• Clinical and Experimental Pediatrics
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• v.49 no.4
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• pp.341-353
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• 2006

Learning disorders are diagnosed when the individual's achievement on standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. Subtypes of learning disorders may be classified into two groups, language-based type learning disorders including reading and writing disorder, and nonverbal type learning disorder (NLD) such as those relating to mathematics & visuospatial skills, and those in the autism spectrum. Converging evidence indicates that reading disorder represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in neuroimaging technology, particularly the development of fMRI, provide evidences of a neurobiological basis for reading disorder, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal. The former is the reading system for beginner reading, the latter for skilled reading. Compensatory engagement of anterior systems around the inferior frontal gyrus(Broca's area) and a posterior(right occipito-temporal) system is noted in persistent poor readers in long-term follow up study. The theoretical model proposed to explain NLD's source is not right hemisphere damage, but rather the white matter model. The working hypothesis of the white matter model is that the underdevelopment of, damage to, or dysfunction of cerebral white matter(long myelinated fibers) is the source of this disorder. The role of an evidence-based effective intervention in the remediation of children with learning disorder is discussed.

• Journal of information and communication convergence engineering
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• v.21 no.4
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• pp.281-286
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• 2023

Diagnosing reading disorders involves complex procedures to evaluate complex cognitive processes. For an accurate diagnosis, a series of tests and evaluations by human experts are required. In this study, we propose a quantitative tool to diagnose reading disorders based on natural reading behaviors using minimal human input. The eye movements of the third- and fourth-grade students were recorded while they read a text at their own pace. Seven machine learning models were used to evaluate the gaze patterns of the words in the presented text and classify the students as normal or having a reading disorder. The accuracy of the machine learning-based diagnosis was measured using the diagnosis by human experts as the ground truth. The highest accuracy of 0.8 was achieved by the support vector machine and random forest classifiers. This result demonstrated that machine learning-based automated diagnosis could substitute for the traditional diagnosis of reading disorders and enable large-scale screening for students at an early age.

• Journal of the Korea Society of Computer and Information
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• v.18 no.10
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• pp.235-243
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• 2013

This study deals with the methods of improving about effects of Teaching-Learning Activities Based Smart learning on Learning Attitudes and the Attention of Students with Intellectual Disorders. Analysis method of the data in this study included comparison pre-and post test among the two groups( experimental group and control group) first, indicated that the experimental group showed that significantly greater improvement in the Learning Attitudes. Seconds, As for the attention of the two groups, the experimental group maintained their attention at relatively similar levels throughout the study period, while the attention of the control group had shortened toward the end of the study. These results suggest that the Teaching-Learning Activities Based Smart learning through authoring tool was highly effective in improving mentally with Intellectual Disorders' Learning Attitudes and attention.

• Journal of Oriental Neuropsychiatry
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• v.24 no.4
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• pp.393-402
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• 2013

Objectives: This study is a clinical report of a patient with ADHD and learning disorders who is being treated with hyperbaric oxygen, scalp acupuncture, cognitive enhancement therapy and speech-language therapy. Methods: The BASA-R, BASA-M and REVT tests were used for the diagnosis of learning disorders. For the treatment, hyperbaric oxygen therapy, scalp acupuncture, cognitive enhancement therapy and speech-language therapy were all being used. The Raven's matrix tests were compared for between before and after the abovementioned therapies. Results: After the treatment, Raven's matrix test grade improved from 4 to 5. The improvement of the patient's concentration, communication, motion, confidence, and sleep conditions were observed. Conclusions: These therapies including the hyperbaric oxygen therapy are efficient for the treatment of ADHD and learning disorders.

• Journal of Oriental Neuropsychiatry
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• v.24 no.2
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• pp.145-154
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• 2013

Objectives : The purpose of this study is to examine the effects of treatment with scalp acupunctures for children with learning disorders. Methods : For this study, we evaluated Korea standard progressive matrices test (K-SPM) on 24 children with learning disorders who visited Korean medical center neuropsychiatry outpatient clinic from July 2012 to January 2013. Scalp acupuncture, cognitive enhancement therapy and speech-language therapy were applied. All children were treated 2 times a week for 4 months and we compared K-SPM test scores before treatment and 30 times after the treatment. Results : 1) After the treatment, K-SPM test scores have increased significantly (p<0.05) and the number of children in grade 5 (<5%) have decreased from 14 to 6. 2) Comparing K-SPM test scores between two groups: one with medical history and the other without medical history, the scores in both groups have increased significantly (p<0.05). 3) We also divided the children into two groups according to age: under the age of 13 and over the age of 13, and compared K-SPM test scores. Although the scores in both groups have increased respectively, it is the scores of the former group (under the age of 13) that have increased significantly (p<0.05). Conclusions : The treatments with scalp acupunctures were shown to be an effective intervention when improving K-SPM test scores of children with learning disorders.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.55-60
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• 2022

Specific Language Impairment is one of the serious disorders that interferes with spontaneous communication skills in children. Children suffering from this disorder may have reading, speaking, or listening impairments, and such type of disorders are also termed Autism Speech Disorder (ASD) in medical terminology. The aim of the article is to define specific language impairment in children and the problems it can cause. The different methods adopted by speech pathologists to diagnose language impairment. Finally implementing machine learning models to automate the process and help speech pathologists and pediatricians/ in diagnosing the specific language impairment.

• IEMEK Journal of Embedded Systems and Applications
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• v.18 no.2
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• pp.59-65
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• 2023

Currently, polysomnography is essential to diagnose sleep-related breathing disorders. However, there are several disadvantages to polysomnography, such as the requirement for multiple sensors and a long reading time. In this paper, we propose a system for predicting the severity of sleep-related breathing disorders at home utilizing measurable elements in a wearable device. To predict severity, the variables were refined through a three-step variable selection process, and the refined variables were used as inputs into three machine-learning models. As a result of the study, random forest models showed excellent prediction performance throughout. The best performance of the model in terms of F1 scores for the three threshold criteria of 5, 15, and 30 classified as the AHI index was about 87.3%, 90.7%, and 90.8%, respectively, and the maximum performance of the model for the three threshold criteria classified as the RDI index was approx 79.8%, 90.2%, and 90.1%, respectively.

• Journal of Medicine and Life Science
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• v.19 no.1
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• pp.1-7
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• 2022

Learning disabilities (LD), also known as learning disorders, refers to cases in which an individual experiences lower academic ability as compared to the normal range of intelligence, visual or hearing impairment, or an inability to peform learning. Children and adolescents with learning disabilities often have emotional or behavioral problems or co-existing conditions, including depression, anxiety disorders, difficulties with peer relationships, family conflicts, and low self-esteem. In most cases, attention deficit and hyperactivity disorder coexists. As learning disabilities have the characteristics of a difficult heterogeneous disease group that cannot be attributed to a single root cause, they are diagnosed based on an interdisciplinary approach through medicine and education, such as mental health medicine, education, psychology, special education, and neurology. In addition, for the accurate diagnosis and treatment of learning disabilities, the diagnosis, prescription, treatment, and educational intervention should be conducted in cooperation with doctors, teachers, and psychologists. The treatment of learning disabilities requires a multimodal approach, including medical and educational intervention. It is suggested that educational interventions such as the Individualized Education Plan (IEP) and the Response to Invention (RTI) should be implemented.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.174-176
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• 2022

In this paper, we present a mobile application for 'personalized customized learning' for children with articulation disorders using an artificial intelligence (AI) algorithm. A dataset (Data Set) to analyze, judge, and predict the learner's articulation situation and degree. In particular, we designed a prototype model by looking at how AI can be improved and advanced compared to existing applications from the UX/UI (GUI) aspect. So far, the focus has been on visual experience, but now it is an important time to process data and provide a UX/UI (GUI) experience to users. The UX/UI (GUI) of the proposed mobile application was to be provided according to the learner's articulation level and situation by using CRNN (Convolution Recurrent Neural Network) of DeepLearning and Auto Encoder GPT-3 (Generative Pretrained Transformer). The use of artificial intelligence algorithms will provide a learning environment with a high degree of perfection to children with articulation disorders, thereby enhancing the learning effect. I hope that you do not have any fear or discomfort in conversation by improving the perfection of articulation with 'personalized and customized learning'.

• The Journal of Pediatrics of Korean Medicine
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• v.33 no.4
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• pp.60-73
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• 2019

Objectives This study reviewed the effects of a combined treatment with Kampo and Western medicine for Developmental disability in Japan, and the provision of education programs in clinical care. Methods The search database includes J-STAGE. To narrow the search, the following key words were used: 'pervasive developmental disorders, Attention-Deficit/Hyperactivity Disorder, Learning Disorders or Learning Disabilities, Intellectual Disability, and Kampo'. The search was limited to the publication date from 2001 to 2019. Results 1. Japan analyzed five sections: The usage of the Kampo medicine ranges from 25.2% to 71.6%, and the Kampo medicine was highly used in large cities. 2. In Japan, the educational programs were provided for the caregiver and special educational programs were available for children with disabilities. 3. In Japan, there were 9 studies regarding developmental disability treating with herbal remedies. There were seven clinical trial reports, and two were published in a review or report form. 4. The results showed benefits of using Kampo for patients with lack of Yin in blood in treatment of developmental disorder. It is also important to control the liver qi and Yin in blood. 5. Seven papers reported no side effects or abnormal findings. They have reduced the use of antipsychotics. Conclusions These review studies in regards to the combined treatment of Kampo and Western medicines can be helpful to improve long term side effects of the antipsychotics used in developmental disorders.