Biomedical subjects

J Javorsky

Publications and source records attributed to J Javorsky.

7 recordsLinked to original sources

PubMed1996

An examination of youth with attention-deficit/hyperactivity disorder and language learning disabilities: a clinical study.

This study examined the performance of 96 youth hospitalized at an acute-care psychiatric hospital on a battery of language measures. The participants were separated into four groups: (a) participants with language learning disabilities (LLD; n = 14), (b) participants with attention-deficit/hyperactivity disorder (ADHD; n = 26), (c) participants with both ADHD and LLD (ADHD/LLD; n = 18), (d) participants with neither ADHD nor LLD (Neither; n = 38). Participants with ADHD/LLD performed significantly more poorly than did the ADHD group or the Neither group on measures of phonology and syntax, but not semantics. However, participants with ADHD/LLD did not significantly differ from participants with LLD on a majority of language-based measures. This finding suggests that participants with ADHD/LLD have profiles more similar to those of participants with LLD than participants with ADHD. Educational implications for instruction for students with ADHD/LLD are presented.

Adolescent↗

PubMed1992

Integration of partial hospitalization and inpatient child/adolescent psychiatric units: "A question of continuity of care".

In an ever-changing health care field, an organization must be willing to change to meet the needs and demands of its patients. With continuity of care as the impetus for change, the Harold E. Fox Center at St. Joseph Mercy Hospital experienced a significant change in the delivery of child/adolescent psychiatric services. To improve patient outcomes and patient, family, staff, physician, and community satisfaction, the partial hospitalization program and the inpatient unit were integrated. A treatment team model was adopted for the integrated program. This program consisted of a teacher, social worker, nurse, and activity therapist. Physicians supervised the team in the delivery of treatment for their patients. These patients were placed on a treatment team upon admission and were maintained in the team until discharge. A survey was completed analyzing patient, parent, and staff satisfaction with the new model of service delivery. The results indicated favorable support for the concept of the integrated program; however, the operation of such a program still requires refinement.

Adolescent↗

PubMed1991

Identifying native language difficulties among foreign language learners in college: a "foreign" language learning disability?

The present study compared successful and unsuccessful college foreign language learners on measures of intelligence, foreign language aptitude, native oral and written language, and math. Unsuccessful students had received petitions to waive the foreign language requirement. No significant differences between groups were found on intelligence and reading comprehension. Significant differences were found on the Modern Language Aptitude Test, on tests of written and oral language in the syntactic and phonological domains, and on math calculation. Authors suggest that students with foreign language learning difficulties may have underlying native language problems manifested especially in the areas of syntax and phonology. Suggestions for diagnosing a foreign language disability are made.

Adolescent↗

PubMedDate not supplied

Foreign language learning difficulties: an historical perspective.

For 10 years, the authors of this article have examined cognitive, affective, and linguistic influences on foreign language learning. They have proposed the Linguistic Coding Differences Hypothesis (LCDH) as a model for understanding foreign language learning problems. The authors review their empirical support for the LCDH and explain the diagnostic, pedagogical, and policy implications of their research.

Adolescent↗

PubMedDate not supplied

Students classified as LD and the college foreign language requirement: replication and comparison studies.

Two studies examined students classified as having learning disabilities (LD) who had received course substitutions for the college foreign language (FL) requirement. In the first study, 42 students at one university were divided into groups and compared on measures of IQ, academic achievement, FL aptitude, college grade point average (GPA), and FL and English grades. Findings showed that most of the 42 students had been classified as LD in college after experiencing problems in FL courses. Comparisons based on students' performance on measures of FL aptitude, native language skill, and performance in FL courses showed few significant group differences. In the second study, the 42 students from the first study were compared with 86 students at another university who had also been classified as LD and received course substitutions for the college FL requirement. Comparisons on demographic information and measures of IQ, academic achievement, FL aptitude, college GPA, and FL GPA showed few significant differences between the two groups. Both studies suggest that students classified as LD at different universities exhibit similar demographic, cognitive, academic achievement, and FL aptitude profiles and that educators should not make the a priori assumption that students classified as LD require course substitutions for the FL requirement or experience problems with FL learning.

Adolescent↗

PubMedDate not supplied

Comparison of students classified as LD who petitioned for or fulfilled the college foreign language requirement.

In this study, we compared the cognitive, academic achievement, and demographic profiles of 46 students from one university who had been classified as learning disabled (LD) and had received permission to substitute courses for the university's foreign language (FL) requirement (petition group) with the profiles of 21 students from the same university who had been classified as LD and had fulfilled the university's FL requirement by passing FL courses (nonpetition group). Results showed no significant differences between the two groups on measures of reading, mathematics, written language, American College Testing score, and graduating grade point average when IQ was used as a covariate. More petition than nonpetition students had at least a 1.0 SD discrepancy between IQ and achievement and had been referred only for FL learning problems. More nonpetition than petition students had taken an FL in college and received accommodations in the FL. The two groups together appeared to constitute a heterogeneous group of learners, with more than half failing to meet a minimum discrepancy criterion for classification as LD. The discussion addresses the classification system for LD, the process for determining the presence of FL learning problems and how to address them, and directions for further research.

Achievement↗

PubMedDate not supplied

Students classified as LD and the college foreign language requirement: a quantitative analysis.

This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed.

Achievement↗