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Abduction in the Assessment of Special Educational Needs - Learning Disability
31-44Views:283The diagnostic categories used to define learning disability are not standardized, and categorization systems are vague. This study aimed to explore the diagnostic methodology and strategies used to identify learning disabilities. The aim is to identify abductions in diagnostics in the field of special education. Interpreting diagnostics in remedial education using abduction can help identify learning disabilities more accurately. In the previous research phase, we conducted a meta-analysis of 11 expert reviews to identify abduction using fuzzy logic, fsQCA, and Boolean algebra. This study allowed for the creation of a new abductive diagnostic model. Based on these results, the reliability of the diagnostic process can be increased, and the diagnostic model can be used to detect learning disabilities or other types of problems and to identify sufficient conditions underlying a given phenomenon. Neither qualitative content analysis nor fsQCA revealed a relationship between all variables at a sufficient depth. Thus, in the present study, we moved on to Bayesian meshes, which shift and attempt to reorder previously identified variables based on conditional probability. We hypothesized that the Bayesian mesh and abduction application together may already be an efficient tool, which also anticipates the possibility of automation.
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ABILITY DEVELOPMENT GAMES FROM ASPECTS OF IPOO-MODELL: THE POSSIBILITY OF DIAGNOSTICS INTEGRATED IN DEVELOPMENT
55-66Views:4123According to Mező's IPOO-model of learning, learning is a kind of information processing, which has got four different, but a related component. These components are input, process, output, and organization. This model is useable to analyzing and to diagnostic and to develop a wide range of learning phenomenons (from personality development to the development of learning strategies and abilities). The present study gives a short summarize of possibilities of ability diagnostics and development in the theoretical frame of the IPOO-model.
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FIRST STEPS OF EDUCATION IN THE FAMILY – THE POSSIBILITIES OF EARLY CHILDHOOD PREVENTION AND INTERVENTION AT THE DEPARTMENT OF PEDIATRICS OF THE UNIVERSITY OF DEBRECEN
109-116Views:483In Hungary, preterm birth is a common issue; approximately 8.000 infants are born preterm each year. At the Department of Pediatrics of the University of Debrecen, our Pediatric Psychology and Psychosomatic Unit work to minimize the risk of neurodevelopmental delay in children born prematurely or in other risk groups. In favour of it, we help families at both the prevention and the intervention levels. Parent education, organization of parent groups, and counselling provide us an opportunity to acquaint parents with the possibilities of using help. The chapter briefly describes the possibilities of prevention (screening tests, diagnostics) and intervention (parent group, music therapy, animal-assisted therapy, sensory integration therapy), the family implications of the COVID-19 pandemic, and the Bayley-III diagnostic and screening test, which is one of the most advanced developmental tools for early prevention. Our approach is that, in favour of healthy and balanced development, the whole family needs to get the appropriate support and care. Supporting and strengthening parental efficiency is an important step by which the parent is able to implement a method of education that takes into account the individual characteristics of the child, by which the child's adaptability, carrying capacity, and social skills develop and strengthen.
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TIC DISORDER: SYMPTOMATIC TREATMENT OR UNCOVERING AND DISSOLVING PSYCHODYNAMIC PROCESSES
65-89Views:335This study focuses on tic disorders in childhood. Its topicality is due to the fact that while most of the latest studies on the topic have dealt with the visible symptoms from a biological and behaviorist point of view, this study presenting a case of a 6,5-year-old girl attempts to show how to reveal conflicts underlying tic disorders from a psychodynamic perspective. In the case of children, it is of crucial importance that interventions must focus not only on visible symptoms but also on dissolving tension behind them. After a complex theoretical overview of the topic, we try to give an answer to the following question in the testing period: what kind of intra- and interpersonal factors play a role in the manifestation of tic symptoms and other behavioral problems in the case of this particular child? To reveal these, we use psychodynamic projective tests. The results confirm severe emotional and interpersonal instability and internal factors of aggression and anxiety. With regard to the age and personal particularities, these justify dynamic psychotherapy. In the final section, our aim is to give some advice to parents and educators about how to handle children with tic disorders.
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Reality or Illusion? A Scientific Focused Examination of Pathological Expectation Avoidance, or PDA, Based on Domestic Literature
187-194Views:199Pathological Demand Avoidance (PDA) is a behavioural pattern that, based on available descriptions, can manifest itself in extreme, anxiety-ridden resistance to expectations and oppositional behaviour. In terms of its described "symptoms," it may overlap with many areas of autism spectrum disorder, which is why it became the focus of our study, as PDA is not part of the official diagnostic systems (DSM-5, ICD-11) and is therefore often confused with other disorders, primarily autism, oppositional defiant disorder, or ADHD, and its indiscriminate use can be particularly misleading. This kind of confusion or potential misinterpretation not only causes diagnostic problems but can also hinder the development of appropriate educational and therapeutic interventions for those affected. Based on the principles of inclusive education, every student has the right to support tailored to their individual needs. However, PDA currently falls outside the categories of special education and psychological care, so children are believed to be affected, and their families are often marginalised or may not receive adequate diagnosis-based intervention until later. This study argues that a scientific approach to PDA, its recognition and interpretation, is not only an ethical issue but can also be understood from the perspective of fairness, pedagogical flexibility, and social inclusion. Based on our findings, it can be argued that the "diagnosis" of PDA should be the subject of scientific research. The aim of this study is to analyse the findings of available sources to determine what we can understand by PDA and how it can be considered as a separate behavioural profile type.
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ART DIAGNOSTIC INSTRUMENTS FOR EDUCATION WITH ARTS
91-102Views:776The present study is about the introduction of art diagnostic instruments that are attached of education with arts, which may be suitable for assessing pupil’s abilities in a pedagogical-psychological context. The study also provides a brief overview of the diagnostic instruments available in the visual arts.