DC Field | Value | Language |
---|---|---|
dc.contributor.author | Zakopoulos, Vassilis | - |
dc.contributor.author | Zakopoulou, Victoria | - |
dc.contributor.author | Tzimourta, Katerina | - |
dc.contributor.author | Ntritsos, Georgios | - |
dc.contributor.author | Tzallas, Alexandros | - |
dc.contributor.author | Tsipouras, Markos | - |
dc.contributor.author | Astrakas, Loucas G. | - |
dc.contributor.author | Christodoulides, Pavlos | - |
dc.contributor.author | Paliokas, Ioannis | - |
dc.contributor.author | Giannakeas, Nikolaos | - |
dc.date.accessioned | 2024-02-27T23:13:39Z | - |
dc.date.available | 2024-02-27T23:13:39Z | - |
dc.date.issued | 2021-05 | - |
dc.identifier | google_scholar-JrwYQBwAAAAJ:UeHWp8X0CEIC | - |
dc.identifier.issn | 2582-1121 | - |
dc.identifier.other | JrwYQBwAAAAJ:UeHWp8X0CEIC | - |
dc.identifier.uri | https://uniwacris.uniwa.gr/handle/3000/1243 | - |
dc.description.abstract | Background: The wide range of terminology, multiple diagnostic criteria, and multifarious basis of Specific Learning Disorder (SLD) constitutes a new reality in the complex entity of SLD. In this manuscript, we address this issue and present the findings of a pilot study concerning the early diagnosis of SLD, while strongly emphasizing the necessity of integrating and testing a vast range of data from multiple domains and skills to achieve correct and safe early diagnosis of SLD. Materials and Methods: For this purpose, statistical techniques were implemented in a well-structured methodological approach, as follows: (a) a cluster of adequate diagnostic procedures to determine the early extent of specified difficulties, (b) targeted data clustering techniques to identify clusters in the data, and (c) the Use Case method for the configuration of individualized diagnostic profiles. Results: Through a data analysis schema, several variables were reported as significant, clustering the participants according to their strengths and weaknesses, while strong interactions between specific factors were highlighted in the background of SLD. Conclusion: The findings of the study enhance the core argument of this pilot study that an “ever-expanding model” should be considered as the most reliable source for a comprehensive early diagnosis of SLD. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Acta Scientific Open Access | en_US |
dc.relation.ispartof | Acta Scientific Neurology | en_US |
dc.source | Acta Scientific Open Access 4 (6), 53-69, 2021 | - |
dc.subject | Specific learning disorder | en_US |
dc.subject | Early diagnosis | en_US |
dc.subject | Multifactorial approach | en_US |
dc.subject | Early intervention | en_US |
dc.subject | Clustering | en_US |
dc.title | Towards Correct and Safe Diagnosis of Specific Learning Disorder in Preschool Age. The perspective of Early Multi-collector Diagnostic Approaches. A Pilot Study | en_US |
dc.type | Article | en_US |
dc.relation.dept | Department of Accounting and Finance | en_US |
dc.relation.faculty | School of Administrative, Economics and Social Sciences | en_US |
dc.relation.volume | 4 | en_US |
dc.relation.issue | 6 | en_US |
dc.identifier.spage | 53 | en_US |
dc.identifier.epage | 69 | en_US |
dc.link | https://actascientific.com/ASNE/ASNE-04-0365.php | en_US |
dc.collaboration | University of West Attica (UNIWA) | en_US |
dc.subject.field | Social Sciences | en_US |
dc.journals | Open Access | en_US |
dc.publication | Peer Reviewed | en_US |
dc.country | Greece | en_US |
item.cerifentitytype | Publications | - |
item.languageiso639-1 | en | - |
item.openairetype | Article | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
item.fulltext | No Fulltext | - |
item.grantfulltext | none | - |
crisitem.author.dept | Department of Accounting and Finance | - |
crisitem.author.faculty | School of Administrative, Economics and Social Sciences | - |
crisitem.author.orcid | 0000-0002-3661-3787 | - |
crisitem.author.parentorg | School of Administrative, Economics and Social Sciences | - |
Appears in Collections: | Articles / Άρθρα |
CORE Recommender
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.