Executive Functions, Time Organization and Quality of Life among Adults with Learning Disabilities.

PURPOSE:This study compared the executive functions, organization in time and perceived quality of life (QoL) of 55 adults with learning disabilities (LD) with those of 55 matched controls (mean age 30 years). Furthermore, relationships and predictive relationships between these variables among the group with LD were examined. METHODS:All participants completed the Behavioral Rating Inventory of Executive Functions (BRIEF-A), the Time Organization and Participation (TOPS, A-C) and the World Health Organization Quality of Life (WHOQOL) questionnaires. Chi-square tests, independent t-tests and MANOVA were used to examine group differences in each of the subscales scores and ratings of each instrument. Pearson correlations and regression predictive models were used to examine the relationships between the variables in the group with LD. RESULTS:Adults with LD had significantly poorer executive functions (BRIEF-A), deficient organization in time abilities (TOPS A-B), accompanied with negative emotional response (TOPS- C), and lower perceived QoL (physical, psychological, social and environmental) in comparison to adults without LD. Regression analysis revealed that Initiation (BRIEF-A) significantly predicted approximately 15% of the participants' organization in time abilities (TOPS A, B scores) beyond group membership. Furthermore, initiation, emotional control (BRIEF-A subscales) and emotional responses following unsuccessful organization of time (TOPS-C) together accounted for 39% of the variance of psychological QoL beyond the contribution of group membership. CONCLUSIONS:Deficits in initiation and emotional executive functions as well as organization in time abilities and emotional responses to impairments in organizing time affect the QoL of adults with LD and thus should be considered in further research as well as in clinical applications

Sensory modulation and sleep quality among adults with learning disabilities: a quasi-experimental case-control design study.

PURPOSE:Following the International Classification of Functioning, Disability and Health (ICF) concepts, this study examines body functions such as sensory modulation and sleep quality among adults with learning disabilities (LD). METHODS:One hundred and ten participants, 55 adults with LD and 55 matched controls (mean age 30 years) filled in a socio-demographic questionnaire, the Adults/Adolescents Sensory Profile (AASP), and the Mini Sleep Questionnaire (MSQ). Chi-tests, Mann-Whitney tests, and Kolmogorov-Smirnov tests were conducted to examine group differences related to socio-demographic characteristics and body functions. Correlation and regression analyses were conducted to examine relationships between body functions. RESULTS:Significant differences were found between the groups in: (a) unique socio-demographic variables: high-schools attended, family status and number of children; (b) body functions: low registration and sensory sensitivity (p < .001), sensory avoiding (p = .002), sensory seeking (p = .021) and sleep quality (p < .001). Significant correlations were found between AASP subscale scores and the MSQ final score in each group. Regression analysis revealed that for the entire sample (N = 108), low registration accounted for 10.2% of the variance of sleep quality above group membership (p < .001), while in a separate examination of adults with LD (n = 53), low registration accounted for 19.9% of the variance of sleep quality (p < .001). CONCLUSIONS:Adults with LD need to be studied through a health-related perspective such as the ICF model to gain further understanding of their unique characteristics and daily needs. Sensory and sleep functions of adults with LD should be further studied in the context of health related quality of life

Classification of 62 articles to domains of activity and participation according to the ICF model.

<p>Classification of 62 articles to domains of activity and participation according to the ICF model.</p

Activity and Participation Characteristics of Adults with Learning Disabilities - A Systematic Review

<div><p>Background</p><p>‘Learning disabilities’ (LD) refer to a wide group of neurological disorders caused by deficits in the central nervous system which influence the individual's ability to maintain-, process or convey information to others in an efficient way. A worldwide discussion about the definitions of LD continues while a conceptual framework for studying the diverse life outcomes of adults with LD is still missing.</p><p>Objective</p><p>The aim was to review the literature on the <i>activity</i> and <i>participation</i> of adults with LD based on the International Classification of Functioning, Disability and Health (ICF) concepts.</p><p>Methods</p><p>“PsychInfo”, “Eric” and “PubMed” were searched for relevant literature according to the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). After a three-stage process, 62 articles relevant for domains of activity and participation of adults with LD were included in the review.</p><p>Results</p><p>Thirty-two articles focused on the domain of major life areas of education, work and employment and twelve articles focused on the domain of learning and applying knowledge. Limitations in activity and participation of the population with LD in these domains are recognized and discussed. Eighteen additional articles demonstrated that adults with LD confront difficulties in various life domains (e.g., communication, interpersonal interactions, mobility, and domestic life), however literature concerning these domains is scarce.</p><p>Conclusions</p><p>The ICF can be useful for further exploration of activity and participation characteristics of adults with LD in various life domains. Such exploration is required in order to gain a wider perspective of their functional characteristics and daily needs.</p></div

Components of the ICF model (WHO, 2001).

<p>Components of the ICF model (WHO, 2001).</p

PRISMA 2009 Flow Diagram describing the three stages search process conducted for this literature review.

<p>PRISMA 2009 Flow Diagram describing the three stages search process conducted for this literature review.</p

Means and standard deviations of <i>WHOQOL</i>^a domain scores.

<p>Means and standard deviations of <i>WHOQOL</i><a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0166939#t003fn004" target="_blank">^a</a> domain scores.</p

Predicting <i>TOPS</i>^a subscales scores from group membership and <i>BRIEF-A</i>^b subscales scores.

<p>Predicting <i>TOPS</i><a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0166939#t005fn004" target="_blank">^a</a> subscales scores from group membership and <i>BRIEF-A</i><a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0166939#t005fn005" target="_blank">^b</a> subscales scores.</p

Means and standard deviations of <i>BRIEF-A</i>^a subscale scores, indexes and GEC^b score.

<p>Means and standard deviations of <i>BRIEF-A</i><a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0166939#t001fn003" target="_blank">^a</a> subscale scores, indexes and GEC<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0166939#t001fn004" target="_blank">^b</a> score.</p

Means and standard deviations of <i>TOPS</i>^a subscale scores and general score.

<p>Means and standard deviations of <i>TOPS</i><a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0166939#t002fn002" target="_blank">^a</a> subscale scores and general score.</p