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ORIGINAL ARTICLE
Year : 2022  |  Volume : 8  |  Issue : 1  |  Page : 48-51

Difference in the cognitive profile of children with specific learning disabilities


1 Department of Clinical Psychology, Santhosh Deemed to be University, Gaziabad, Uttar Pradesh, India
2 Department of Clinical Psychology, Institute for Communicative and Cognitive Neurosciences, Thiruvananthapuram, Kerala, India

Correspondence Address:
Varghese Mathew
Department of Clinical Psychology, Santosh Deemed to be University, Ghaziabad, Uttar Pradesh
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/sujhs.sujhs_16_22

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Context: Specific learning disabilities (SLDs) is a neurodevelopment disorder characterized by normal intelligence, and marked difficulty in academics and scholastic performance, thereby expressing gross discrepancy in the ability and achievement. Children with SLD have a typical cognitive profile. Like among the normal children, variance in the distribution of the intelligence is also observed among the children with SLD. Aims: The present study intends to categorize the children with SLD based on the intelligence quotient (IQ) and compare it with the nonlearning disabled (NLD) and further explore the cognitive profile associated with the respective category of SLD children. Settings and Design: In the present study, three groups of children in the age range of 8 to 12 years studying in 3 to 7th standard were selected as the sample for the study. Subjects and Methods: Seventy-seven children with SLD and 24 NLD children were tested for their IQ using the Wechsler's Intelligence Scale for children-IV. Seventy-seven children with SLD were categorized into two groups based on their Full-Scale IQ (FSIQ). The results were statistically analyzed and compared. Statistical Analysis: Independent sample t-test was used for the statistical analysis. Results: It was found that 58.4% of children with SLD had the FSIQ below 90 and 41.6% of children with SLD represented with the FSIQ as above 90. Both the groups of SLD children were compared with the NLD group. The significant difference is observed in the cognitive proficiency index (CPI) and general ability index (GAI). The SLD children of FSIQ below 90 had deficits in the domain of CPI and GAI and the SLD children with FSIQ above 90 had deficits in the area of CPI alone. The GAI and CPI of these children were further analyzed to reveal that the SLD children with FSIQ above 90 had difficulty in the area of working memory. Conclusion: The SLD may be represented as two different categories based on the cognitive profile. One category of children with SLD has their problems and difficulties confined to the domain of the working memory, while the other category of children has difficulty in the area of both GAI and CPI indicating difficulty in perceptual reasoning, working memory, and processing speed.


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