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Biomedical subjects

J E Ysseldyke

Publications and source records attributed to J E Ysseldyke.

At least 19 recordsLinked to original sources
PubMed1990

Sustained and selective attention in children with learning disabilities.

Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibiting impulsive responding. Subjects with LD made more errors than controls on a selective attention task when letter distractors were adjacent to the target letter but not when they were distant, and more correct responses than controls when facilitating letters were adjacent to the target, suggesting that students with LD are less able to narrow the focus of their attention. Longer response times by students with LD indicate that they have slower information-processing skills than controls. Regrouping students according to teacher ratings for attention deficit-hyperactivity disorder (ADHD) yielded the customary impulsive response set on the CPT and more errors on the selective attention task, but no differences on response times for students with ADHD. LD students with ADHD made more errors than LD students without ADHD when letter distractors were adjacent to the target letter.

Adolescent↗
PubMed1981

A content analysis of the data presented at special education placement team meetings.

Conducted two studies to ascertain the kinds of information presented and discussed at special education placement team meetings. Both studies used naturalistic observation methodologies. In study 1 it was demonstrated that teams spend twice as much time discussing academic information as time spent discussing behavioral information. Almost no time was spent discussing physical or medical data. In study 2 we looked at the specific kinds of assessment data presented and discussed. Nearly all of the meetings were devoted primarily to presentation and discussion of classroom data, scores on achievement tests, and scores on intelligence tests.

Achievement↗