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DOI: PSYCHOMOTOR DEVELOPMENT DISORDERS IN THE EARLY DIAGNOSIS AND INTERVENTION IN SPECIFIC LEARNING DISORDER. A CASE STUDY
V. Zakopoulou , Department of Speech and Language Therapy, Laboratory of New Approaches in Communication Disorders, University of Ioannina, Ioannina, Greece P. Christodoulides , Department of Speech and Language Therapy, Laboratory of New Approaches in Communication Disorders, University of Ioannina, Ioannina, Greece V. Koutsobina , Department of Psychology, School of Social Sciences, University of Ioannina, Ioannina, Greece N. Anagnostou , Department of Physical Education & Sport Science, Aristotle University οf Thessaloniki, Thessaloniki, Greece M. Vergou , Department of Preschool Education, University of Ioannina, Ioannina, Greece D. Sarris , Department of Preschool Education, University of Ioannina, Ioannina, GreeceAbstract
The present study focuses on psychomotor development disorders of a 5.9-year-old child early diagnosed with Specific Learning Disorder. Data analysis indicated the occurrence of psychomotor disorders in coexistence with other cognitive and language difficulties of case A. Regarding the psychomotor development, main difficulties were recorded in the fields of body shape, spatiotemporal orientation, left-right discrimination, and visual-motor coordination. The ABA single-subject research design was applied. In the baseline phase (A), difficulties were revealed in specific psychomotor skills (dependent variable), which were treated assigned to a well-adjusted 4-month intervention program (phase B), and successfully decreased. This variation led to the withdrawal of the intervention’s implementation (phase A), while in the final assessment after 4 months, the case recorded high performance, indicating steadily minimized difficulties, and thus emphasizing the effect of the psychomotor skills. A thorough interpretation of the results sheds light on the significant role of psychomotor development both in the early occurrence and in the intervention of SLD. Overall, our findings suggest that further and more targeted research is needed to investigate the complex and strong interactions that arise early between the components of SLD structure, such as neurobiological, cognitive, linguistic, and psychomotor.
Keywords
Specific Learning Disorder, multifactor approach, early diagnosis, early intervention
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