Information processing strategy dysfunctions during the play activities in Thai children with learning disabilities
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Published:
Jan 1, 2016
Keywords:
Information processing strategies PRPP system Thai version children with learning disabilities play activities
Main Article Content
Abstract
Introduction: Children with learning disabilities (LD) have difficulties in information processing strategies that interfere with participating in school activities.
Objective: To explore information processing strategy dysfunctions on 3 play activities in Thai children with learning disabilities based on the PRPP system of task analysis (PRPP System): Thai version. PRPP was a criterion-referenced, occupation-focused assessment. The PRPP system assesses cognitive abilities corresponding to four stages of information processing; sensory perception (perceive quadrant), memory (recall quadrant), response planning and evaluation (plan quadrant), and performance monitoring (perform quadrant).
Methods: Thirty children with LD were assessed using the PRPP System: Thai version during the performance of 3 play activities including cognitive games, movement activities, and competitive plays. Data were analyzed using descriptive statistics.
Results: Analysis of the performance demonstrated that participants had difficulties in all stages of the information processing in the all 3 play activities. In addition, plan quadrant produced the most problems while recall quadrant was reported to be the least problematic.
Conclusion: Thai children with LD demonstrated problems in all stages of information processing during the performance of play activities assessed by the PRPP System: Thai Version.
Bull Chiang Mai Assoc Med Sci 2016; 49(1): 17-35. Doi: 10.14456/jams.2016.15
Article Details
How to Cite
Juntorn, S., Sriphetcharawut, S., Lerslip, S., & Munketvit, P. (2016). Information processing strategy dysfunctions during the play activities in Thai children with learning disabilities. Journal of Associated Medical Sciences, 49(1), 17. Retrieved from https://he01.tci-thaijo.org/index.php/bulletinAMS/article/view/59928
Section
Research Articles
Personal views expressed by the contributors in their articles are not necessarily those of the Journal of Associated Medical Sciences, Faculty of Associated Medical Sciences, Chiang Mai University.
References
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19. Fordham M. Perceive, Recall, Plan, Perform (PRPP) Rating Scales (Parent and Teacher): Reliability and Validity [PhD thesis]. Discipline of Occupational Therapy, Faculty of Health Sciences. Australia: University of Sydney; 2001
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21. Challita J, Chapparo C, Hinitt J, Lowe S. The effectiveness of the Perceive, Recall, Plan, Perform (PRPP) System of Intervention on the social skills of children with learning difficulties. Published Abstract: Occupational Therapy Australia, 25th National Conference and Exhibition. Australian Occupational Therapy Journal 2013; 60(Supp.1): p43.
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28. Bergen D. The role of pretend play in children’s cognitive development. Early Childhood Research and Practice 2002; 4(1): 1-9.
29. Eysenck MW, Keane MT. Cognitive psychology: A student’s handbook (4th Ed.). East Sussex, UK: Psychology Press Ltd.; 2000.
30. Mazzoni G, Nelson TO. Metacognition and cognitive neuropsychology: Monitoring and control processes. Mahwah, NJ: Lawrence Erlbaum Associates Inc; 1998.
31. McMullen RC, Shippen ME, Dangel HL. Middle school teachers’ expectations of organizational behaviors of students with learning disabilities. Journal of Instructional Psychology 2007; 34(2): 75-80.
32. Missiuna C, Mandich AD, Polatajko HJ, Malloy-Miller T. Cognition Orientation to Daily Occupational Performance (CO-OP): Part I-theoretical foundations. Physical and Occupational Therapy in Pediatrics 2001; 20(2/3): 69-81.
33. Miyake A, Friedman N, Emerson M, Witzki A, Howerter A, Wager T. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology 2000; 41, 49-100.
34. Fulmer A. An investigation of the decision-making strategies of learning disabled (LD) and non-disabled (NLD) adult students using information processing theory: Implications for educators. Australian Journal of Teacher Education 1998; 23(1): 9-19.
35. Handler SM, Walter MF. Learning Disabilities, Dyslexia, and Vision. American Academy of Pediatrics 2011; 127 (3): 818-56.
36. Kurtz LA. Visual perception problems in children with AD/HD, autism, and other learning disabilities: a guide for parents and professionals. London: Jessica Kingsley Publishers; 2006.
37. Urso A. Processing Speed as a predictor of poor reading [PhD thesis]. Discipline of Faculty of the Department of Special Education, Rehabilitation and School Psychology: the University of Arizona; 2008.
38. Cowan N. The Magical Mystery Four: How is Working Memory Capacity Limited, and Why? Current Directions in Psychological Science 2010; 19(1): 51–7.
39. Gathercole SE, Alloway TP. Understand Working Memory: A Classroom Guide. London, UK: Harcourt Assessment; 2007.
40. Dunning DL. Does working memory training promote the use of strategies on untrained working memory tasks? Memory & Cognition 2013; 42(6): 854–62.
41. Polatajko HJ, Fox M, Missiuna C. An international consensus on children with developmental coordination disorder. Canadian Journal of Occupational Therapy 1998; 62: 3-6.
42. Missiuna C, Polatajko H. Developmental dyspraxia by any other name: Are they all just clumsy children? American Journal of Occupational Therapy 1995; 49: 619-27.
43. Brown TE. Describing Six Aspects of a Complex Syndrome [Internet]. 2008 [updated 2013 Jan 10; 2013 Sep 7]. Available from: http//www.drthomasebrown.com/pdfs/Exec
44. Cermak LS. Information processing deficits in children with learning disabilities. Journal of Learning Disabilities1983; 16(10): 599-605.
45. May-Benson TA. “Praxis is more than just motor planning”. American Journal of Occupational Therapy 2004; 9(18): 1-8.
46. Fitts PM, Posner MI. Human performance. Belmont, CA: Brooks/Cole; 1967.
47. Marteniuk RG. Information processing in motor skills. Holt: Rinehart and Winston; 1976.
48. Wilson PH, McKenzie, BE. Information processing deficits associated with developmental coordination disorder: A meta-analysis of research findings. Journal of Child Psychology and Psychiatry 1998; 39: 829-40.
49. Alloway TP, Temple KJ. A Comparison of Working Memory Profiles and Learning in Children with Developmental Coordination Disorder and Moderate Learning Difficulties. Applied Cognitive Psychology2007; 21: 473-87.
50. Alloway TP. Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment 2009; 25: 92-8.
51. McDonald S. Portfolio and its use, Book II: A road map for assessment. Little Rock, AR: Southern Early Childhood Association; 1996.
2. Learning Disabilities Association of American (LDA). Types of Learning Disabilities. [Internet]. 2015 [updated 2015 Jan 1; cited 2015 Jan 9]. Available from: http://ldaamerica.org/types-of-learning-disabilities
3. Pulis J, Chapparo C. Assessment of children with information processing deficits: the PRPP system of task analysis. Paper presented at: 2nd Pediatric Conference-What Works with Kids hosted by OT Australia-QLD; 2002; Brisbane, Queensland, Australia.
4. Stewart K, Chapparo C. School readiness: Agreement between the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis and teacher assessment [PhD thesis]. Discipline of Occupational Therapy, Faculty of Health Sciences. Australia: University of Sydney; 2010
5. National Center for Learning Disabilities (NCLD). Information processing disorder. [Internet]. 2013 [updated 2013 Jan 1; cited 2013 Dec 22]. Available from http://www.ldonline.org/article/6390/
6. Lerner JW. Learning disabilities: Theories, diagnosis, and teaching strategies (8th ed). Boston: Houghton Mifflin Company; 2002.
7. Watson C, Willows DM. Information-processing patterns in specific reading disability. Journal of Learning Disabilities 1995; 28: 216-31.
8. Cermak LS. Information processing deficits in children with learning disabilities. Journal of Learning Disabilities1984; 16(10): 599-605.
9. Jordan EA, Porath MJ. Educational Psychology: A problem-Based Approach. New York: Pearson Education Inc; 2006.
10. Semkovska M, Bédard MA, Godbout L, Limoge F, Stip E. Assessment of executive dysfunction during activities of daily living in schizophrenia. Schizophrenia Research 2004; 69: 289-300.
11. Chapparo C, Ranka J. The occupational performance model (Australia): A description of constructs and structure. In: Chapparo C, Ranka J, editor. Occupational Performance Model (Australia): Monograph 1.1-22. , NSW, Australia: University of Sydney: Lidcombe; 1997, p1-22.
12. Chapparo C, Ranka J. The PRPP System of Task Analysis: User’s training manual. Available from the Discipline of Occupational Therapy, Faculty of Health Sciences, University of Sydney, NSW, Australia: Lidcombe; 2005
13. Fry K, O’Brien L. Using the Perceive, Recall, Plan and Perform system to assess cognitive deficits in adults with traumatic brain injury: A case study. Australian Occupational Therapy Journal2002 Dec; 49(4): 182-7.
14. Munkhetvit P. Types of cognitive deficits during the performance of ADL and IADL in persons with CVA. The Journal of Occupational Therapist Association of Thailand 2008; 11(1): 19-30. (in Thai)
15. Nott MT, Chapparo C. Measuring information processing in a client with extreme agitation following traumatic brain injury using the Perceive, Recall Plan and Perform System of Task Analysis. Australian Occupational Therapy Journal 2008; 55, 188-98.
16. Aubin G, Stip E, Gelinas I, Rainville C, Chapparo C. Assessment of information-processing skills during daily task performance in persons with schizophrenia: Usefulness of the Perceive, Recall, Plan, and Perform (PRPP) System of Task Analysis. Paper presented at: The 15th World Conference of the Federation of Occupational Therapists; 2010; Santiago, Chile.
17. Ranka JL. Cognitive Strategy Application during Everyday Task Performance in Men with HIV-1 Dementia [PhD thesis]. Australia: University of Sydney; 2010.
18. Boland K. Assessing information processing in the context of pretend play [PhD thesis]. Discipline of Occupational Therapy, Faculty of Health Sciences. Australia: University of Sydney; 2004.
19. Fordham M. Perceive, Recall, Plan, Perform (PRPP) Rating Scales (Parent and Teacher): Reliability and Validity [PhD thesis]. Discipline of Occupational Therapy, Faculty of Health Sciences. Australia: University of Sydney; 2001
20. Chapparo C, Lowe S, Heard R. Published Abstract: Occupational Therapy Australia, 25th National Conference and Exhibition. Australian Occupational Therapy Journal 2013; 60(Supp. 1): 42-3
21. Challita J, Chapparo C, Hinitt J, Lowe S. The effectiveness of the Perceive, Recall, Plan, Perform (PRPP) System of Intervention on the social skills of children with learning difficulties. Published Abstract: Occupational Therapy Australia, 25th National Conference and Exhibition. Australian Occupational Therapy Journal 2013; 60(Supp.1): p43.
22. Lowe S. Cognitive strategies and school participation for students with learning difficulties [PhD thesis]. Discipline of Occupational Therapy, Faculty of Health Sciences. Australia: University of Sydney; 2010
23. Lohri J. Information and sensory processing abilities of young children with autism spectrum disorder [PhD thesis]. Discipline of Occupational Therapy, Faculty of Health Sciences. Australia: University of Sydney; 2005
24. Cognitive Professional Services Company. Building School Age Programs: School-Age Program Guidelines for Out of School Time [Internet]. 2013 [updated 2013 Jan 1; cited 2013 Nov 17]. Available from http://www.cyssprogram.com/_docs/webinars/2013-02-conf-call.pdf
25. American Occupational Therapy Association, T. Occupational therapy practice framework: Domain and process (3rded.). American Journal of Occupational Therapy 2014; 68: 1-48.
26. Molnar AE. Convergent and Divergent executive functioning skills in school age children with ADHD or Dyslexia [PhD thesis]. Department of Psychology in the Graduate School Southern Illinois, University at Carbondate, United States: Pro Quest LLC; 2008.
27. Welsh MC & Pennington BF. Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology 1988; 4: 199-230.
28. Bergen D. The role of pretend play in children’s cognitive development. Early Childhood Research and Practice 2002; 4(1): 1-9.
29. Eysenck MW, Keane MT. Cognitive psychology: A student’s handbook (4th Ed.). East Sussex, UK: Psychology Press Ltd.; 2000.
30. Mazzoni G, Nelson TO. Metacognition and cognitive neuropsychology: Monitoring and control processes. Mahwah, NJ: Lawrence Erlbaum Associates Inc; 1998.
31. McMullen RC, Shippen ME, Dangel HL. Middle school teachers’ expectations of organizational behaviors of students with learning disabilities. Journal of Instructional Psychology 2007; 34(2): 75-80.
32. Missiuna C, Mandich AD, Polatajko HJ, Malloy-Miller T. Cognition Orientation to Daily Occupational Performance (CO-OP): Part I-theoretical foundations. Physical and Occupational Therapy in Pediatrics 2001; 20(2/3): 69-81.
33. Miyake A, Friedman N, Emerson M, Witzki A, Howerter A, Wager T. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology 2000; 41, 49-100.
34. Fulmer A. An investigation of the decision-making strategies of learning disabled (LD) and non-disabled (NLD) adult students using information processing theory: Implications for educators. Australian Journal of Teacher Education 1998; 23(1): 9-19.
35. Handler SM, Walter MF. Learning Disabilities, Dyslexia, and Vision. American Academy of Pediatrics 2011; 127 (3): 818-56.
36. Kurtz LA. Visual perception problems in children with AD/HD, autism, and other learning disabilities: a guide for parents and professionals. London: Jessica Kingsley Publishers; 2006.
37. Urso A. Processing Speed as a predictor of poor reading [PhD thesis]. Discipline of Faculty of the Department of Special Education, Rehabilitation and School Psychology: the University of Arizona; 2008.
38. Cowan N. The Magical Mystery Four: How is Working Memory Capacity Limited, and Why? Current Directions in Psychological Science 2010; 19(1): 51–7.
39. Gathercole SE, Alloway TP. Understand Working Memory: A Classroom Guide. London, UK: Harcourt Assessment; 2007.
40. Dunning DL. Does working memory training promote the use of strategies on untrained working memory tasks? Memory & Cognition 2013; 42(6): 854–62.
41. Polatajko HJ, Fox M, Missiuna C. An international consensus on children with developmental coordination disorder. Canadian Journal of Occupational Therapy 1998; 62: 3-6.
42. Missiuna C, Polatajko H. Developmental dyspraxia by any other name: Are they all just clumsy children? American Journal of Occupational Therapy 1995; 49: 619-27.
43. Brown TE. Describing Six Aspects of a Complex Syndrome [Internet]. 2008 [updated 2013 Jan 10; 2013 Sep 7]. Available from: http//www.drthomasebrown.com/pdfs/Exec
44. Cermak LS. Information processing deficits in children with learning disabilities. Journal of Learning Disabilities1983; 16(10): 599-605.
45. May-Benson TA. “Praxis is more than just motor planning”. American Journal of Occupational Therapy 2004; 9(18): 1-8.
46. Fitts PM, Posner MI. Human performance. Belmont, CA: Brooks/Cole; 1967.
47. Marteniuk RG. Information processing in motor skills. Holt: Rinehart and Winston; 1976.
48. Wilson PH, McKenzie, BE. Information processing deficits associated with developmental coordination disorder: A meta-analysis of research findings. Journal of Child Psychology and Psychiatry 1998; 39: 829-40.
49. Alloway TP, Temple KJ. A Comparison of Working Memory Profiles and Learning in Children with Developmental Coordination Disorder and Moderate Learning Difficulties. Applied Cognitive Psychology2007; 21: 473-87.
50. Alloway TP. Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment 2009; 25: 92-8.
51. McDonald S. Portfolio and its use, Book II: A road map for assessment. Little Rock, AR: Southern Early Childhood Association; 1996.