A Study on the Development of the Near Poor Families’ Children:

-Focused on Dae-jeon area-

Article information

J Korean Med. 2019;40(1):78-85
Department of Pediatrics, College of Korean Medicine, Daejeon University
Correspondence to: 김은진 (Kim Eun Jin), 대전광역시 서구 대덕대로176 번길75, 대전대학교 부속 둔산한방병원 한방소아과, Korean medicine hospital of Daejeon university, 75, Daedeok-daero 176 beon-gil, Seo-gu, Daejeon, Republic of Korea, Tel: +82-42-470-9138, Fax: +82-42-470-9005, E-mail: utopialimpid@naver.com
Received 2019 February 20; Revised 2019 March 21; Accepted 2019 March 21.

Abstract

Objectives

The purpose of this study is to evaluate the development of the near poor Families’ Children via learning disability indices, frontal executive function.

Methods

Seventeen children (10 boys, 7 girls, 6.6–11.9 years) from the near poor Families’ were enrolled in this study. Children were evaluated for a learning disability and frontal executive function.

Results

In Learning disability indices, 3 children showed low scores in subscales and 2 children showed low scores in learning quotient. In Frontal executive function, 3 children showed low scores in CCTT (Children’s Color Trails Test) and 11 children showed low scores in STROOP (Stroop Color and Word Test).

Conclusions

Intensive management, educational programs, and additional neuropsychological tests will be needed in children with low learning scores.

Characteristics of the Subjects

Learning Disability Evaluation Scale by K-LDES

Frontal Executive Function by CCTT, STROOP

Relation between Learning Quotient by K-LDES and Frontal Executive Function

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Article information Continued

Table 1

Characteristics of the Subjects

Boys Girls Total
Number 10 7 17
Age (year) 10.43 8.59 9.67

Table 2

Learning Disability Evaluation Scale by K-LDES

Boys Girls Total
Listening 11 ± 2.14 12 ± 2.30 11.47 ± 2.20
Thinking 10.88 ± 2.53 11.43 ± 2.50 11.13 ± 2.45
Speaking 10 ± 4.66 11 ± 2.38 10.47 ± 3.68
Reading 9.63 ± 3.73 11 ± 2.71 10.27 ± 3.26
Writing 11.12 ± 2.30 11 ± 2.58 11.07 ± 2.34
Spelling 9.63 ± 3.50 10 ± 2.08 9.80 ± 2.83
Mathematical calculation 11.63 ± 2.33 11.57 ± 2.57 11.60 ± 2.35
Learning Quotient 103 ± 15.78 106.57 ±12.49 104.67 ± 13.96

1) K-LDES: Korean version of Learning Disability Evaluation Scale

Table 3

Frontal Executive Function by CCTT, STROOP

Boys Girls Total
CCTT CCTT-1 51.5 ± 12.42 48 ± 9.59 50.06 ± 11.16
CCTT-2 53.7 ± 10.64 51.43 ± 7.12 52.76 ± 9.16
Interference index 55.8 ± 6.53 52.29 ± 8.24 54.35 ± 7.25
STROOP Word 57.1 ± 9.51 48.43 ± 8.90 53.53 ± 10.00
Color 55.1 ± 9.45 45.14 ± 11.13 51 ± 11.05
Color-word 45.8 ± 9.44 44.43 ± 13.30 45.24 ± 10.81
Interference score 40.1 ± 6.95 47.57 ± 7.48 43.18 ± 7.91

1) CCTT: Children’s Color Trails Test

2) STROOP: Stroop Color and Word Test

Table 4

Relation between Learning Quotient by K-LDES and Frontal Executive Function

value Learning Quotient
CCTT CCTT-1 pearson 0.315
P 0.253
CCTT-2 pearson 0.582*
P 0.023
Interference index pearson 0.344
P 0.209
STROOP Word pearson 0.299
P 0.280
Color pearson 0.175
P 0.533
Color-word pearson 0.236
P 0.398
Interference score pearson −0.058
P 0.837

1) K-LDES: Korean version of Learning Disability Evaluation Scale

2) CCTT: Children’s Color Trails Test

3) STROOP: Stroop Color and Word Test