Introduction
The primary purpose of science is to study processes and objects for improving living conditions on earth. This work uses behavioral science, which applies to scientific principles for studying the behavior of organisms (Colman, 2015). However, since this part of science covers a wide range of issues, then psychology, precisely, such area as cognitive psychology, is applied for a detailed consideration of the case. Colman (2015) defines psychology as a “study of the nature, functions, and phenomena of behavior and mental experience” (617).
Cognitive psychology research “all forms of cognition, including attention, perception, learning, memory, thinking, problem-solving, decision-making, and language” (Colman, 2015, 144). The goal of this area of psychology is to understand the processes of perception of information for the treatment of diseases and disorders associated with their impairment. Consequently, the principles of this branch of behavioral science are most appropriate for the analysis of dyslexia and dyscalculia and demonstrate that such a method of intervention as training can treat their symptoms.
The Reasons and Causes of Dyslexia and Dyscalculia
Dyslexia and dyscalculia are severe learning disorders that affect the lives of children and adults. Both diseases appear due to cognitive impairment in the processing of certain types of information; however, dyslexia is manifested in an isolated disorder of reading and spelling, and dyscalculia causes difficulties with arithmetic and calculations. These disabilities prevent people from performing routine activities available to others and also cause other psychological disorders, such as stress, depression, and low self-esteem, due to the inability to meet educational standards.
However, although dyslexia and dyscalculia belong to the same category of deviations, their causes are different processes of brain activity. According to Landerl (2009), disorders have distinct cognitive profiles, since the phonological deficit causes dyslexia, and the source of dyscalculia is the deficient modulus of the number. For this reason, a person may experience either one of these disabilities or two at the same time, as in the case of eight-year-old Jimmy.
Moreover, both deviations have their subspecies, since a child or an adult can have difficulties in different types of educational activities. For example, a person with dyslexia has problems with reading and spelling, which can be caused by the slow matching of letters and sounds, or their visual recognition. Dyscalculia can be caused by the inability to recognize or count the number of things, perform arithmetic operations, or operate symbols and signs (Kaufmann & Von Aster, 2012). These subspecies can be combined both in the manifestations of one disorder or several.
Furthermore, although both disabilities are in the same category of cognitive impairment, they have different reasons for appearance. Kaufmann and Von Aster (2012) identify among the possible cause of dyscalculia neurological diseases, genetic syndromes, stress, and traumas. For example, if a child at an early age was exposed to events that aroused his or her aversion to calculus, then this may cause problems in arithmetic in the future.
At the same time, there is no connection between stress or trauma and dyslexia. However, common causes for both disorders are heredity as well as the home environment. The possibility of learning disabilities in children of dyslexic parents is several times much higher since the disability can be transmitted by genetic means. However, Dilnot, Hamilton, Maughan, and Snowling (2016) note that the risk of dyslexia is also reflected in the interaction of genetic predisposition and the environment. Thus, studying and playing with the child at home reduces the possibility of developing problems with reading and counting.
Examination of the Case Study
The case study of eight-year-old Jimmy is a clear example of dyslexia and dyscalculia since all signs show the absence of other disorders. It is mentioned in the description that the parents noticed the boy’s difficulties in reading and mathematics; however, no other problems were not shown. Besides, interviews and tests demonstrated that learning problems are not related to physical impairments of vision or hearing, as well as delays in emotional or intellectual development. Consequently, these indicators can confirm the cerebellum theory, which suggests that disturbances in the functions of the cerebellum are the cause of dyslexia and dyscalculia.
Studies note that dyslexia and dyscalculia are not related to the intellectual and emotional development of a person, and IQ is usually at an average or high level for a certain age (Schulte-Körne, 2010; Kaufmann & Von Aste, 2012). However, the boy has difficulty reading and math, which indicates the presence of a problem. According to theory, the cerebellum plays a role in automating processes that provide learning, precisely, memorization, and reproducing information according to a given algorithm (Stoodley & Stein, 2011).
However, people with a restriction of this function have problems with recognizing and comparing sounds and letters, and other symbolic meanings, such as numbers. Since Jimmy has both difficulties with reading and mathematics, the inability cannot be explained only by a violation of auditory perception; hence, disruption of information processing occurs in other processes of brain activity. Therefore, the cerebellum theory explains the development of both dyslexia and dyscalculia, and the absence of emotional and intellectual delays in development and physical limitations confirms this assumption.
Scientific Research
The topic of diagnosis and treatment of dyslexia and dyscalculia is the subject of a large number of scientific papers that examine one or another side of the issue. Some of them are devoted to only one of the cognitive disorders, while others evaluate and compare both. However, it is difficult to find scientific literature that would not only study the features of dyslexia and dyscalculia together but also offer treatment for people suffering from both disorders.
In the process of researching scientific literature, some articles and books have been studied that deal with the symptoms, diagnosis, and treatment of dyslexia and dyscalculia. However, many of them were written in the twentieth century, and also consider only one side of the issue. Works written more than 10-20 years ago more often in general terms characterize cognitive disorders, investigate their cause, and offer treatment.
Therefore, the main findings are the classification of disabilities, their symptoms, and ways to overcome them, and for each kind separately. The sources used in this work are also useful for research in the aggregate, but they are not universal. For example, an article by Kumar and Raja (2009) offers general recommendations for treating both diseases at the same time and describes their features, This article has some useful findings, but it is not new and specific.
Newer works also do not cover all issues at once. For example, Toffalini, Giofrè, and Cornoldi (2017) consider the strengths and weaknesses of the intellectual profile of people suffering from both disorders individually and in combination but do not offer treatment. It should also be noted that the scientific works of the last five years are aimed at a more in-depth study of the specific features of the functioning of the brain or individual processes associated with cognitive impairment, so they were practically not used in this work. This feature can also be noted in articles by Toffalini et al. (2017) and Dilnot et al. (2016), as they both study the individual sources of the disorder.
Therefore, new findings refer to certain features of the functioning of the brain or the impact of disabilities on human life. They also have a wide variety, since scientists use different theories and approaches for creating hypotheses. This shift can be justified by the fact that in general, the topics of dyslexia and dyscalculia have been studied, and their treatment has been practiced for years. Consequently, modern scientists try to find new peculiarities that will help to qualitatively change the approach to the elimination of these cognitive disorders.
Relevant trends in Working With Dyslexia and Dyscalculic People
Cognitive disorders are diseases that are not obvious for most people, but they interfere with both routine functions, such as shopping or paying bills and more significant ones, such as performing work duties. However, dyslexia and dyscalculia can be treated and corrected with a timely intervention that helps to reduce external manifestations and develop a person’s skill. Training programs and regular practice are the most effective and affordable methods for treating dyslexia and dyscalculia if they are selected according to the type of disorder.
The most crucial aspect of working with people who have cognitive impairment is the selection of the right program aimed at developing specific abilities. For people who exhibit symptoms of dyslexia and dyscalculia, an integrated approach that can train reading and calculating skills in parallel, but without undue stress is a necessary measure. The approach to treatment should be individualized; however, there are some general practices relevant to different types of problems.
For example, according to Kaufmann and Von Aster (2012), repeated practice, segmentation of the subject, training tips, and the creation of small interactive groups show the most effective results in developing abilities. Classes also should be regular, but short, especially for young children, since this method helps to master information better. Therefore, the primary approach in the treatment of dyslexia and dyscalculia is a correctly selected training program aimed at eliminating the problems associated with learning.
Moreover, it is necessary to pay attention to the general psychological state of a person while working with dyslexic and dyscalculic. Many people with this type of dysfunction feel intellectually deprived and experience stress due to the inability to meet educational standards. Children can also be ridiculed by classmates because of their poor reading and math skills. Particularly important is working with adolescents as they are more sensitive to public opinion. For this reason, teachers and psychologists should explain to the child or adult the characteristics of his or her disabilities, and help to find other strengths, as well as raise his or her self-esteem.
Plan of Action
In the case of eight-year-old Jimmy, it is necessary to take several steps to establish an accurate diagnosis, and then choose the required program that will help eliminate his difficulty. The first step after creating a general diagnosis or during the initial testing is to distinguish the kinds of problems a child faces and their causes. Then therapists need to form a training program, including classes with professional educators and parents.
Besides, it is necessary to make sure that the child is aware of his problems and wants to overcome them, since, without his participation, the learning process will be stressful and ineffective. Parents also should be educated about all the necessary skills for training Jimmy, as well as his psychological support. Such an action plan will provide comprehensive treatment and improvement of the child’s abilities.
The first necessary step is to make an accurate diagnosis with the peculiarities of the boy’s thought process. The diagnostic usually includes assessing the specific abilities of the child compared with other children, and his general intellectual and emotional development. For example, the therapist can find out whether Jimmy has a problem in comparing sounds and symbols, or is it difficult for him to read words that are written and pronounced in different ways.
The next step is to choose a program that matches the problems and the age of the child. In the case of Jimmy, these will be simple mathematical puzzles and texts in which the child knows all the words. It is also necessary to create a training program with professional teachers for full lessons, as well as simple short games as homework that parents can practice. The combination of such techniques will help the child to repeat and memorize the material, developing his abilities constantly.
Conversations with Jimmy and his parents to make sure that the child wants to learn is also an essential step. It is crucial that the child understands the purpose of his studying and is interested in it. Parents should also be supported and prepared for the fact that possible failures can upset Jimmy and reduce his desire to learn, So, the parents, in this case, should help him keep this desire and not force him to study against his will. Thus, comprehensive support and a well-designed training program will allow Jimmy to catch up with his peers soon, and save him from possible problems in the future.
The main disadvantage of Jimmy’s treatment is the combination of his problems with reading and mathematics since they complicate the learning process. The boy needs tasks that do not require a deep understanding of the text since it is difficult for him to read and absorb information. The learning process should be both multilateral and gradual, since mastering the skills of counting and calculating, Jimmy also needs to learn how to read and write. However, as Kumar and Raja (2009) note, early detection of the problem and a special approach help dyslexics and dyscalculia can learn normally. Modern methods, as well as technical means, make this process possible and affordable for any problems associated with dyslexia and dyscalculia.
The advantage of Jimmy’s condition is that the effects of dyslexia and dyscalculia can be almost fully eliminated by training. The boy also does not have any concomitant diseases or a negative background that impedes his development. Parents are also interested in the success of their child, which means their support and constant learning and repetition of knowledge necessary for the development of skills. In addition, Jimmy does not need medical treatment, and the improvement of his abilities depends only on his hard work and a properly designed training program.
Rapport with the Client
Rapport is a document that displays the initial state of the patient and his changes. For this reason, Jimmy’s rapport must contain an accurate assessment of his reading, writing, and counting skills. Consequently, in the first part of the document, it is necessary to evaluate such parameters as general skills, reading and writing one word, speed of reading and writing, as well as an understanding of the context (Toffalini et al., 2017). The part of testing devoted to dyscalculia should contain data on the ability to count, or to estimate the number of objects, determine the sequence of a digital series, and perform simple arithmetic operations.
Explanation of the results is also a necessary part of the report as it directly indicates the diagnosis. It should be detailed and contain all the data about the current state of the patient, any features, and developmental abnormalities. Besides, the report has to reflect the family history, past illnesses, psychological and physical injuries, and other elements of the past and present child. These facts make it possible to understand the causes of the deviation and the possibility of overcoming it.
However, in the case of Jimmy, this item cannot bring any significant changes to the treatment. The general psychological state and the boy’s attitude to his problem also have to be noted in the document. In conclusion, the rapport should contain recommendations and a treatment plan appropriate to the diagnosis. Thus, the psychologist and teachers will be able to assess the progress of the child by comparing indicators of new and previous rapports.
Ethical considerations
The primary ethical concern, as in any medical case, is the confidentiality of information because children and adults who are first face the diagnosis may wish not to change their lifestyle. Privacy is a priority because the child with dyslexia and dyscalculia can continue to study in a regular school. Although his disability is usually noticeable to teachers and classmates, a clear indication of the diagnosis can impose stigma on him, which will be challenging to overcome. For this reason, parents may want to keep information about their son a secret, while improving his skills outside of school to avoid possible stress and misunderstanding from classmates.
Moreover, some questions about the child’s past can be inappropriate for parents if they offend their feelings. Judging by the description in the case study, no problems should arise; however, it is essential to select questions tactfully. Besides, some methods of teaching can be unacceptable for parents, although they do not go beyond common means. Ethical considerations can be associated with religious and other beliefs, such as reluctance to use technology, video tutorials, or particular books. Therefore, ethical considerations should be based on the general confidentiality of information, as well as some features of the worldview of parents and the child.
Conclusion
Therefore, dyslexia and dyscalculia are cognitive disorders that are manifested in the inability to read and count at a level typical for a person with average intellect. However, these incapacities are treatable, and their consequences can be eliminated both in childhood and in adulthood. Cognitive psychology studies the processes of brain activity and offers a solution to overcome learning disorders.
Today, such an applied intervention method as mental training provides an opportunity to gain writing, reading, and counting skills and is the most effective and simple way to treat dyslexia and dyscalculia. Although the disadvantage of this method is a lengthy treatment process and unstable results, its advantage is accessibility and ease of use, as well as a high probability of eliminating problems. Thus, dyslexia and dyscalculia are not a sentence, since modern methods of behavioral science intervention can treat their symptoms.
References
Colman, A. M. (2015). A dictionary of psychology (4th ed.). Oxford, United Kingdom: Oxford University Press.
Dilnot, J., Hamilton, L., Maughan, B., & Snowling, M. J. (2016). Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia. Development and Psychopathology, 29(1), 235–244.
Kaufmann, L., & Von Aster, M. (2012). The diagnosis and management of dyscalculia. Deutsches Aerzteblatt International, 109(45), 767–778.
Kumar, P. S., & Raja, W.-D. B. (2009). Treating dyslexic and dyscalculic Students. I-Manager’s Journal on Educational Psychology, 3(1), 7–13.
Schulte-Körne, G. (2010). The prevention, diagnosis, and treatment of dyslexia. Deutsches Aerzteblatt International, 107(41), 718–727.
Stoodley, C. J., & Stein, J. F. (2011). The cerebellum and dyslexia. Cortex, 47(1), 101–116.
Toffalini, E., Giofrè, D., & Cornoldi, C. (2017). Strengths and weaknesses in the intellectual profile of different subtypes of specific learning disorder. Clinical Psychological Science, 5(2), 402–409.