Brain Developmental Disorders’ Modelling based on Preschoolers Neuro-Physiological Profiling

Abstract

Frequently misunderstood by their teachers as being low performers, children with learning disabilities (LDs) such as dyslexia, ADHD, and Asperger’s Syndrome develop low self-confidence and poor self-esteem that may lead to the risk of developing psychological and emotional problems. On contrary, research has shown that a substantial number of these children are capable of learning, and hence, are high-functioning. Therefore, there is a need to provide for the early detection of LDs and instruction that focuses on their needs based on their profiles. Profiling is normally done through observations on the psychological manifestations of LDs by parents and teachers as third-party observers. The first party experience, which is reflected through brain manifestations, is often overlooked. Hence the aim of this paper is to present an alternative solution to profile young children with LDs using electroencephalogram (EEG) that capture brain signals to measure brain functionalities and correlate them with the different LDs. Studies on neurophysiological signals and their relationship to LDs are used to develop Computational Neuro-Physiological (CN-P) model to be an alternative in quantifying the children brain activation function related to learning experience. It is envisaged that such model can profile children with learning disabilities to provide effective intervention in timely manner which can help teachers to provide differentiated instruction for children with LDs. This is in line with the thrust of the Education National Key Result Area (NKRA), the Malaysia Education Blueprint 2013-2025, and the Special Education Regulations 2013.