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1
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SERIOUS GAMES TO TEACH EMOTION RECOGNITION TO CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD)

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Elhaddadi M., Maazouz H., Alami N., Drissi M. M. h., Mènon C. S., Latifi M., Touhami Ahami A. O.
Acta Neuropsychologica
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2021
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vol. 19(1)
81-92
EN
The serious game “JeStiMulE” (Educational Game for Multisensory Stimulation of Children with developmental disorders), developed by the Autism Resources Center of Nice, was created to teach social cognition including emotion recognition for children and adolescents with autism. The purpose of our study is to investigate the effectiveness of the serious game JESTIMULE in remediating recognition’ deficits of emotional facial expressions (EFE) in autistic children. Thirty-two Moroccan children and adolescents were recruited for this study. All participants received a diagnosis of autism spectrum disorder (ASD) based on the Diagnostic and Statistical Manual of Mental Diseases, Fourth Edition (DSM-IV-R) criteria for ASD, as well as the Rimland Checklist E2. IQ level has been assessed by using Raven’s Progressive Matrices as an IQ testing scale. The par ticipants received two one-hour JeStiMulE sessions per week over four weeks. Game data were collected for each participant. The Faces test was used to quantify the progression of the ability to recognize emotions in our subjects. The results of the descriptive analyses showed suitable adaptability, effectiveness and efficiency of JeStiMulE. In Faces test, a significant difference between scores of the Pre-intervention and Post-intervention (Z= -3.58, p<0.001), in favour of the Post-intervention (M=23.22, SD=2.96 versus M=27.27, SD=2.77). That indicate that participants were more accurate at recognizing emotions after JeStiMulE. In addition, a main effect of type of autism was found for the facial scale (H = 6.673, ddl = 2, p = 0.036). High-functioning autism were significantly better than Low-functioning autism at recognizing emotions from faces in both Pre-intervention and Post-intervention. With such non-verbal tool, training could start early. Thus, early management, the more the progression in the recognition and imitation of facial expressions is important, the more we gain autonomy and social integration just in time to begin school. ------------------------------------------------------------------------------------------------------------------------------------
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Diagnosis of dyslexic disorders and identification of factors associated with reading learning disabilities within the Moroccan context

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Ihbour S., Hnini R., Anarghou H., Ahami A. T., Chigr F., Najimi M.
Acta Neuropsychologica
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2019
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vol. 17(3)
261-281
EN
Reading acquisition disorders constitute the main problem in children's learning. in Morocco, epidemiological data are very rare. Research, mainly in the English language, concerns either the sociological or the cognitive field. Few studies, among them not one in Arabic, have explored the link relating to social and cognitive factors. The purpose of our work is to study and analyze the cognitive and social variables related to different reading skills among Moroccan pupils in primary and secondary public schools. From a sample of 754 learners (388 boys and 366 girls) ranging in age from 9 to 15 years with an average of 11.59 years, the diagnostic tests identified 145 students with deficient skills "Bad readers (BR)," 128 suspected of being in difficulty classified as « intermediate level (IL) » and a group of 481 children as good readers ( GR). Statistical analyses have shown that the first two groups (BR and IL) represent 24% in the favoured areas compared to 43% in the disadvantaged. The analysis of scores and the nature of the errors made on various reading tests show that 41 students, or 5.43% of our sample, present a dyslexia profile. 13 (1.72%) of whom have very severe difficulties. The phonological aptitudes (Rapid automatized naming, phonological short-time memory and especially phonological awareness) mainly reflect the level of reading. These phonological abilities are highly influenced by early attendance of preschool and by the degree of exposure to written language at home. These data, which are unique in Morocco, are consistent to that of the published subject literature. They make it possible to plan preventive actions by generalizing pre-school teaching, particularly in precarious environments. These actions should be based on playful exercises aimed at improving phonological abilities at an early age, while exploiting the brain sensitivity to reading at that age. Phonological awareness and rapid naming are the most implicated factors in the disparity of reading skills. These abilities are highly influenced by the integration of preschool at a very early age and by the degree of exposure to written language activities. Therefore, there is a need to plan preventive actions, based on playful exercises, aiming to improve phonological skills from the pre-school period
3
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Stroke impact on the cognitive functions of Moroccan neuro-lesioned patients in the Gharb Region

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Mènon C. S., Touhami Ahami A. O., Latifi M., Mureşanu D. F., Gam I., Obayagbona V. O.
Acta Neuropsychologica
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2019
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vol. 17(1)
25-38
EN
Stroke (ischemic and hemorrhagic stroke) is a sudden-onset neurological deficit resulting from focal vascular lesions. This is due to a clot-induced obstruction of a vessel (ischemic stroke) or a rupture of a vessel causing haemorrhage (hemorrhagic stroke). The management of neuro-injured patients (AVC) is a major public health problem. The principal aim of this study is to evaluate the short and long term neuropsychological sequences following a neurological accident of neuro-injured patients hospitalized at the Kenitra Provincial Center (Morocco) in comparison with the control group. We tested 34 stroke patients, with an average age sample of 59.12 years, for a standard deviation of 14.35 with extremes between 32 and 82 years. Of these patients, 20 were female (58.82%) and 14 male (41.18%). The sex ratio is 0.7 in favour of the female sex. Both the neuro-lesioned patients and the control group benefited from neuropsychological tests. In the neurocognitive evaluation we used three neuropsychological tests: (a) The bell test or non-verbal bell dam test allows for a selective, visuospatial and strategic attentional evaluation; (b) Raven's test focuses on the nonverbal neuropsychological intelligence where the subject is led to analyze and solve each test problem based on inductive reasoning; (c) The digit memory test is a test to evaluate the short-term verbal memory and working memory capabilities of stroke patients. Our results showed through the various neurocognitive tests that our stroke patients obtained lowers score, compared to the control group (p <0.05). Raven Standard Progress Matrix Test Scores (SPMR):(Mean-Patients = 32.49, SD = 7.43 < Mean-Controls = 42.01, SD = 3.98). Digit Memory Test scores: Forward digit span (Mean-Patients = 2.21, SD = 0.5
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NEUROPSYCHOLOGICAL APPROACH OF FACTORS AGGRAVATING THE READING LEARNING DIFFICULTIES AMONG MOROCCAN ARABIC-SPEAKING STUDENTS WITH DEVELOPMENTAL DYSLEXIA PROFILE

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Ihbour S., Berroug L., Hind C., Chigr F., Najimi M.
Acta Neuropsychologica
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2022
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vol. 20(1)
17-34
EN
Dyslexia is the most common learning disability in school and the most devastating in terms of academic performance. In interaction with the socio-cultural environment, several and various factors can aggravate the difficulties of reader acquisition in dyslexic children. Identifying these factors and interpreting them according to the neuropsychological approach, in the Moroccan context, was the objective of this study Socio-economic data was collected from 626 children, aged 9 to 15 years with an average age of 11,95 years, enrolled in public educational establishments in the Beni Mellal-Khenifra region, located in central Mo- rocco. Among all the participants, 41 had a profile of dyslexia, 13 of whom had reading attitudes evoking "severe dyslexia". Subjects underwent a cognitive assessment. the others were normal-readers and classified as good readers (n=481) and weak readers (n=104). To follow our purpose, we have determined socio-cultural and cognitive variables that may discriminate between students in the "severely dyslexic" group and their "dyslexic" peers. The performance gap was significant in favor of "dyslexic" students in the reading test of pseudowords, rapid naming of images, and the deletion of the initial phoneme. These data reinforce the hypothesis that the phonological deficit is at the root of developmental dyslexia. On the socio-cultural domain, the results showed that preschool attendance and early exposure to written language activity discriminate the participants with a "severe dyslexia" profile from their peers in the "dyslexic" group. We believe that these two factors were responsible for the moderate intensity of the disorder observed in the "dyslexic" group. Our study also showed that bilingualism raises the degree of learning reading difficulties among students with this disorder. These results are consistent with those described in the literature, it suggests that dyslexics can implement compensation strategies both at the behavioral and neuronal level. They call on those in charge of the Moroccan education system to recognize the existence of learning disabilities of neurobiological origin in order to address the necessary care for children who suffer from them.
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Hydrochemical characteristics and water quality assessment of Lake Dayet Erroumi - Khemisset, Morocco

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El Qryefy M., Ouardi J., Najy M., Belghyti D., El Kharrim K., El Qryefy M., Ouardi J., Najy M., Belghyti D., El Kharrim K.
Journal of Water and Land Development
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2021
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issue 49
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