Quality of life in newly diagnosed children with specific learning disabilities (SpLD) and differences from typically developing children: a study of child and parent reports

Ginieri-Coccossis, Maria; Rotsika, Vasiliki; Skevington, Suzanne M.; Papaevangelou, S; Malliori, Melpomeni; Tomaras, Vlassis; Kokkevi, Anna

doi:10.1111/j.1365-2214.2012.01369.x

Cited by 45 publications

(43 citation statements)

References 27 publications

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“…Our results are partly similar to the findings of Ginieri-Coccossis et al (2013); according to self-report, no differences were found between RD and control groups for both genders in the QoL dimensions of physical well-being and school functioning. Moreover, the very few previous studies measuring the self-rated QoL of children with SpLD reported lower self-rated QoL of children with SpLD than typically developing children in the dimensions of emotional well-being and family and friends (Karande et al, 2009; Rotsika et al, 2011; Karande and Venkataraman, 2012; Ginieri-Coccossis et al, 2013). However, in our study, children (both girls and boys) did not rated their QoL lower on the dimension of family and general QoL than did healthy children.…”

Section: Discussionsupporting

confidence: 92%

“…Our study extends several aspects of the existing, but very limited data on the QoL of children with an RD (Karande et al, 2009; Karande and Bhosrekar, 2009; Rotsika et al, 2011; Karande and Venkataraman, 2012, 2013; Ginieri-Coccossis et al, 2013). …”

Section: Discussionsupporting

confidence: 80%

“…All these studies examined children with SpLD and not only children with RD. These data show that several aspects (e.g., emotional well-being, self-esteem and satisfaction in their relationships with family and friends) of self-perceived and parent-reported QoL for children with newly-diagnosed SpLD are poorer than the QoL of typically developed children (Karande et al, 2009; Rotsika et al, 2011; Karande and Venkataraman, 2012, 2013; Ginieri-Coccossis et al, 2013). …”

Section: Introductionmentioning

confidence: 92%

“…Although the construct of the quality of life (QoL)—which includes psychical, psychological, and social aspects—has been recently gaining importance as a multidimensional measure of overall well-being of children with psychiatric problems (Bastiaansen et al, 2004, 2005; Dallos et al, 2014), there is very little research on the QoL in children with RD (Karande et al, 2009; Rotsika et al, 2011; Karande and Venkataraman, 2012, 2013; Ginieri-Coccossis et al, 2013). All these studies examined children with SpLD and not only children with RD.…”

Section: Introductionmentioning

confidence: 99%

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Reading Disability and Quality of Life Based on Both Self- and Parent-Reports: Importance of Gender Differences

et al. 2016

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Purpose: The aim of this study is to investigate self- and parent-rated quality of life (QoL) in children with a reading disability (RD) and the impact of comorbid psychopathology, with special focus on age and gender differences.Methods: Using the Dyslexia Differential Diagnosis Maastricht-Hungarian standard test, 127 children (aged < 18) were included in the RD group and 81 in the control group. To measure comorbid psychopathology, the Strengths and Difficulties Questionnaire (SDQ) was administered. To evaluate the children's QoL self- and parent-rated versions of the Measure of Quality of Life for Children and Adolescents (ILK) were used. Group differences in QoL and psychopathology were assessed using Mann-Whitney U-tests. Moderated mediational models were tested in which comorbid psychopathology mediated the relationship between group membership and self- and parent-rated QoL, which was dependent on gender. Child's age and parents' level of education were included as covariates.Results: The RD group showed lower QoL than the controls in several domains, according to the parent-report, while no differences between the two groups were found, according to self-report. In boys, results revealed conditional and indirect effects of group membership on self- and parent-rated QoL through comorbid psychopathology (−0.046, BCa 95% CI: −0.135 to 0.043 and 0.064, BCa 95% CI: 0.024–0.111, respectively) as well as a conditional direct effect of group membership on parent-reported (−0.098, BCa 95% CI: 0.012–0.184), but not self-rated, QoL. No relationship was found for girls.Conclusions: This study highlights the importance of measuring QoL and comorbid psychopathology in children with RDs from more sources and accounting for gender and age differences.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

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Reading Disability and Quality of Life Based on Both Self- and Parent-Reports: Importance of Gender Differences

et al. 2016

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“…The presence of literacy problems and weak GPA may have several unfortunate consequences, such as depression, anxiety, loneliness and poorer quality of life (Ginieri-Coccossis et al, 2013;Klassen et al, 2013), more frequent risk behaviour, substance use, aggressive and delinquent acts (McNamara & Willoughby, 2010), as well as drop-out from school (Goldstein et al, 2011). Yet, more adolescents with literacy problems attend higher education than before.…”

Section: Cognitive/school-related Factorsmentioning

confidence: 99%

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

Sæle

Sørlie

Nergård‐Nilssen

et al. 2015

Educational Psychology

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Approximately 30 % of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by Grade Point Average (GPA) is one of the strongest predictors of dropout.The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA. In addition, we examined the psychometric properties of a new scale for literacy problems (LP), as well as its role for GPA. Analyses showed that the scale had favourable psychometric properties. Multivariable regression analyses showed that study track choice, task solving skills, gender, lack of educational plans and literacy problems predicted GPA in descending order. The major implication of the study was that GPA is related to a multiple number of demographic, cognitive, and psychosocial factors, and that any interventions addressing GPA will be less effective if not addressing psychosocial in addition to cognitively/school-related factors.

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Brief Report: The Impact of COVID-19 on Parental Stress and Learning Challenges for Chinese Children with SpLD

Poon

2023

J Autism Dev Disord

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The pandemic induced a radical shift to online learning with increased parental involvement. This study investigates the challenges that students with specific learning difficulties (SpLD) encountered during the pandemic and the mediating role of parental stress. A total of 294 parents of children with SpLD (mean age = 10.6; SD = 1.5) were recruited. Parents reported concerns over their children’s difficulties maintaining learning routines, lack of suitable environment for online classes, and ineffective remote learning. Results of mediation analysis showed that online learning challenges, SpLD symptoms, and emotional and behavioral difficulties positively predicted parental stress. In turn, parental stress negatively predicted children’s self-esteem and family quality of life. The study implies that parents of children with SpLD need both psychological and technical support under suspension of face-to-face teaching.

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Quality of life in newly diagnosed children with specific learning disabilities (SpLD) and differences from typically developing children: a study of child and parent reports

Cited by 45 publications

References 27 publications

Reading Disability and Quality of Life Based on Both Self- and Parent-Reports: Importance of Gender Differences

Reading Disability and Quality of Life Based on Both Self- and Parent-Reports: Importance of Gender Differences

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

Brief Report: The Impact of COVID-19 on Parental Stress and Learning Challenges for Chinese Children with SpLD

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