1,721,188 research outputs found
Neuropsychological profile of children with Autism Spectrum Disorder and children with Developmental Language Disorder and its relationship with social communication
No full textObjectiveThe objective of this study was to probe neuropsychological mechanisms of social communication in children with Autism Spectrum Disorders (ASD) and children with Developmental Language Disorders (DLD). Due to overlap of symptoms that include social dysfunction, diagnostic boundaries between these two developmental disorders remain unclear. This study hypothesizes that these two groups of children differ in the characteristics and in the underlying mechanisms of their social issues.MethodThis study examines a wide range of neuropsychological domains in search of a relationship with social communication. A total of 75 children with ASD and 26 children with DLD are included. A cross-battery assessment of neuropsychological functions is conducted, and social communication is evaluated using the Social Responsiveness Scale (SRS).ResultsThe neuropsychological profile for the ASD group differs from the DLD group, with the former demonstrating higher scores on Visual Processing and Comprehension, whereas the DLD group scores higher on Fluid Reasoning, Visual Processing and Processing Speed. Correlation analysis reveals that the association between neuropsychological domains and social communication differs between the groups.DiscussionChildren with ASD and DLD clearly have distinctive neuropsychological profiles-their strengths and weaknesses are not equivalent. Such results motivate broad assessment of neuropsychological functions, as this assists in differentiating ASD from DLD for theragnostic purposes.We thank Ben Maassen for his valuable comments on the master thesis which formed the basis for the present study
Embodied Cognition: A Strength for Adolescents’ Academic Achievement and Well-Being in the Classroom?
No full textBackground: Positive effects of embodied cognition and physical activity on executive functions, well-being and learning outcomes, have been found in toddlers and elementary school children. So far, embodied cognition in adolescents has not received much research attention. The aim of this study was to examine whether embodied cognition within a classroom context positively affects executive functioning, academic well-being and learning outcomes in adolescents. Methods: A 5-week pilot study was performed in 4 th grade secondary school with 16 students performing cognitive and motor exercises using a SenseBall © while learning and 26 other 4 th graders attending class without the embodied cognition training. Pre-and post-tests were administered in both groups to determine students' executive functions and well-being. The intervention's impact was assessed on learning outcomes for Biology, French and Geography. Results and conclusion: Embodied cognitive training showed positive but limited effects in terms of adolescents' working memory, satisfaction, social relationships, pedagogical climate and learning outcomes for French and Geography. Hence, this study may potentially contribute to insights within cognitive processes intertwined with learning processes in adolescents
The body-brain connection: investigating the link between embodied cognition, well-being, and academic performances in autism - a rapid review
No full textSchool-going individuals with Autism Spectrum Disorder (ASD) face challenges in educational settings, including reduced academic performance, motor- and social skills. Embodied cognition (EC), which emphasises the significant role of the body in human cognition, encompasses aspects such as motor control, non-verbal communication, and memory. Within an educational context, engaging in EC improves academic performance and emotions in typically developing children. While a theoretical framework of EC in ASD is established, a gap remains in understanding its specific association with educational contexts for these individuals. The current rapid review aims to investigate the relationship between EC, well-being, and academic performances in school-aged autistic individuals. Building on Eigsti’s (2013) review, current research provides theoretical insights into various aspects and implementations of EC in ASD within an educational setting. Findings suggest that EC implementations, which require physical actions from the body, show beneficial effects in ASD, but may be an obstacle because of dual-task challenges. These insights are valuable for practitioners and policymakers to develop and implement appropriate strategies in education for autistic individuals.Funding
This work was supported by the Special Research Fund (BOF) from Hasselt University [grant number BOF22OWB04].
Acknowledgments
A special thanks to Elke Emmers for her expertise and collaboration, and Katrien Hermans for proofreading the manuscript
Affording embodied learning in and beyond the classroom environment: A Sample Study in the Belgian Secondary School Landscape
No full textEmbodied learning, learning while executing physical activities, is effective, but understudied in secondary education. Furthermore, classrooms often lack space for movement, making it challenging for pupils to engage in embodied learning. To stimulate learning through design, designers can rely on the affordance theory. The current study examines (1) which spatial parameters hamper or facilitate embodied learning, and (2) what learning affordances pupils see and anticipate on in their current secondary school environment to engage in embodied learning. Three qualitative methods were executed. The study revealed that pupils can access the properties of objects or spaces that might hamper or facilitate embodied learning. However, pupils struggle to recognize opportunities for movement in spaces outside the classroom, suggesting that the learning environment seems to be delineated and does not cover the entire school environment according to pupils, hindering their ability to engage in movement and learning.Funding
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by BOF Hasselt University [grant number BOF22OWB04].
Acknowledgments
LE expresses her gratitude to all authors for their support and expertise. LE and RS analysed the results and wrote the manuscript. LE, WT, RS, AA and JV participated in discussions to conceptualize the study, read, gave suggestions/feedback on the written manuscript. LE, WT, RS, AA and JV approved the final manuscript. The authors express their gratitude to the headmaster, teachers and pupils from GO! Campus van Eyck (Maaseik, Belgium), Atlas College (Genk, Belgium), Nautica (Merksplas, Belgium), and Van Veldeke (Hasselt, Belgium) for their willingness and participation. Stephanie Goossens, Lien Grauls and Charlotte Ooms are thanked for the support in data collection. Finally, Michelle Carolus, Donna Weckhuyzen, Jente Mellemans, Adrianna Kucinska, Lies Van den Broeck and Emma Daemen are thanked for their support regarding the illustrations of Figure 4
Learning Environment on the Move: First Design Concepts to Embrace Embodied Learning in Secondary Education
No full textEmbodied learning is a recent educational approach that combines learning with
simultaneous execution of physical activity. It can enhance well-being and academic
performances of pupils. However, in contemporary secondary educational settings, the
conventional practice still involves students receiving instruction while being seated. A
crucial goal therein is to explore whether classrooms of secondary education schools, given
their current architectural design and construction, can embrace the implementation of
embodied learning. In pursuit of this goal, a two-track exploratory study was conducted: 1)
surfacing which architectural elements in the current classroom environment encourage or
restrict the execution of embodied learning, and 2) developing solution-oriented design ideas
to facilitate embodied learning. The research focused on secondary school classrooms in
Flanders and considered the perspectives of both students and teachers. The results indicated
that current classroom environments are not yet optimally equipped to facilitate all forms of
embodied learning. However, the solution-oriented designs represented design alterations on
diverse architectural scale levels to modify classroom environments, making them more
welcoming to embodied learning principles. This exploratory study underscores the need for
a more comprehensive focus on embodied learning implementation, the required design
adaptations, and further exploration of it
Slagen met dyslexie in het hoger onderwijs
No full textTussen 2009 en 2015 ging aan de Universiteit Gent een grootschalig, longitudinaal onderzoek van start naar studeren met dyslexie in het hoger. Het doel was een breed beeld te krijgen van studenten met dyslexie die starten in het hoger onderwijs in Vlaanderen. Daarnaast werden deze studenten gedurende 3 academiejaren gemonitord om een beter beeld te krijgen van hun studievoortgang en studieresultaten.
Als groep presteerden de studenten met dyslexie vaak lager dan de studenten zonder dyslexie, vooral voor lezen en spellen. Spelling was meer aangedaan dan lezen. Daarnaast hadden studenten met dyslexie een lagere verwerkingssnelheid dan studenten zonder dyslexie. Studenten met dyslexie hadden ook meer tijd nodig om verbale informatie uit hun langetermijngeheugen op te roepen (bijvoorbeeld eenvoudige rekenfeiten) dan studenten zonder dyslexie. Wat (vloeiende) intelligentie betreft werd er geen verschil gevonden tussen beide groepen.
Wat de slaagcijfers betreft, behaalden 70% van de controlestudenten tegenover 57% van de studenten met dyslexie na drie jaar een bachelordiploma. Echter bleek dit verschil niet significant. Daarnaast zagen we bij studenten met dyslexie wel significant hogere dropoutcijfers in vergelijking met studenten zonder dyslexie. Studenten met dyslexie hadden een verhoogde kans om tijdens het academiejaar hun studierichting af te breken en/of van richting te veranderen. Momenteel wordt onderzocht welke factoren hiervoor verantwoordelijk zijn.
Een belangrijke bevinding van deze studie blijft dat studenten met dyslexie ontegensprekelijk voor extra uitdagingen staan maar dat verder studeren ook voor hen zeker een haalbare kaart is. Studenten met dyslexie zijn dan ook gebaat bij een goede studiekeuzebegeleiding en voorbereiding van hun transitie van het secundair naar het hoger onderwijs
Embodied Learning and School Design
No full textA qualitative study will be conducted to investigate:
1.1) What spatial parameters affect embodied learning in a school environment according to students and teachers?
1.2) What learning affordances do students see in the current school environment to engage in embodied learning
Embodied Learning in ASD
No full textA rapid systematic review will be conducted to investigate: "What is the underlying association between embodied cognition or embodied learning with well-being and academic performances in school-aged ASD individuals? What is already known about this topic?
L1 and L2 reading comprehension in Dutch higher education students with and without dyslexia: effects of test type and linguistic skills
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