis de perfil latente mostraron tres perfiles distintos: el perfil en zigzag, el perfil ondulado y el perfil en cascada. La única debilidad compartida por los tres perfiles es la memoria de procesamiento secuencial visual. Los resultados implican que la memoria de procesamiento secuencial débil puede contribuir a las discapacidades de aprendizaje

General Science Textbooks: Meeting the Cognitive Needs of Academically Talented Students

Background: In public schools, textbooks are provided for students with less than the full consideration for the cognitive, behavioral, or psychological characteristics of students and this includes students who are academically talented. Research highlights the need to identify the use of suitable questions used in textbooks that challenge the cognitive capacities of talented students (Reid, 2011, Karnes & Bean, 2009). According to the Javits Gifted and Talented Education Act, (U. S. Department of Education, 1993) talented students require services and activities not ordinarily provided by their schools because of their extraordinary academic characteristics in contrast to on-level students. Purpose: This study used the Bloom’s taxonomy of action verbs to analyze the post-chapter questions used in general science textbooks adopted in Texas public middle grades to determine whether these questions action verbs to assess higher level thinking of talented students. Methods: A quantitative descriptive analysis was conducted for this study. This study investigated the relationship between two non-manipulated variables, namely Bloom’s taxonomy of action verbs and the capacity of general science textbooks for middle-level grades to respond to the cognitive comprehension needs of talented students. The study used a content analysis to collect quantitative data and to analyze the content of the post-chapter questions for each of the general science textbooks. The study enumerated and classified the number of action verbs found in the general science textbooks through the application of the AntConc software program. The action verbs from the taxonomy were measured against words used in the content of the post-chapter questions to determine the number of action verbs found in the post-chapter questions that could be used to assess the cognitive comprehension of talented students. Results: The study found that the assessed general science textbooks did not use a statistically significant number of action verbs from the Bloom’s Taxonomy in the post chapter questions for Grades 6, 7, and 8. Of the 266 Bloom’s taxonomy of action verbs were used for this study, 19 action verbs were found in the 6th grade post-assessment questions, 34 action verbs were found in the 7th grade post-assessment questions, and 33 action verbs were found in the 8th grade post-assessment questions. Conclusion: The findings support previous studies which have indicated that the higher levels of the Bloom’s taxonomy of action verbs are not usually addressed in the post-assessment questions of textbooks. The findings offer support for the usage of higher levels of action verbs in the assessment question items of textbooks used for academically talented students.Curriculum and Instruction, Department o

Perfiles cognitivos de ASIS en niños con problemas de aprendizaje

Intelligence scales are widely used for cognitive profile analyses in the diagnosis of learning disabilities. The purpose of this study was to explore the cognitive profiles of children with learning disabilities on a new test of intelligence, the Anadolu-Sak Intelligence Scale. The intelligence test was administered to 89 children diagnosed with general learning disabili-ties. A matched control group (N = 92) was randomly selected from the norm sample. Data analyses included latent profile analyses and compari-sons of scores across groups and within-group comparisons. The findings showed that the mean general intelligence and means of the verbal and visual ability of children with learning disabilities were in the average range but closer to the lower boundary. The mean of working memory was slightly below the average range and significantly lower than the mean of the matched control group. Latent profile analyses showed three distinct profiles: the zigzag profile, the wavy profile, the and waterfall profile. The only weakness shared by the three profiles is visual sequential processing memory. The results imply that weak sequential processing memory may contribute to learning disabilitiesLas escalas de inteligencia se utilizan ampliamente para el análisis de perfiles cognitivos en el diagnóstico de problemas de aprendizaje. El propósito de este estudio fue explorar los perfiles cognitivos de los niños con problemas de aprendizaje en una nueva prueba de inteligencia, la Escala de Inteligencia Anadolu-Sak. La prueba de inteligencia se administró a 89 niños diagnosticados con discapacidades generales de aprendizaje. Se seleccionó aleatoriamente un grupo de control emparejado (N= 92) de la muestra estándar. Los análisis de datos incluyeron análisis de perfil latente y comparaciones de puntuaciones entre grupos y comparaciones dentro de los grupos. Los hallazgos mostraron que la inteligencia general media y los medios de la capacidad verbal y visual de los niños con problemas de aprendizaje estaban en el rango promedio pero más cerca del límite inferior. La media de la memoria de trabajo estaba ligeramente por debajo del rango medio y significativamente más baja que la media del grupo de con-trol emparejado. Los análisis de perfil latente mostraron tres perfiles distintos: el perfil en zigzag, el perfil ondulado y el perfil en cascada. La única debilidad compartida por los tres perfiles es la memoria de procesamiento secuencial visual. Los resultados implican que la memoria de procesamiento secuencial débil puede contribuir a las discapacidades de aprendizaje

Perfiles cognitivos de ASIS enniños con problemas de aprendizaje

Intelligence scales are widely used for cognitive profile analyses in the diagnosis of learning disabilities. The purpose of this study was to explore the cognitive profiles of children with learning disabilities on a new test of intelligence, the Anadolu-Sak Intelligence Scale. The intelligence test was administered to 89 children diagnosed with general learning disabili-ties. A matched control group (N = 92) was randomly selected from the norm sample. Data analyses included latent profile analyses and compari-sons of scores across groups and within-group comparisons. The findings showed that the mean general intelligence and means of the verbal and visual ability of children with learning disabilities were in the average range but closer to the lower boundary. The mean of working memory was slightly below the average range and significantly lower than the mean of the matched control group. Latent profile analyses showed three distinct profiles: the zigzag profile, the wavy profile, the and waterfall profile. The only weakness shared by the three profiles is visual sequential processing memory. The results imply that weak sequential processing memory may contribute to learning disabilities.Las escalas de inteligencia se utilizan ampliamente para el análi-sis de perfiles cognitivos en el diagnóstico de problemas de aprendizaje. El propósito de este estudio fue explorar los perfiles cognitivos de los niños con problemas de aprendizaje en una nueva prueba de inteligencia, la Esca-la de Inteligencia Anadolu-Sak. La prueba de inteligencia se administró a 89 niños diagnosticados con discapacidades generales de aprendizaje. Se selec-cionó aleatoriamente un grupo de control emparejado (N= 92) de la mues-tra estándar. Los análisis de datos incluyeron análisis de perfil latente y comparaciones de puntuaciones entre grupos y comparaciones dentro de los grupos. Los hallazgos mostraron que la inteligencia general media y los medios de la capacidad verbal y visual de los niños con problemas de aprendizaje estaban en el rango promedio pero más cerca del límite infe-rior. La media de la memoria de trabajo estaba ligeramente por debajo del rango medio y significativamente más baja que la media del grupo de con-trol emparejado. Los análisis de perfil latente mostraron tres perfiles distin-tos: el perfil en zigzag, el perfil ondulado y el perfil en cascada. La única debilidad compartida por los tres perfiles es la memoria de procesamiento secuencial visual. Los resultados implican que la memoria de procesamien-to secuencial débil puede contribuir a las discapacidades de aprendizaje

Results of the open anterior acromioplasty for subacromial impingement syndrome

Amaç: Bu çalışmadaki amacımız konservatif tedaviye yanıt vermeyen hastalarda açık anterior akromioplasti cerrahisi sonuçlarının retrospektif olarak değerlendirilmesidir. Gereç ve Yöntemler: Subakromial sıkışma sendromu tanısı konan 40 hastaya açık anterior akromioplasti yapıldı. Hastaların ortalama yaşı 50 (dağılım 35-75 yaş) idi. Hastaların 25'inde (%62,5) dominant omuzda şikayet mevcuttu. Hastaların değerlendirilmesinde omuz hareket açıklığı, American Shoulder and Elbow Surgeons (ASES) skoru ve Vizüel Analog Skala'nın (VAS) yer aldığı kişisel değerlendirme formu kullanıldı. Ortalama takip süresi 20,3 ay (dağılım 12-42 ay) idi. Bulgular: Hastaların ameliyat öncesi değerlendirilmesinde ortalama ASES 43,7/-14 olarak tespit edildi. Yapılan son değerlendirmede ortalama skorun 85,5/-14,9 olduğu gözlemlendi (p0.001). Hastaların ağrı şiddetlerinin VAS ile değerlendirilmesinde ameliyat öncesi değer 6,4/-1,8 iken, ameliyat sonrası değerlendirmede 1,3/-1,1 idi (p0.001). Subjektif olarak hastaların değerlendirmesinde 35 (%87.5) hastada çok iyi ve iyi, 4 (%10) hastada orta düzeyde başarılı, 1 (%2.5) hastada ise kötü sonuç elde edilmiştir. Sonuç: Subakromial sıkışma sendromunda açık anterior akromioplasti başarı oranı yüksek, güvenle kullanılabilecek bir yöntemdir.Objective: The aim of this study was to retrospectively evaluate the results of the open anterior acromioplasty in the patients who did not respond to conservative therapy. Materials and Methods: Open anterior acromioplasty was performed in 40 patients with subacromial impingement syndrome. The mean age of the patients was 50 years (range, 35-75 years) and 25 (62.5%) had pathology at the dominant side. The mean follow-up period was 20.3 months (range, 12-42 months). Assessments of the patients were made according to American Shoulder and Elbow Surgeon's (ASES) score, personal evaluation form and range of motion. Results: The mean preoperative ASES score was 43.7/-14. At the last follow-up the score was 85.5 /- 14.9 (p<0.001). Preoperative pain according to VAS was 6.4 /- 1.8, and was 1.3/-1.1 at the last follow-up period (p<0.001). According to subjective patient evaluations results were good or excellent in 35 patients (87.5%), satisfactory in 4 patients (10 %), and poor in 1 patient (2.5%). Conclusion: Open anterior acromioplasty is a safe and satisfactory procedure at the treatment of subacromial impingement syndrome

The cultural adaptation, reliability and validity of Neck Disability Index in patients with neck pain - A Turkish version study

Objectives. The aim of this study was to conduct the cross- cultural adaptation of Neck Disability Index ( NDI) and investigate the validity and reliability of Turkish version in patients with neck pain