Author(s)

Anastasia Alevriadou^1*, Stergiani Giaouri²

¹Department of Early Childhood Education, University of Western Macedonia, Florina, Greece.
²Public Centre for Diagnosis and Support for Children with Special Educational Needs and Disability, Hellenic Ministry of Education, Research and Religious Affairs, Kozani, Greece.

The purpose of the study was to investigate the relationship between the Test of Detection and Investigation of Attention and Concentration, the Test of Executive Function (Simos et al., 2007a,b) and the Test of Psychosocial Adjustment and Self-Report Scale (Hatzichristou et al., 2007), in a sample of 44 Greek 5th grade students with writing disabilities. The results in our study indicated that there were significant Pearson correlations ranged from 0.39 to 0.43 between cognitive, academic and social factors. Additionally, regression analysis indicated that certain scales of the Test of Attention and Concentration have predictive power to emotional sufficiency (t = 2.001, p < 0.05) and academic self-concept (t = 2.072, p < 0.05). Further implications of these findings for a school-based neuropsychological evaluation and planning of individualized educational interventions are discussed.

Cognitive Functions, Psychosocial Functioning, Learning Disabilities, Written Language Process, Critical Measurement Issues

Alevriadou, A. and Giaouri, S. (2016) A Comparative Analysis of Cognitive and Psychosocial Functioning in Children with Writing Disabilities. Psychology, 7, 154-165. doi: 10.4236/psych.2016.72018.