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s
i
tu
at
io
n
p
o
s
ed
as
a
c
h
alle
n
g
e
b
ec
au
s
e
ac
ad
em
ic
ab
ilit
y
n
ee
d
to
b
e
ex
p
licitl
y
lear
n
ed
a
n
d
tau
g
h
t.
I
f
i
t
is
p
r
o
lo
n
g
ed
an
d
n
o
t
w
e
ll
ad
d
r
ess
ed
,
lear
n
in
g
d
em
a
n
d
s
w
i
ll
h
a
v
e
b
ee
n
i
n
cr
ea
s
ed
o
v
er
ti
m
e
an
d
ex
ce
ed
th
e
i
n
d
iv
id
u
al’
s
li
m
it
ed
ca
p
ac
ities
m
ak
i
n
g
th
e
m
le
f
t
o
u
t
f
r
o
m
t
h
e
m
ai
n
s
tr
ea
m
l
ea
r
n
in
g
co
h
o
r
t
an
d
d
ev
elo
p
an
ab
s
en
ce
o
f
s
e
lf
-
co
n
f
id
en
ce
.
I
n
d
iag
n
o
s
i
n
g
a
lear
n
i
n
g
d
is
ab
ilit
y
,
co
g
n
it
iv
e
a
s
s
e
s
s
m
en
t
i
n
clu
d
i
n
g
p
s
y
c
h
o
ed
u
c
atio
n
al
a
n
d
n
eu
r
o
p
s
y
ch
o
lo
g
ical
e
v
alu
a
tio
n
i
s
i
m
p
o
r
tan
t.
Sev
er
al
p
s
y
c
h
o
lo
g
ical
in
s
tr
u
m
e
n
ts
ar
e
av
ailab
le
to
id
en
ti
f
y
ch
ild
r
en
w
ith
lear
n
i
n
g
d
is
ab
il
ities
;
a
n
d
as
s
u
ch
,
th
e
in
s
tr
u
m
en
ts
ar
e
b
as
ed
o
n
t
h
ir
d
p
ar
ty
o
b
s
er
v
atio
n
s
.
T
h
e
f
ir
s
t
p
ar
t
y
ex
p
er
ien
ce
,
w
h
ic
h
i
s
r
ef
lecte
d
t
h
r
o
u
g
h
b
r
ai
n
m
a
n
i
f
estat
io
n
s
,
i
s
o
f
te
n
o
v
er
lo
o
k
ed
.
T
h
e
r
esear
ch
an
d
d
ev
elo
p
m
en
t
in
t
h
e
u
tili
za
tio
n
o
f
b
r
ain
w
a
v
e
p
atter
n
s
to
s
tu
d
y
th
e
d
e
v
elo
p
m
e
n
tal
i
n
v
ar
ian
ce
in
lear
n
i
n
g
,
h
o
w
e
v
er
,
i
n
v
o
l
v
es
h
u
g
e
a
n
d
ex
p
en
s
iv
e
eq
u
ip
m
e
n
t
s
s
u
ch
as
th
e
f
u
n
c
tio
n
al
Ma
g
n
etic
R
eso
n
a
n
ce
I
m
ag
i
n
g
(
f
MRI)
o
r
th
e
P
o
s
itro
n
E
m
i
s
s
io
n
T
o
m
o
g
r
ap
h
y
(
P
E
T
)
.
T
h
e
co
s
ts
,
t
h
e
m
ac
h
i
n
es
av
ai
lab
ilit
y
a
n
d
p
o
r
tab
ilit
y
f
ac
to
r
s
m
ak
e
i
t
al
m
o
s
t
i
m
p
o
s
s
i
b
le
to
u
s
e
i
n
s
t
u
d
y
i
n
g
an
d
p
r
o
f
ilin
g
lar
g
e
n
u
m
b
er
s
o
f
c
h
ild
r
en
.
T
h
er
ef
o
r
e,
th
er
e
is
an
u
r
g
e
n
t
n
ee
d
to
co
n
d
u
ct
t
h
is
s
tu
d
y
to
p
r
o
v
id
e
an
alter
n
a
tiv
e
ap
p
r
o
ac
h
to
tack
le
L
D
s
ea
r
l
y
to
m
i
n
i
m
ize
t
h
e
p
r
o
b
lem
s
t
h
at
ar
e
o
f
te
n
ass
o
ci
ated
w
it
h
th
e
la
te
d
etec
tio
n
o
f
L
D
s
.
B
ased
o
n
th
e
h
y
p
o
th
e
s
es
t
h
at
b
r
ain
w
av
e
p
atter
n
s
r
ef
lec
t
t
h
e
lear
n
i
n
g
ex
p
er
ien
ce
o
f
th
e
c
h
ild
r
en
i
n
g
en
er
al
a
n
d
r
ep
r
esen
ts
t
h
e
ch
ild
r
en
lear
n
in
g
ab
ilit
ie
s
an
d
th
e
n
e
u
r
o
-
p
h
y
s
io
lo
g
ical
b
r
ain
ac
tiv
ities
ca
n
b
e
m
ea
s
u
r
ed
,
w
e
p
r
o
p
o
s
ed
a
m
o
d
el
o
f
C
o
m
p
u
tatio
n
a
l
Ne
u
r
o
-
P
h
y
s
io
lo
g
ical
(
C
N
-
P
)
m
o
d
el
to
b
e
an
al
ter
n
ati
v
e
i
n
q
u
an
ti
f
y
i
n
g
t
h
e
ch
i
ld
r
en
b
r
ain
ac
tiv
atio
n
f
u
n
ct
io
n
r
elate
d
to
lear
n
in
g
ex
p
er
ien
ce
u
s
i
n
g
ele
ctr
o
en
ce
p
h
alo
g
r
a
m
(
E
E
G)
.
I
t
is
en
v
i
s
ag
ed
t
h
at
s
u
ch
m
o
d
el
ca
n
p
r
o
f
ile
c
h
ild
r
en
w
it
h
lear
n
i
n
g
d
is
ab
ilit
ie
s
t
o
p
r
o
v
id
e
ef
f
ec
ti
v
e
in
ter
v
e
n
ti
o
n
in
t
i
m
el
y
m
an
n
er
.
T
h
is
p
ap
er
is
o
r
g
an
ized
i
n
th
e
f
o
llo
w
i
n
g
o
r
g
an
iza
tio
n
;
Secti
o
n
2
d
esrib
es
r
elev
a
n
t
co
n
ce
p
ts
s
u
c
h
a
s
lear
n
in
g
d
is
ab
il
ities
,
b
r
ai
n
d
ev
elo
p
m
e
n
tal
d
is
o
r
d
er
an
d
n
e
u
r
o
p
h
y
s
io
lo
g
ical
m
ea
s
u
r
e
m
en
ts
to
h
y
p
o
th
e
s
e
t
h
e
p
o
s
s
ib
ilit
y
o
f
q
u
a
n
ti
f
icatio
n
o
f
b
r
ain
s
ig
n
al
to
co
m
p
le
m
e
n
t
p
s
y
ch
o
lo
g
is
t
s
’
ap
p
r
o
ac
h
to
id
en
ti
f
y
p
r
e
-
s
c
h
o
o
ler
s
w
it
h
lear
n
in
g
d
is
ab
ilit
y
ten
d
en
cies.
Sectio
n
3
o
u
tlin
e
s
th
e
p
r
o
p
o
s
ed
ap
p
r
o
ac
h
o
f
C
o
m
p
u
tat
io
n
al
Ne
u
r
o
-
P
h
y
s
io
lo
g
ical
(
C
N
-
P
)
m
o
d
el
t
o
r
ea
lize
th
e
u
n
d
er
s
ta
n
d
i
n
g
in
liter
atu
r
e
r
ev
ie
w
f
o
r
d
ev
elo
p
m
en
t o
f
th
e
p
r
o
p
o
s
ed
m
o
d
el.
T
h
is
p
ap
er
is
th
e
n
co
n
c
lu
d
ed
w
it
h
d
is
c
u
s
s
io
n
o
f
f
u
t
u
r
e
w
o
r
k
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
B
ra
in De
v
elo
p
m
ent
a
l D
i
s
o
rd
er
a
nd
L
ea
rning
Dis
a
b
ilities
T
h
e
d
ev
elo
p
m
en
ta
l
d
is
o
r
d
er
r
elate
s
to
d
i
f
f
icu
lties
o
f
u
t
ilizi
n
g
ac
ad
e
m
ic
s
k
ill
s
.
I
t
h
as
b
ee
n
ad
d
ed
to
th
e
u
p
d
ated
Diag
n
o
s
tic
a
n
d
Statis
tical
Ma
n
u
a
l
o
f
Me
n
ta
l
Dis
o
r
d
er
s
5
(
DSM
-
5
)
,
an
in
s
t
r
u
m
e
n
t
u
s
ed
b
y
th
e
p
s
y
ch
o
lo
g
is
t
s
to
d
iag
n
o
s
e
m
e
n
tal
d
is
o
r
d
er
s
.
A
ca
d
e
m
ic
s
k
i
ll
s
n
ee
d
to
b
e
tau
g
h
t
an
d
lear
n
e
d
ex
p
licitl
y
a
n
d
it
i
s
n
o
t
r
elate
d
to
th
e
lac
k
o
f
ed
u
c
atio
n
o
p
p
o
r
tu
n
ities
,
i
n
tel
lectu
al
d
is
ab
ilit
y
o
r
i
n
ad
eq
u
ate
ed
u
ca
tio
n
in
s
tr
u
c
tio
n
s
.
I
n
m
a
n
y
ca
s
es,
it
i
s
o
b
s
er
v
ed
th
at
ch
ild
r
en
w
it
h
lear
n
i
n
g
d
is
ab
ilit
y
w
ill
h
a
v
e
p
o
o
r
er
p
e
r
f
o
r
m
an
ce
o
f
th
e
n
o
r
m
o
f
th
eir
ag
e
o
n
s
ta
n
d
ar
d
ized
ac
h
iev
e
m
e
n
t te
s
t
w
it
h
i
n
d
o
m
ain
o
f
d
if
f
icu
lt
y
.
A
tte
n
tio
n
De
f
icit
H
y
p
er
ac
tiv
it
y
Di
s
o
r
d
er
(
A
DHD)
is
t
h
e
m
o
s
t
co
m
m
o
n
ch
i
ld
h
o
o
d
p
s
y
c
h
iatr
ic
d
is
o
r
d
er
an
d
is
th
o
u
g
h
t
to
r
ef
lect
s
u
b
tle
ab
n
o
r
m
alitie
s
in
ce
n
tr
al
n
er
v
o
u
s
s
y
s
te
m
f
u
n
cti
o
n
in
g
[
1
]
.
Fo
r
th
is
r
ea
s
o
n
,
A
DHD
is
b
ei
n
g
s
t
u
d
ied
in
cr
e
as
in
g
l
y
w
it
h
a
v
ar
iet
y
o
f
b
r
ai
n
i
m
a
g
in
g
te
ch
n
iq
u
es
in
cl
u
d
i
n
g
lo
n
g
it
u
d
i
n
al
s
t
u
d
ies.
Ma
g
n
et
i
c
R
eso
n
a
n
ce
I
m
a
g
i
n
g
(
M
R
I
)
is
p
ar
ticu
lar
l
y
s
u
itab
le
f
o
r
th
e
s
tu
d
y
o
f
p
ed
iatr
ic
p
atien
ts
,
p
r
o
v
id
i
n
g
h
ig
h
-
r
eso
l
u
tio
n
i
m
ag
e
s
w
i
th
o
u
t
io
n
izi
n
g
r
ad
iatio
n
.
R
ec
e
n
t
s
t
u
d
y
n
o
te
d
in
co
n
s
is
te
n
cie
s
i
n
th
e
A
DHD
n
e
u
r
o
i
m
a
g
in
g
liter
atu
r
e
an
d
co
n
cl
u
d
ed
th
at
s
p
ec
i
f
ic
ab
n
o
r
m
al
ities
h
a
v
e
n
o
t
y
e
t
b
ee
n
co
n
v
i
n
ci
n
g
l
y
d
em
o
n
s
tr
ated
.
A
DH
D
is
as
s
o
ciate
d
w
it
h
ab
o
u
t
a
4
%
d
ec
r
e
ase
in
v
o
lu
m
e
t
h
r
o
u
g
h
o
u
t
t
h
e
b
r
ain
.
I
n
tr
ig
u
i
n
g
l
y
,
th
is
d
ec
r
ea
s
e
i
s
m
o
s
t
m
ar
k
ed
in
w
h
ite
m
atter
o
f
u
n
-
m
ed
icate
d
p
atien
ts
.
F
u
r
th
er
m
o
r
e,
w
it
h
t
h
e
e
x
ce
p
tio
n
o
f
ca
u
d
ate
n
u
cle
u
s
,
s
u
g
g
esti
n
g
th
at
ac
ti
v
e
p
s
y
c
h
iatr
ic
i
n
ter
v
en
tio
n
at
an
ea
r
l
y
s
ta
g
e
d
u
r
in
g
ch
i
ld
h
o
o
d
an
d
ad
o
lescen
ce
ar
e
es
s
en
tiall
y
h
ea
lth
y
i
n
A
D
HD,
a
n
d
th
a
t
n
eu
r
o
p
s
y
c
h
iatr
ic
s
y
m
p
to
m
s
ap
p
ea
r
to
r
ef
lect
f
i
x
ed
ea
r
lier
n
eu
r
o
b
io
lo
g
ical
ab
n
o
r
m
alitie
s
[
1
]
.
T
h
is
i
n
f
ac
t
in
d
i
ca
tes
a
n
ea
r
l
y
d
etec
tio
n
an
d
i
n
ter
v
e
n
tio
n
o
f
s
u
c
h
d
is
o
r
d
er
ca
n
ass
is
t t
h
e
n
o
r
m
a
l b
r
ain
d
ev
elo
p
m
en
t o
f
s
u
ch
d
is
o
r
d
er
.
P
r
o
f
ess
io
n
als
ca
n
n
o
w
d
iag
n
o
s
e
ch
ild
r
en
w
it
h
au
t
is
m
w
h
en
th
e
y
ar
e
a
s
y
o
u
n
g
as
2
y
ea
r
s
o
f
ag
e
[
2
]
.
Scr
ee
n
i
n
g
a
n
d
t
h
e
r
o
le
o
f
t
h
e
p
ed
iatr
ician
h
a
v
e
b
ec
o
m
e
e
v
e
n
m
o
r
e
cr
itica
l
as
w
e
h
a
v
e
r
ec
o
g
n
ized
t
h
e
s
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s
tr
ateg
ies.
Ho
w
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h
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m
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y
p
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g
r
am
s
d
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t
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ar
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m
s
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s
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o
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th
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p
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s
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o
r
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en
w
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t
is
m
t
h
at
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i
s
t
ar
e
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esig
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ed
f
o
r
ch
ild
r
en
o
f
p
r
esch
o
o
l
ag
e,
an
d
n
o
t
all
ar
e
w
id
el
y
k
n
o
w
n
o
r
a
v
ailab
le.
W
h
ile
o
u
tco
m
e
d
ata
ar
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u
b
lis
h
ed
f
o
r
s
o
m
e
o
f
th
e
s
e
p
r
o
g
r
a
m
s
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e
m
p
ir
ical
s
t
u
d
ies
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ar
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i
n
ter
v
en
t
io
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p
r
o
g
r
am
s
ar
e
lack
in
g
.
D
y
s
le
x
ia
is
a
s
p
ec
i
f
ic
lear
n
i
n
g
d
is
ab
ilit
y
t
h
at
is
n
e
u
r
o
b
io
lo
g
ical
i
n
o
r
ig
in
.
I
t
is
ch
ar
ac
ter
ized
b
y
d
if
f
ic
u
lt
ies
w
it
h
ac
cu
r
ate
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d
/
o
r
f
lu
en
t
w
o
r
d
r
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o
g
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itio
n
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d
b
y
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o
r
s
p
ellin
g
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d
d
ec
o
d
i
n
g
ab
ilit
ie
s
.
T
h
ese
d
if
f
ic
u
lt
ies
t
y
p
ical
l
y
r
es
u
lt
f
r
o
m
a
d
ef
icit
in
t
h
e
p
h
o
n
o
lo
g
ica
l
co
m
p
o
n
e
n
t
o
f
lan
g
u
ag
e
t
h
at
is
o
f
ten
u
n
e
x
p
ec
ted
in
r
elatio
n
to
o
th
er
co
g
n
it
iv
e
ab
ilit
ies
an
d
th
e
p
r
o
v
is
io
n
o
f
ef
f
ec
t
iv
e
clas
s
r
o
o
m
in
s
tr
u
ctio
n
.
Seco
n
d
ar
y
co
n
s
eq
u
e
n
ce
s
m
a
y
i
n
cl
u
d
e
p
r
o
b
lem
s
in
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
an
d
r
ed
u
ce
d
r
ea
d
in
g
e
x
p
er
ien
ce
t
h
at
ca
n
i
m
p
ed
e
g
r
o
w
th
o
f
v
o
ca
b
u
lar
y
an
d
b
ac
k
g
r
o
u
n
d
k
n
o
w
led
g
e.
R
ec
en
t
r
esear
c
h
atte
m
p
t
to
d
e
m
o
n
s
tr
ate
h
o
w
a
n
u
n
d
er
s
ta
n
d
in
g
o
f
d
y
s
le
x
ia
co
u
ld
b
e
u
s
ed
to
en
s
u
r
e
t
h
at
c
h
ild
r
en
in
th
e
s
c
h
o
o
l
s
y
s
te
m
s
w
h
o
ar
e
at
r
is
k
o
f
d
y
s
le
x
ia
ca
n
b
e
id
en
ti
f
ied
ea
r
l
y
b
ef
o
r
e
a
s
e
n
s
e
o
f
f
ail
u
r
e
s
et
s
in
[
3
]
.
T
h
e
em
p
h
asi
s
h
a
s
b
e
en
o
n
d
y
s
le
x
ia
a
s
a
d
i
m
en
s
io
n
al
d
is
o
r
d
er
r
ath
er
t
h
an
a
d
is
cr
ete
d
ia
g
n
o
s
t
ic
ca
te
g
o
r
y
w
it
h
e
v
id
en
ce
s
h
o
w
in
g
t
h
at
c
h
ild
r
en
h
a
v
in
g
d
y
s
le
x
ic
d
if
f
ic
u
ltie
s
ca
n
b
e
h
e
lp
ed
b
y
s
p
ec
if
ic
i
n
ter
v
en
t
io
n
s
u
n
d
er
li
n
es
t
h
e
n
ee
d
f
o
r
ti
m
el
y
ac
tio
n
r
ath
er
th
a
n
w
ait
in
g
f
o
r
d
iag
n
o
s
i
s
.
I
n
all
th
e
t
h
r
ee
ca
s
e
s
o
f
b
r
ain
d
ev
elo
p
m
en
ta
l
d
is
o
r
d
er
,
it
i
s
f
o
u
n
d
t
h
at
ea
r
l
y
d
ete
ctio
n
a
n
d
in
ter
v
e
n
tio
n
ca
n
h
elp
f
i
x
ed
th
eir
n
eu
r
o
d
ev
elo
p
m
e
n
t
ab
ilit
ies
.
T
h
e
d
etec
tio
n
p
r
o
ce
s
s
to
d
ate
h
as
b
ee
n
b
ased
o
n
th
e
ex
p
er
ts
(
eit
h
er
a
p
s
y
c
h
o
lo
g
is
t
o
r
p
s
y
c
h
iatr
is
t)
to
p
er
f
o
r
m
th
e
n
ec
ess
ar
y
test
to
p
er
f
o
r
m
th
e
d
iag
n
o
s
i
s
.
Du
e
to
th
e
lack
o
f
e
x
p
er
ts
to
p
er
f
o
r
m
s
u
c
h
d
iag
n
o
s
is
th
i
s
p
r
o
g
r
a
m
w
o
u
ld
lik
e
to
r
ec
o
m
m
e
n
d
a
p
r
escr
ee
n
in
g
s
y
s
te
m
f
o
r
all
p
r
esch
o
o
ler
s
s
u
c
h
t
h
at
w
e
ca
n
e
n
s
u
r
e
i
n
t
h
is
ca
s
e
e
v
e
r
y
ch
i
ld
to
b
e
g
i
v
en
a
ch
a
n
ce
t
o
lead
a
n
o
r
m
al
li
f
e
af
ter
th
e
a
g
e
o
f
7
.
C
h
i
ld
r
en
w
it
h
lear
n
i
n
g
d
is
ab
il
ities
m
o
s
t
co
m
m
o
n
l
y
m
i
s
u
n
d
er
s
to
o
d
as
lo
w
p
er
f
o
r
m
er
s
m
a
y
d
ev
elo
p
lo
w
s
el
f
-
co
n
f
id
en
ce
a
n
d
p
o
o
r
s
elf
-
estee
m
t
h
at
lead
to
th
e
r
is
k
o
f
d
ev
elo
p
i
n
g
p
s
y
c
h
o
lo
g
ical
an
d
e
m
o
tio
n
al
p
r
o
b
lem
s
.
Ho
w
ev
er
,
r
esear
ch
h
as
s
h
o
w
n
t
h
at
a
s
u
b
s
tan
tial
n
u
m
b
er
o
f
th
e
s
e
ch
i
ld
r
en
ar
e
co
g
n
iti
v
el
y
ab
le,
an
d
ar
e
ca
p
ab
le
o
f
lear
n
in
g
,
a
n
d
h
en
ce
,
ar
e
h
ig
h
-
f
u
n
ctio
n
in
g
.
T
h
u
s
,
t
h
er
e
i
s
a
n
ee
d
to
p
r
o
v
i
d
e
f
o
r
d
if
f
er
en
tiated
lear
n
in
g
th
a
t
f
o
cu
s
es
o
n
th
ei
r
s
tr
en
g
t
h
s
an
d
n
ee
d
s
b
ased
o
n
in
d
iv
id
u
al
p
r
o
f
iles
.
B
ec
au
s
e
ch
i
ld
r
en
w
it
h
lear
n
in
g
d
is
ab
ili
ties
h
av
e
d
i
f
f
ic
u
lties
in
co
m
m
u
n
icati
n
g
an
d
ex
p
r
ess
i
n
g
t
h
eir
th
o
u
g
h
t
s
,
th
e
p
r
o
f
ili
n
g
is
n
o
r
m
all
y
d
o
n
e
b
ased
o
n
t
h
e
t
h
ir
d
-
p
ar
t
y
p
er
ce
p
tio
n
s
,
in
s
tea
d
o
f
th
e
f
ir
s
t
p
ar
t
y
g
e
n
u
i
n
e
e
x
p
er
ien
ce
w
h
ic
h
is
r
ef
lecte
d
th
r
o
u
g
h
th
e
b
r
ain
s
tat
e
m
an
i
f
e
s
tatio
n
.
2
.
2
.
Neuro
ph
y
s
io
lo
g
ica
l M
e
a
s
urem
e
nt
a
nd
B
ra
in De
v
elo
p
m
en
t
a
l D
is
o
rder
T
h
e
e
m
er
g
e
n
ce
o
f
n
e
u
r
o
i
m
a
g
i
n
g
tech
n
iq
u
es
h
as
en
co
u
r
ag
ed
m
o
r
e
s
t
u
d
ies
th
a
t
ai
m
to
u
n
d
er
s
tan
d
t
h
e
n
eu
r
o
p
h
y
s
io
lo
g
y
o
f
co
g
n
iti
v
e
ev
e
n
ts
,
in
c
lu
d
i
n
g
lear
n
in
g
d
is
ab
ilit
ie
s
t
h
r
o
u
g
h
af
f
ec
ti
v
e
s
tates
an
al
y
s
is
.
Statis
t
ical
P
ar
am
etr
ic
Ma
p
p
in
g
(
SP
M)
w
a
s
i
m
p
le
m
e
n
ted
to
an
al
y
ze
f
MRI
d
ata
in
[
4
]
.
A
r
o
u
s
al
s
ti
m
u
li
w
er
e
id
en
ti
f
ied
at
t
h
e
m
id
li
n
e
a
n
d
m
ed
ial
te
m
p
o
r
al
lo
b
e.
Vale
n
c
e
s
ti
m
u
li
w
er
e
m
ed
iated
b
y
d
o
r
s
al
co
r
tical
ar
ea
s
an
d
m
eso
li
m
b
ic
p
ath
w
a
y
s
.
I
n
d
if
f
er
en
t
s
t
u
d
ies
[
5
-
7
]
,
u
s
in
g
th
e
s
a
m
e
ap
p
r
o
ac
h
es,
d
i
f
f
er
en
t
n
e
u
r
al
s
u
b
s
tr
ate
s
w
er
e
id
en
ti
f
ied
to
m
o
d
u
late
af
f
ec
tiv
e
d
i
m
en
s
io
n
s
.
I
n
[
8
]
,
th
e
lef
t
later
al
f
r
o
n
tal
co
r
tex
,
b
asal
g
an
g
lia
ar
e
ac
tiv
ated
w
h
e
n
p
o
s
iti
v
e
a
f
f
ec
t
s
ti
m
u
li
w
er
e
p
r
esen
ted
.
T
h
e
n
eg
at
iv
e
af
f
ec
ti
v
e
s
tate
s
w
er
e
o
b
s
er
v
ed
at
i
n
s
u
la
an
d
u
s
i
n
g
t
h
e
b
r
ain
s
tates
an
a
l
y
s
i
s
h
as
p
r
o
v
id
ed
s
ig
n
i
f
ican
t
in
s
i
g
h
ts
o
f
h
o
w
a
f
f
ec
tiv
e
s
ta
t
es
ar
e
g
en
er
ated
at
th
e
b
r
ain
.
Ho
w
e
v
er
,
s
u
c
h
tech
n
iq
u
e
s
ar
e
co
m
p
lex
,
b
y
w
h
ich
h
ig
h
le
v
el
n
e
u
r
o
-
s
cie
n
ti
f
ic
ex
p
er
tis
e
ar
e
r
eq
u
ir
ed
.
No
t
o
n
l
y
th
e
ex
p
er
tis
e
is
r
ar
e,
b
u
t
also
th
e
eq
u
ip
m
e
n
t
u
s
ed
is
also
n
o
n
-
p
o
r
tab
le
an
d
v
er
y
h
u
g
e.
T
h
u
s
,
it
is
n
o
t
s
u
itab
le
to
s
t
u
d
y
b
r
ai
n
ac
ti
v
itie
s
o
f
p
er
f
o
r
m
i
n
g
t
as
k
s
t
h
at
i
n
v
o
l
v
e
m
o
r
e
d
y
n
a
m
ic
m
o
v
e
m
e
n
ts
.
T
h
u
s
,
elec
tr
o
en
ce
p
h
alo
g
r
a
m
(
E
E
G)
is
co
n
s
id
er
ed
.
E
E
G
h
a
s
t
h
e
ad
v
an
ta
g
e
s
o
f
b
ein
g
p
o
r
tab
le,
ch
ea
p
er
an
d
p
r
o
d
u
ce
th
e
h
i
g
h
est te
m
p
o
r
al
r
eso
lu
tio
n
.
T
h
r
o
u
g
h
a
f
f
ec
t
iv
e
co
m
p
u
ti
n
g
ap
p
r
o
ac
h
[
9
-
1
0
]
,
v
ar
io
u
s
m
ac
h
in
e
lear
n
i
n
g
t
ec
h
n
iq
u
e
s
ar
e
em
p
lo
y
ed
to
an
al
y
ze
af
f
ec
t
iv
e
s
tate
s
d
y
n
a
m
ic
f
r
o
m
E
E
G
s
i
g
n
als
f
o
r
d
i
f
f
er
en
t
p
u
r
p
o
s
es,
i
n
cl
u
d
in
g
a
f
f
e
ctiv
e
s
tate
p
r
o
f
il
in
g
.
On
e
o
f
th
e
s
t
u
d
ies
[
1
1
]
th
at
u
s
ed
o
n
6
s
tatis
tical
m
ea
s
u
r
e
m
en
ts
6
4
ch
an
n
el
E
E
G
an
d
2
elec
tr
o
o
cu
lo
g
r
am
(
E
OG)
as
f
ea
tu
r
e
s
f
o
r
af
f
ec
t
iv
e
p
r
o
f
ili
n
g
p
r
o
d
u
ce
d
ac
cu
r
ac
y
b
et
w
ee
n
5
0
%
to
9
0
%
u
s
in
g
M
u
lt
ila
y
er
P
er
ce
p
tr
o
n
(
ML
P
)
class
if
ier
.
Si
m
i
lar
s
tu
d
y
w
a
s
also
co
n
d
u
cted
u
s
i
n
g
Su
p
p
o
r
t
Vec
to
r
Ma
ch
i
n
e
(
SVM)
f
o
r
p
r
o
f
ilin
g
af
f
ec
ti
v
e
s
tates
b
ase
d
o
n
E
E
G
s
ig
n
als
th
a
t
ar
e
r
ec
o
r
d
ed
d
u
r
in
g
l
is
te
n
i
n
g
to
m
u
s
ic
[
1
2
]
.
I
n
d
if
f
er
e
n
t
s
tu
d
ie
s
,
b
r
ain
s
i
g
n
a
ls
ar
e
also
an
al
y
ze
d
to
p
r
o
f
ile
a
u
ti
s
tic
ch
i
ld
r
en
[
1
3
-
1
4
]
.
Oth
er
t
h
a
n
a
f
f
e
ctiv
e
s
tate
an
al
y
s
is
,
E
E
G
s
ig
n
als
ar
e
also
an
al
y
ze
d
to
p
er
f
o
r
m
d
r
iv
er
's
b
eh
av
io
r
s
p
r
o
f
ilin
g
[
1
5
-
1
6
]
,
w
h
ich
i
n
d
ic
ates
h
o
w
th
e
s
tr
e
s
s
lev
els
af
f
ec
t
d
r
iv
i
n
g
b
eh
a
v
io
r
s
o
n
s
i
m
u
lated
co
n
d
itio
n
s
.
Ho
w
e
v
er
,
t
h
e
p
r
o
f
ili
n
g
o
f
h
i
g
h
-
f
u
n
ct
io
n
i
n
g
ch
ild
r
en
w
it
h
lear
n
in
g
d
is
ab
ili
ties
f
o
r
d
if
f
er
en
tia
ted
lear
n
in
g
s
tr
ateg
ie
s
h
as
n
o
t
b
ee
n
lo
o
k
ed
at.
T
h
er
ef
o
r
e,
th
e
o
b
j
ec
tiv
e
o
f
th
is
s
tu
d
y
is
to
d
esi
g
n
a
n
d
d
ev
elo
p
a
p
r
o
f
ilin
g
m
o
d
el
f
o
r
ch
ild
r
en
w
it
h
lear
n
in
g
d
i
s
ab
ilit
ies
f
r
o
m
b
r
ain
s
ig
n
al
s
b
ased
o
n
n
eu
r
o
-
co
m
p
u
tatio
n
al
ap
p
r
o
ac
h
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esia
n
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4752
B
r
a
in
Dev
elo
p
men
ta
l D
is
o
r
d
ers
’
Mo
d
ellin
g
b
a
s
ed
o
n
P
r
esch
o
o
lers
N
eu
r
o
-
P
h
ysio
lo
g
ica
l
…
(
A
b
d
u
l W
a
h
a
b
)
545
3.
RE
S
E
ARCH
M
E
T
H
O
DO
L
O
G
Y
Sin
ce
t
h
e
r
esear
ch
in
v
o
lv
e
s
th
e
d
esig
n
a
n
d
d
ev
elo
p
m
e
n
t
o
f
ar
tif
icial
ar
ti
f
ac
t
(
co
m
p
u
tat
io
n
al
m
o
d
el)
,
th
e
g
e
n
er
al
d
esi
g
n
r
esear
ch
m
o
d
el
[
1
7
]
is
ad
ap
ted
as
th
e
r
esear
ch
m
et
h
o
d
o
lo
g
y
.
T
h
e
m
o
d
el
h
as
b
ee
n
w
id
el
y
ad
ap
ted
in
s
e
v
er
al
co
m
p
u
ti
n
g
s
t
u
d
ies
in
c
lu
d
i
n
g
t
h
e
i
n
v
esti
g
atio
n
o
f
te
x
t
u
al
p
atter
n
m
i
n
i
n
g
f
o
r
te
x
t
s
u
m
m
ar
izatio
n
[
1
8
]
,
co
m
p
ar
is
o
n
o
f
d
if
f
er
en
t
ag
e
n
t
-
b
a
s
e
d
s
o
lu
tio
n
s
f
o
r
in
f
o
r
m
atio
n
r
etr
iev
al
[
1
9
]
an
d
d
ev
elo
p
m
en
t
o
f
m
o
b
ile
tr
a
n
s
la
to
r
u
s
i
n
g
o
p
tical
ch
ar
ac
ter
r
ec
o
g
n
itio
n
[
2
0
]
.
B
ased
o
n
th
e
m
o
d
el,
r
esear
ch
in
g
a
d
esig
n
in
v
o
lv
e
s
s
e
v
er
al
p
h
as
es
in
cl
u
d
in
g
a
w
ar
en
e
s
s
o
f
p
r
o
b
lem
,
s
u
g
g
e
s
tio
n
,
d
ev
e
lo
p
m
en
t,
ev
al
u
atio
n
an
d
co
n
clu
s
io
n
.
Fi
g
u
r
e
1
illu
s
tr
ate
s
th
e
p
r
o
p
o
s
ed
C
o
m
p
u
tat
io
n
al
Neu
r
o
-
P
h
y
s
io
lo
g
ical
(
C
N
-
P
)
m
o
d
el
b
ased
o
n
t
h
e
b
r
ain
s
ig
n
als
ca
p
t
u
r
ed
u
s
i
n
g
e
lectr
o
en
ce
p
h
alo
g
r
a
m
(
E
E
G)
.
T
h
e
r
esear
ch
m
e
th
o
d
o
lo
g
y
f
o
r
th
is
s
t
u
d
y
co
n
s
i
s
ts
o
f
th
r
ee
m
aj
o
r
p
h
ases
th
at
r
ef
lect
t
h
e
o
b
j
ec
tiv
es
o
f
t
h
e
r
es
ea
r
ch
.
T
h
e
p
h
ases
ar
e;
an
al
y
s
is
o
f
th
e
p
r
o
b
le
m
,
d
esig
n
an
d
d
ev
elo
p
m
e
n
t a
n
d
ev
alu
a
tio
n
a
n
d
an
al
y
s
i
s
.
Fig
u
r
e
1
.
T
h
e
Pro
p
o
s
ed
C
o
m
p
u
tatio
n
a
l N
eu
r
o
-
P
h
y
s
io
lo
g
ical
(
C
N
-
P
)
Mo
d
el
3
.
1
.
P
ha
s
e
1
:
Ana
ly
s
is
o
f
t
he
P
ro
ble
m
T
h
e
p
r
o
b
lem
o
f
p
r
e
-
s
ch
o
o
ler
s
p
r
o
f
ilin
g
b
ased
o
n
L
D
s
i
s
o
u
tl
in
ed
.
T
h
e
p
r
o
b
lem
s
tate
m
e
n
t,
o
b
j
ec
tiv
e,
m
o
tiv
a
tio
n
,
s
co
p
e
an
d
li
m
i
ta
tio
n
as
w
ell
as
m
ile
s
to
n
e
s
a
n
d
d
eliv
er
ab
les
ar
e
d
elib
er
ated
.
T
h
en
,
liter
atu
r
e
r
ev
ie
w
is
co
n
d
u
cted
to
s
tr
e
n
g
t
h
en
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
t
h
eo
r
etica
l
co
n
ce
p
ts
a
n
d
v
iab
le
s
o
lu
tio
n
s
.
Deta
i
led
d
is
cu
s
s
io
n
w
i
th
s
u
b
j
ec
t
m
atter
ex
p
er
t
(
ed
u
ca
tio
n
is
t
s
,
n
e
u
r
o
lo
g
is
t
s
an
d
p
s
y
ch
o
lo
g
is
t
s
)
ar
e
co
n
d
u
cted
to
ac
q
u
ir
e
in
f
o
r
m
atio
n
ab
o
u
t
th
e
p
r
o
b
le
m
d
o
m
ai
n
i
n
clu
d
i
n
g
th
e
s
tate
-
of
-
t
h
e
-
ar
t
s
t
u
d
ies
o
n
le
ar
n
i
n
g
d
is
ab
ilit
ies,
esp
ec
iall
y
o
n
d
y
s
lex
ia,
A
SD,
A
D
HD
a
n
d
A
s
p
er
g
er
c
h
ild
r
en
f
r
o
m
th
e
p
er
s
p
ec
ti
v
e
o
f
ed
u
c
atio
n
,
n
e
u
r
o
s
cie
n
ce
an
d
p
s
y
c
h
o
lo
g
y
;
as
w
el
l
as
t
h
e
co
m
p
u
ter
s
cie
n
tis
t
s
i
n
p
u
t
o
n
b
r
ain
s
i
g
n
a
l
m
ea
s
u
r
e
m
e
n
ts
m
et
h
o
d
u
s
i
n
g
b
o
t
h
q
u
alitati
v
e
an
d
q
u
a
n
titati
v
e
E
E
G.
T
h
e
ad
v
an
tag
es
a
n
d
d
r
a
w
b
ac
k
s
o
f
th
e
c
u
r
r
en
t
ap
p
r
o
ac
h
es
ar
e
co
m
p
ar
ed
an
d
u
s
ed
as a
r
ef
er
e
n
ce
f
o
r
th
e
d
es
ig
n
o
f
th
e
p
r
o
p
o
s
ed
ap
p
r
o
ac
h
.
3
.
2
.
P
ha
s
e
2
:
Desig
n a
nd
Dev
elo
pm
e
nt
I
n
t
h
e
s
ec
o
n
d
p
h
a
s
e,
t
h
e
p
r
o
p
o
s
ed
m
o
d
el
is
d
esi
g
n
ed
an
d
d
ev
elo
p
ed
.
I
n
ad
d
itio
n
,
d
ata
co
llectio
n
is
also
p
er
f
o
r
m
ed
.
R
ele
v
an
t
e
x
p
er
i
m
en
ts
ar
e
d
esi
g
n
ed
in
s
u
c
h
a
w
a
y
t
h
at
it
ca
n
in
v
o
k
e
b
r
ain
s
tate
f
o
r
L
D
s
id
en
ti
f
icatio
n
w
it
h
p
r
o
p
er
h
ar
d
w
ar
e
a
n
d
s
o
f
t
w
ar
e
r
ec
o
r
d
in
g
b
r
ain
s
ig
n
al
ac
q
u
is
itio
n
.
A
t
h
eo
r
etica
l
m
o
d
el
o
f
C
o
m
p
u
tatio
n
a
Ne
u
r
o
-
P
h
y
s
io
lo
g
ical
(
C
N
-
P
)
m
o
d
el
is
p
r
o
p
o
s
e
d
.
On
ce
th
e
th
eo
r
etica
l
m
o
d
el
h
as b
ee
n
v
al
id
ated
w
it
h
t
h
e
e
x
p
er
t,
th
e
ac
t
u
al
d
at
a
co
llectio
n
is
p
er
f
o
r
m
ed
.
T
h
e
p
ar
ticip
an
ts
ar
e
as
k
ed
to
o
b
s
er
v
e
c
er
tain
p
r
o
to
co
l
to
elicit
b
r
ain
ac
ti
v
atio
n
f
u
n
ct
io
n
to
test
t
h
eir
ab
ilit
y
i
n
t
h
e
b
asic
p
s
y
c
h
o
lo
g
ical
p
r
o
ce
s
s
e
s
.
T
h
e
b
r
ain
s
ig
n
als
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4752
I
n
d
o
n
esia
n
J
E
lec
E
n
g
&
C
o
m
p
Sci,
Vo
l
.
1
2
,
No
.
2
,
No
v
e
m
b
er
201
8
:
5
4
2
–
5
4
7
546
ar
e
ca
p
tu
r
ed
u
s
in
g
E
E
G
as
r
a
w
d
ata
i
n
w
av
f
ile
s
.
Fo
r
v
alid
atio
n
p
u
r
p
o
s
es,
p
s
y
c
h
o
lo
g
ical
test
q
u
est
io
n
n
air
es
ar
e
also
p
r
o
v
id
ed
to
d
eter
m
i
n
e
th
e
s
e
v
er
it
y
o
f
L
D
s
.
T
h
e
r
aw
E
E
G
s
i
g
n
als
w
i
ll
t
h
en
b
e
p
r
e
-
p
r
o
ce
s
s
ed
to
clea
n
th
e
i
n
p
u
t
f
r
o
m
u
n
w
a
n
ted
ar
ti
f
ac
ts
s
u
c
h
as
n
o
is
e
a
n
d
e
y
e
-
b
lin
k
m
o
v
e
m
e
n
ts
.
E
llip
o
r
t
f
il
ter
is
u
s
ed
as
n
o
is
e
ca
n
ce
llatio
n
m
eth
o
d
.
T
o
ex
tr
ac
t
r
elev
a
n
t
f
ea
tu
r
e
s
,
s
e
v
er
al
f
e
atu
r
e
ex
tr
ac
tio
n
m
et
h
o
d
s
ar
e
p
r
o
p
o
s
ed
b
ased
o
n
o
u
r
f
i
n
d
i
n
g
i
n
liter
at
u
r
e
r
e
v
ie
w
s
u
ch
as
C
M
AC
,
MF
C
C
an
d
KDE
.
T
h
is
is
also
b
ased
o
n
o
u
r
p
r
io
r
ex
p
er
ien
ce
th
at
s
u
ch
ap
p
r
o
ac
h
ca
n
y
iel
d
co
m
p
ar
ab
le
class
if
ica
tio
n
p
er
f
o
r
m
a
n
ce
.
T
h
e
ex
tr
ac
ted
f
ea
t
u
r
es
ar
e
th
en
clas
s
i
f
ied
u
s
in
g
clas
s
i
f
ier
.
Fo
r
s
i
m
p
li
f
icatio
n
p
u
r
p
o
s
es,
Mu
lt
i
L
a
y
er
P
er
ce
p
tr
o
n
(
ML
P
)
is
s
elec
ted
b
ec
au
s
e
it
m
i
m
ics t
h
e
w
a
y
th
e
b
r
ain
p
r
o
ce
s
s
es t
h
e
d
ata.
3
.
3
.
P
ha
s
e
3
:
E
v
a
lua
t
io
n a
nd
Ana
ly
s
is
On
ce
t
h
e
clas
s
i
f
icatio
n
r
es
u
lt
s
ar
e
o
b
tain
ed
,
ev
al
u
atio
n
o
f
th
e
p
r
o
p
o
s
e
d
ap
p
r
o
ac
h
is
c
o
n
d
u
cted
.
C
las
s
i
f
ier
p
ar
a
m
eter
s
t
u
n
in
g
f
o
r
o
p
tim
a
l
p
er
f
o
r
m
a
n
ce
a
n
d
c
o
m
p
u
tatio
n
ti
m
e
is
iter
ati
v
el
y
d
o
n
e
an
d
r
ec
o
r
d
ed
.
T
h
e
r
esu
lts
ar
e
th
en
co
m
p
ar
e
d
w
ith
e
m
o
tio
n
cla
s
s
i
f
icatio
n
b
ec
au
s
e
it
is
h
y
p
o
th
e
s
ized
th
a
t
ch
ild
r
en
w
it
h
L
D
s
h
av
e
d
if
f
er
e
n
t
e
m
o
tio
n
p
r
o
ce
s
s
in
g
.
T
o
c
o
m
p
lete
th
e
a
n
al
y
s
is
,
s
tu
d
en
t
s
’
b
eh
a
v
io
u
r
u
n
d
er
s
ta
n
d
in
g
an
d
an
al
y
s
i
s
f
r
o
m
p
s
y
c
h
o
lo
g
i
s
ts
a
n
d
ed
u
ca
tio
n
is
t
s
ap
p
r
o
ac
h
ed
ar
e
c
o
r
r
el
ated
an
d
m
ea
s
u
r
ed
.
T
h
e
r
esu
lt
is
u
s
ed
f
o
r
th
e
p
r
e
-
s
ch
o
o
ler
s
w
it
h
L
D
s
p
r
o
f
ili
n
g
.
Su
c
h
p
r
o
f
ili
n
g
is
h
o
p
ed
t
o
b
e
ab
le
to
p
er
f
o
r
m
ea
r
l
y
d
etec
tio
n
o
f
lear
n
i
n
g
d
is
ab
ilit
y
a
m
o
n
g
ch
ild
r
en
.
I
n
th
i
s
p
ap
er
,
w
e
p
r
ese
n
t
wo
r
k
in
p
r
o
g
r
ess
.
W
e
ar
e
cu
r
r
en
tl
y
i
n
v
o
lv
ed
i
n
th
e
d
ev
e
l
o
p
m
e
n
t
o
f
th
eo
r
etica
l
m
o
d
el
o
f
C
o
m
p
u
tatio
n
a
l
Ne
u
r
o
-
P
h
y
s
io
lo
g
ica
l
(
C
N
-
P
)
m
o
d
el.
A
s
f
o
r
n
o
w
,
t
h
e
t
h
e
o
r
etica
l
f
r
a
m
e
w
o
r
k
is
d
r
af
ted
w
it
h
th
e
in
p
u
t
f
r
o
m
ed
u
ca
t
io
n
is
t
an
d
co
n
ten
t
e
x
p
er
t.
On
ce
co
m
p
lete
d
,
th
e
ex
p
er
im
e
n
ta
l
ap
p
r
o
ac
h
o
f
th
is
t
h
eo
r
etica
l
m
o
d
el
w
ill b
e
p
r
esen
ted
an
d
d
is
cu
s
s
ed
.
4.
CO
NCLU
SI
O
N
A
ND
SI
G
NI
F
I
CANT
O
F
T
H
E
RE
SE
RA
CH
So
m
e
p
r
eli
m
in
ar
y
w
o
r
k
s
o
n
1
4
s
u
b
j
ec
ts
o
f
c
h
ild
r
en
ag
e
9
t
o
1
2
y
ea
r
s
o
ld
in
d
icate
d
t
h
e
p
o
ten
tial
o
f
u
s
i
n
g
E
E
G
f
o
r
d
etec
tin
g
A
SD
,
A
DHD
a
n
d
D
y
s
le
x
ia
b
ased
o
n
ti
m
e
an
d
f
r
eq
u
en
c
y
d
o
m
ai
n
an
al
y
s
i
s
s
ee
m
s
to
in
d
icate
t
h
e
p
o
ten
tial
o
f
t
h
e
r
esear
ch
.
A
n
e
g
ati
v
e
alp
h
a
-
b
et
a
p
o
w
er
r
atio
i
n
d
icate
a
p
o
te
n
tial
o
f
ASD
a
n
d
a
p
o
s
itiv
e
t
h
eta
-
b
eta
p
o
w
er
r
ati
o
co
u
ld
b
e
a
p
o
s
s
ib
le
ADHD
w
h
ile
lar
g
e
d
i
f
f
er
e
n
ce
s
o
f
le
f
t
b
r
ain
to
r
ig
h
t
b
r
ain
p
o
w
er
r
atio
co
u
ld
b
e
p
o
ten
t
ial
f
o
r
d
y
s
lex
ia.
E
ar
l
y
d
etec
tio
n
o
f
s
u
c
h
L
Ds
ca
n
lead
to
b
ette
r
u
n
d
er
s
ta
n
d
i
n
g
o
f
in
d
iv
id
u
als
l
ea
r
n
in
g
ab
ilit
ies
th
u
s
m
ak
in
g
lear
n
i
n
g
m
o
r
e
ef
f
ec
ti
v
e.
Si
n
ce
th
er
e
ar
e
m
an
y
s
t
u
d
ies
als
o
in
d
icati
n
g
lear
n
i
n
g
e
f
f
ec
tiv
e
n
ess
to
af
f
ec
t
t
h
u
s
C
N
-
P
m
o
d
el
ca
n
p
r
o
v
id
e
a
m
o
r
e
co
m
p
r
eh
en
s
i
v
e
m
o
d
eli
n
g
o
f
in
d
iv
id
u
als
w
it
h
lear
n
i
m
n
g
d
i
s
ab
ilit
ies.
Mo
r
e
ef
f
o
r
ts
n
ee
d
t
o
b
e
co
n
ce
n
tr
ated
in
en
s
u
r
i
n
g
th
e
v
a
lid
it
y
o
f
t
h
e
m
o
d
el.
I
t
i
s
en
v
i
s
ag
ed
t
h
at
C
N
-
P
m
o
d
el
is
i
n
li
n
e
w
it
h
t
h
e
th
r
u
s
t
o
f
t
h
e
E
d
u
ca
t
io
n
Natio
n
al
Ke
y
R
e
s
u
l
t
A
r
ea
(
NKR
A
)
,
th
e
Ma
la
y
s
ia
E
d
u
ca
t
io
n
B
lu
ep
r
in
t 2
0
1
3
-
2
0
2
5
,
an
d
th
e
Sp
ec
ial
E
d
u
ca
tio
n
R
e
g
u
lat
io
n
s
2
0
1
3
.
ACK
NO
WL
E
D
G
E
M
E
NT
T
h
e
au
t
h
o
r
s
w
o
u
ld
li
k
e
to
th
an
k
Un
iv
er
s
iti
T
ek
n
o
lo
g
i
MA
R
A
(
UiT
M)
,
I
n
ter
n
atio
n
al
I
s
la
m
i
c
Un
i
v
er
s
it
y
Ma
la
y
s
ia
(
I
I
UM
)
an
d
Min
i
s
tr
y
o
f
Hig
h
er
E
d
u
c
atio
n
Ma
la
y
s
ia
(
MO
HE
)
f
o
r
p
r
o
v
id
in
g
f
in
a
n
cial
s
u
p
p
o
r
t
th
r
o
u
g
h
th
e
T
r
an
s
d
is
ip
lin
ar
y
R
esear
c
h
Gr
an
t
Sc
h
e
m
e
T
R
GS
(
T
R
GS1
6
-
04
-
02
-
0
0
2
)
to
co
n
d
u
ct
th
e
w
o
r
k
p
u
b
li
s
h
ed
in
t
h
is
p
ap
er
.
RE
F
E
R
E
NC
E
S
[1
]
Ca
ste
ll
a
n
o
s
F
X
,
L
e
e
P
P
,
S
h
a
r
p
W
,
Je
ff
ries
NO
,
G
r
e
e
n
ste
in
DK
,
Clas
e
n
L
S
,
Blu
m
e
n
th
a
l
JD
,
Ja
m
e
s
RS
,
E
b
e
n
s
CL
,
W
a
lt
e
r
JM,
Zi
jd
e
n
b
o
s
A
.
“
De
v
e
l
o
p
m
e
n
tal
T
ra
je
c
to
ries
o
f
Br
a
in
Vo
lu
m
e
A
b
n
o
rm
a
li
ti
e
s
in
Ch
il
d
re
n
a
n
d
A
d
o
les
c
e
n
ts
w
it
h
A
tt
e
n
ti
o
n
-
De
f
icit/
Hy
p
e
r
a
c
ti
v
it
y
Diso
rd
e
r”
.
J
o
u
rn
a
l
o
f
t
h
e
Ame
ric
a
n
M
e
d
ica
l
Asso
c
ia
ti
o
n
.
2
0
0
2
;
2
8
8
(1
4
):1
7
4
0
-
1
7
4
8
.
[2
]
L
o
rd
C.
“
F
o
ll
o
w
-
u
p
o
f
Tw
o
-
y
e
a
r
-
o
ld
s
Re
f
e
rre
d
f
o
r
P
o
ss
ib
le
A
u
ti
s
m
”
.
J
o
u
rn
a
l
o
f
Ch
il
d
Psy
c
h
o
lo
g
y
a
n
d
Psy
c
h
i
a
try
.
1
9
9
5
;
3
6
(
8
):
1
3
6
5
–
1
3
8
2
.
[3
]
S
n
o
w
li
n
g
M
J.
“
Earl
y
Id
e
n
ti
f
ic
a
ti
o
n
a
n
d
In
terv
e
n
ti
o
n
s
f
o
r
D
y
sle
x
ia
:
A
Co
n
tem
p
o
ra
r
y
V
iew
”
.
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
S
p
e
c
ia
l
Ed
u
c
a
ti
o
n
a
l
Ne
e
d
s
.
2
0
1
3
;
1
3
(
1
):7
-
1
4
.
[4
]
Co
li
b
a
z
z
i
T
,
P
o
sn
e
r
J,
W
a
n
g
Z,
G
o
r
m
a
n
D,
G
e
rb
e
r
A
,
Yu
S
,
Zh
u
H,
Ka
n
g
a
rlu
A
,
Du
a
n
Y,
Ru
ss
e
ll
JA
,
P
e
ters
o
n
BS
.
“
Ne
u
ra
l
S
y
ste
m
s
S
u
b
se
rv
in
g
V
a
l
e
n
c
e
a
n
d
A
ro
u
sa
l
d
u
rin
g
th
e
Ex
p
e
rien
c
e
o
f
In
d
u
c
e
d
E
m
o
ti
o
n
s”
.
Emo
ti
o
n
.
2
0
1
0
;
1
0
(
3
):
3
7
7
–
3
8
9
.
[5
]
G
e
rd
e
s
A
,
W
ies
e
r
M
J,
M
ü
h
l
b
e
rg
e
r
A
,
W
e
y
e
rs
P
,
A
lp
e
rs,
GW
,
P
li
c
h
ta
M
M
,
Bre
u
e
r
F
,
P
a
u
li
P
.
“
Bra
in
A
c
ti
v
a
ti
o
n
s
to
Em
o
ti
o
n
a
l
P
ict
u
re
s
a
re
Diff
e
re
n
ti
a
ll
y
A
ss
o
c
iate
d
w
it
h
V
a
len
c
e
a
n
d
A
ro
u
sa
l
Ra
ti
n
g
s”
.
Fro
n
t
ier
s
in
Hu
ma
n
Ne
u
ro
sc
ien
c
e
.
2
0
1
0
;
2
8
(4
):
1
7
5
.
[6
]
Nie
len
M
M
,
He
sle
n
f
e
ld
DJ
,
He
in
e
n
K,
V
a
n
S
tri
e
n
JW
,
W
it
ter
M
P
,
Jo
n
k
e
r
C,
V
e
lt
m
a
n
DJ
.
“
D
isti
n
c
t
Bra
in
S
y
ste
m
s
Un
d
e
rli
e
th
e
P
ro
c
e
ss
in
g
o
f
V
a
len
c
e
a
n
d
A
ro
u
sa
l
o
f
Aff
e
c
ti
v
e
P
ictu
re
s”
.
Bra
in
a
n
d
Co
g
n
it
io
n
.
2
0
0
9
;
7
1
(
3
):3
8
7
–
3
9
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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n
d
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n
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J
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&
C
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p
Sci
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N:
2502
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4752
B
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lo
g
ica
l
…
(
A
b
d
u
l W
a
h
a
b
)
547
[7
]
V
ii
n
ik
a
in
e
n
M
,
Jä
ä
sk
e
läin
e
n
IP
,
A
l
e
x
a
n
d
ro
v
Y,
Ba
lk
M
H,
A
u
tt
i
T
,
S
a
m
sM.
“
No
n
li
n
e
a
r
Re
lati
o
n
sh
i
p
b
e
tw
e
e
n
Em
o
ti
o
n
a
l
V
a
len
c
e
a
n
d
Bra
in
A
c
ti
v
it
y
:
E
v
id
e
n
c
e
o
f
S
e
p
a
ra
t
e
Ne
g
a
ti
v
e
a
n
d
P
o
sit
iv
e
V
a
len
c
e
Di
m
e
n
sio
n
s”
.
Hu
m
a
n
Bra
in
M
a
p
p
in
g
.
2
0
1
0
;
3
1
(
7
):
1
0
3
0
–
1
0
4
0
.
[8
]
W
a
g
e
r
T
D,
P
h
a
n
KL
,
L
ib
e
rz
o
n
I,
Ta
y
lo
r
S
F
.
“
V
a
len
c
e
,
G
e
n
d
e
r,
a
n
d
L
a
tera
li
z
a
ti
o
n
o
f
F
u
n
c
ti
o
n
a
l
Bra
in
A
n
a
to
m
y
in
Em
o
ti
o
n
:
A
M
e
ta
-
an
a
ly
sis o
f
F
in
d
in
g
s f
ro
m
Ne
u
ro
ima
g
in
g
”
.
Ne
u
r
o
ima
g
e
.
2
0
0
3
;
1
9
(
3
):5
1
3
–
5
3
1
.
[9
]
W
a
h
a
b
A
,
Ka
m
a
ru
d
d
i
n
N,
P
a
lan
iap
p
a
n
L
K,
L
i
M
,
K
h
o
sro
w
a
b
a
d
i
R.
“
EEG
S
ig
n
a
ls
f
o
r
E
m
o
ti
o
n
R
e
c
o
g
n
it
i
o
n
”
.
J
o
u
rn
a
l
o
f
Co
m
p
u
t
a
ti
o
n
a
l
M
e
th
o
d
s in
S
c
ien
c
e
s a
n
d
E
n
g
in
e
e
rin
g
,
2
0
1
0
;1
0
(s1
):
1
-
1
1
.
[1
0
]
T
a
o
J,
T
a
n
T
.
“
Affe
c
ti
v
e
Co
m
p
u
ti
n
g
:
A
Re
v
ie
w
”
.
In
ter
n
a
ti
o
n
a
l
C
o
n
fer
e
n
c
e
o
n
A
ff
e
c
ti
v
e
Co
mp
u
ti
n
g
a
n
d
In
telli
g
e
n
t
In
ter
a
c
ti
o
n
.
S
p
ri
n
g
e
r
Be
rli
n
He
id
e
lb
e
rg
2
0
0
5
;
9
8
1
–
9
9
5
.
[1
1
]
Yu
e
n
CT
,
W
o
o
S
S
,
Ho
JH
,
Rizo
n
M
.
“
Eff
e
c
ti
v
e
n
e
ss
o
f
S
tatisti
c
a
l
F
e
a
tu
re
s
f
o
r
Hu
m
a
n
E
m
o
ti
o
n
s
Clas
sif
ica
ti
o
n
u
sin
g
EE
G
Bio
se
n
so
rs”
.
Res
e
a
rc
h
J
o
u
r
n
a
l
o
f
A
p
p
li
e
d
S
c
ien
c
e
s,
En
g
in
e
e
r
in
g
a
n
d
T
e
c
h
n
o
l
o
g
y
.
2
0
1
3
;
5
(2
1
):
5
0
8
3
–
5
0
8
9
.
[1
2
]
T
se
n
g
KC,
L
in
BS
,
Ha
n
CM
,
Wan
g
P
S
.
“
Em
o
ti
o
n
Re
c
o
g
n
it
i
o
n
o
f
EE
G
Un
d
e
rly
in
g
F
a
v
o
u
rit
e
M
u
sic
b
y
S
u
p
p
o
rt
V
e
c
to
r
M
a
c
h
in
e
”
.
In
ter
n
a
ti
o
n
a
l
C
o
n
fer
e
n
c
e
o
n
Or
a
n
g
e
T
e
c
h
n
o
l
o
g
i
e
s (
ICOT)
.
2
0
1
3
;
1
5
5
–
1
5
8
.
[1
3
]
S
u
d
irm
a
n
R,
H
u
ss
in
S
S
.
“
S
e
n
so
ry
Re
sp
o
n
se
s
o
f
A
u
ti
sm
v
i
a
El
e
c
tro
e
n
c
e
p
h
a
lo
g
ra
p
h
y
f
o
r
S
e
n
so
ry
P
ro
f
il
e
”
.
IEE
E
In
ter
n
a
t
io
n
a
l
C
o
n
fer
e
n
c
e
o
n
C
o
n
t
ro
l
S
y
ste
m,
Co
m
p
u
t
in
g
a
n
d
En
g
in
e
e
rin
g
(
ICCS
CE)
.
2
0
1
4
;
6
2
6
-
6
3
1
.
[1
4
]
Oth
m
a
n
M
,
W
a
h
a
b
A
.
“
Affe
c
ti
v
e
F
a
c
e
P
ro
c
e
ss
in
g
A
n
a
l
y
sis
in
Au
ti
sm
u
sin
g
El
e
c
tro
e
n
c
e
p
h
a
lo
g
ra
m
”
.
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
In
f
o
rm
a
ti
o
n
a
n
d
C
o
mm
u
n
ic
a
ti
o
n
T
e
c
h
n
o
l
o
g
y
fo
r t
h
e
M
u
slim W
o
rld
(
ICT
4
M
)
.
2
0
1
0
;
E
2
3
–
E2
7
.
[
15]
No
r
NM,
W
a
h
a
b
A
,
K
a
m
a
ru
d
d
in
N,
M
a
ji
d
H.
“
P
o
st
A
c
c
id
e
n
t
A
n
a
l
y
sis
o
f
D
riv
e
r
A
ff
e
c
ti
o
n
”
.
IEE
E
1
5
t
h
In
ter
n
a
t
io
n
a
l
S
y
mp
o
si
u
m o
n
C
o
n
s
u
me
r E
lec
tro
n
ics
(
IS
CE)
.
2
0
1
1
;
2
7
8
-
2
8
3
.
[
16]
A
b
d
u
l
W
,
W
e
n
TG
,
Ka
m
a
ru
d
d
i
n
N.
“
Un
d
e
rsta
n
d
i
n
g
D
riv
e
r
B
e
h
a
v
io
r
u
sin
g
M
u
lt
i
-
d
im
e
n
sio
n
a
l
C
M
A
C
”
.
T
h
e
6
th
In
ter
n
a
t
io
n
a
l
C
o
n
fer
e
n
c
e
o
n
I
n
fo
r
ma
ti
o
n
,
C
o
mm
u
n
ic
a
ti
o
n
s &
S
ig
n
a
l
Pro
c
e
ss
in
g
.
2
0
0
7
;
1
-
5
.
[1
7
]
V
a
ish
n
a
v
i
V
K,
K
u
e
c
h
ler
W
.
“
De
sig
n
S
c
ien
c
e
Re
se
a
r
c
h
M
e
th
o
d
s
a
n
d
P
a
tt
e
rn
s:
In
n
o
v
a
ti
n
g
I
n
f
o
rm
a
ti
o
n
a
n
d
Co
m
m
u
n
ica
ti
o
n
T
e
c
h
n
o
l
o
g
y
”
.
CRC
Pre
ss
;
2
0
1
5
.
[1
8
]
G
é
n
o
v
a
G
,
F
u
e
n
tes
JM,
L
lo
re
n
s
J,
Hu
rtad
o
O,
M
o
re
n
o
V.
“
A
F
ra
m
e
w
o
rk
to
M
e
a
su
re
a
n
d
Im
p
ro
v
e
th
e
Qu
a
li
ty
o
f
T
e
x
tu
a
l
Re
q
u
irem
e
n
ts”
.
Req
u
ire
me
n
ts
En
g
in
e
e
rin
g
.
2
0
1
3
;
1
8
(
1
):
2
5
–
4
1
.
[1
9
]
Dra
g
o
n
e
M
,
Jo
rd
a
n
H,
L
il
li
s
D,
Co
ll
ier
RW
.
“
S
e
p
a
ra
ti
o
n
o
f
Co
n
c
e
rn
s
in
Hy
b
rid
Co
m
p
o
n
e
n
t
a
n
d
Ag
e
n
t
S
y
ste
m
s
”
.
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
C
o
mm
u
n
ica
ti
o
n
Ne
two
rk
s a
n
d
Distrib
u
ted
S
y
ste
ms
.
2
0
1
1
;
6
(2
)
:1
7
6
–
2
0
1
.
[2
0
]
M
u
th
a
li
b
AA
,
A
b
d
e
lsa
tar
A
,
S
a
lam
e
h
M
,
Da
ll
e
J.
“
M
a
k
in
g
L
e
a
rn
in
g
Ub
iq
u
it
o
u
s
w
it
h
M
o
b
il
e
T
ra
n
sla
to
r
u
sin
g
Op
ti
c
a
l
Ch
a
ra
c
ter
Re
c
o
g
n
it
io
n
(
OCR)”
.
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
A
d
v
a
n
c
e
d
C
o
mp
u
ter
S
c
ien
c
e
a
n
d
I
n
f
o
rm
a
ti
o
n
S
y
ste
m (
ICACS
IS
)
.
2
0
1
1
;
2
3
3
–
2
3
6
.
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