Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Learning Disabilities”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 217 records · Page 12Linked to original sources
PubMed1991

Tactile discrimination, response mode, and interhemispheric communication by learning disabled children.

32 right-handed, learning disabled children aged 8-10 yr., 11-13 yr., and 14-16 yr. were presented a tactile discrimination task. Pairs of fabrics of different or the same texture were presented to the same hand (uncrossed condition) or alternating hands (crossed condition). Discrimination errors were compared using a verbal response mode and a nonverbal response mode. Analysis indicated that the number of crossed errors was significantly greater in the verbal response mode than in the nonverbal response mode for only the youngest children. These results suggest selective attention-activation bias and/or hemispheric processing limitations for younger learning disabled children.

Adolescent↗
PubMed1990

WAIS-R scores as predictors of employment success and failure among adults with learning disabilities.

The transition of adults with learning disabilities to successful employment is contingent upon numerous factors. Eighty-six adults (55 males and 31 females), 18 to 59 years old (mean age 26.7 years), with learning disabilities were evaluated clinically using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wechsler, 1981) to determine the value of WAIS-R IQs and subtest scores in predicting successful employment. Significant relationships were identified between subjects' WAIS-R IQs and scaled scores and job success. Conclusions and recommendations were reported.

Adolescent↗
PubMed1977

Hair element content in learning disabled children.

Hair samples from 31 learning disabled and 22 normal children were analyzed for content of 14 elements. Significant group differences were determined and a discriminant function was completed which separated the groups with 98 per cent accuracy. Elevated lead and cadmium content in the learning disabled group is viewed as being of particular importance.

Cadmium↗
PubMed1993

Evidence for the independent familial transmission of attention deficit hyperactivity disorder and learning disabilities: results from a family genetic study.

OBJECTIVE: The purpose of the study was to clarify the relationship between attention deficit hyperactivity disorder and learning disabilities. METHOD: The authors assessed learning disabilities in a sample of 140 children with attention deficit hyperactivity disorder and in 120 normal comparison children. They also assessed a sample of the probands' 822 first-degree relatives. RESULTS: The risk for learning disabilities was highest among relatives of probands with both attention deficit hyperactivity disorder and learning disabilities. The two disorders did not cosegregate in families. There was nonrandom mating between spouses with attention deficit hyperactivity disorder and learning disabilities. CONCLUSIONS: The two disorders are transmitted independently in families, and their co-occurrence may be due to nonrandom mating. Attention deficit hyperactivity disorder is likely to be etiologically independent from learning disabilities.

Adult↗
PubMedDate not supplied

The influence of affect on the achievement and behavior of students with learning disabilities.

Research indicates that students with learning disabilities are likely to be at greater risk for experiencing negative affect than their higher achieving counterparts. The purpose of this article is to review recent research on the effects of affect on thoughts, cognition, and behavior. This research finds that induced positive affects leads to more accurate performance on math, greater learning of new vocabulary, and better performance on a new learning task. Implications of and suggestions for follow-up studies of negative and positive affect in students with learning disabilities are presented.

Adolescent↗
PubMed1999

Parents' experiences of general hospital admission for adults with learning disabilities.

General hospital care for people with learning disabilities is strongly emphasized in recent health policy. Ten sets of parents were interviewed about their experiences of general hospital inpatient care for their adult sons and daughters with learning disabilities. Findings in the areas of placement, occupation, basic nursing care, feeding, toileting, nursing attitudes, staffing and procedures are presented. Recommendations are made for changes to reported nursing practice to improve the quality of general hospital care for people with learning disabilities.

Adult↗
PubMed1990

Spelling rule usage among students with learning disabilities and normally achieving students.

Spelling performance of students with learning disabilities (LD) was compared with that of same-age normally achieving subjects and younger normally achieving subjects. Subjects with learning disabilities were divided into two groups: poor readers/poor spellers and good readers/poor spellers. A spelling battery was administered that included one task of phoneme-grapheme correspondence rule usage and four tasks of suffix rule usage. The groups with learning disabilities performed significantly below the same-age normally achieving group on all tasks. No significant differences among the two groups with learning disabilities and their achievement-level peers emerged in primary analyses. However, secondary analyses revealed differences in mastery of the past tense spelling rule ed, and in some subskills related to the spelling of words with suffixes. The cognitive-linguistic significance of these results is discussed.

Child↗
PubMedDate not supplied

Social effects of integrated classrooms and resource room/regular class placements on elementary students with learning disabilities.

The social status of elementary students with learning disabilities (LD) served by the Integrated Classroom Model (ICM) was compared to the social status of elementary students with learning disabilities served in a regular class with resource room support. The ICM serves elementary special education and non-special-education students (1:2) together as one class. The comparison group was composed of students with learning disabilities who received special education services outside of their regular classroom for a portion of their school day. Social status was determined by assessing interpersonal relationships among students, using a peer rating method. The results of analyses of various dimensions suggest that while special education students in both programs have significantly lower social status on average than their non-special-education peers, the children in the ICM have a better opportunity to blend successfully into the classroom than the children who go out to a resource room.

Child↗
PubMed1997

Specific learning disabilities: a neuropsychological perspective.

A dispersion in cognitive abilities is expected in normal populations. Specific learning disabilities would represent an extreme polarity in a continuum of normal cognitive dispersion. Three propositions relative to learning disabilities are advanced in the present paper. First, specific learning disabilities are expected to be found for diverse cognitive functions, even though some of these specific learning disorders have yet to be described in scientific literature. Second, it is noted that specific "factors" can be affected in cases of learning disabilities. Lastly, a parallel between focal neuropsychological syndromes and specific learning disabilities is proposed. Developmental learning difficulties would represent dysfunctional or dysmaturational defects; whereas neuropsychological syndromes represent a consequence of acquired structural brain pathology.

Dyslexia↗
PubMed1985

Information processing and speech lateralization in learning-disabled children.

The relationship between information processing and speech lateralization was investigated in learning-disabled children. The Kaufman Assessment Battery for Children (K-ABC) assessed simultaneous and successive processing while a dichotic listening paradigm with free recall and directed attention conditions assessed speech lateralization. A three-factor ANOVA design conducted on the dichotic data revealed that normal children demonstrated stronger right ear advantage (REA); whereas learning-disabled showed weaker right ear advantage. Further, lambda analyses conducted on individual subjects revealed that the learning-disabled did not demonstrate the REA, were not biased attenders, and did not get more right ear than left ear items when attention was directed to one ear. Multiple-regression analysis was used to predict sequential processing from the dichotic data for both groups. Learning-disabled children demonstrated a substantial deficit in sequential processing as compared to normal children. These results indicate that learning-disabled children may not have adequate cerebral lateralization of receptive speech processes, shift their attention more readily, and are more inadequate in sequential processing that presumably subserves language functioning. Perhaps learning-disabled children have deficiencies of processor capacity of salient areas of the left (language) hemisphere.

Attention↗
PubMed1979

Variables influencing phonemic discrimination performance in normal and learning-disabled children.

Twenty-five learning-disabled and 25 normal first-grade-age children took a phonemic discrimination test that manipulated word-pairs systematically according to degree of phonetic difference, position of phoneme contrast, and lexical familiarity. Results indicated that (1) the significantly lower performance of the learning-disabled to children as a group was due to the impaired performance by a small subgroup, (2) all three stimulus variables had significant effects on performance, (3) all combinations of stimulus variables interacted significantly, and (4) discrimination performance did not correlate with measures of receptive vocabulary or reading achievement for either group.

Achievement↗
PubMed2000

Developmental psychiatry--insights from learning disability.

BACKGROUND: The Blake Marsh lecture, an annual lecture on learning disability, was endowed in 1963 in memory of Dr Blake Marsh, the former medical superintendent of Bromham House Colony in Bedford. The first lecture was given in 1967. AIMS: To review the speciality of the psychiatry of learning disability and how it is currently practised in the UK. METHOD: Clinical, service, research and educational issues in learning disability psychiatry are reviewed and illustrated. RESULTS: Key issues which emerge in all four areas include the importance of communication skills, consultation with users and carers, professional education and partnership. CONCLUSIONS: The psychiatry of learning disability is a complex, varied and stimulating branch of psychiatry with a strong developmental focus.

Education, Medical↗
PubMed1975

Effectiveness of aides in a perceptual motor training program for children with learning disabilities.

A program for children with learning disabilities associated with perceptual deficits was designed that included elements of gross and fine motor coordination, visual and somatosensory perceptual training, dance, art, music and language. The effectiveness of nonprofessional "perceptual-aides," who were trained in this program, was evaluated. Twenty-eight children with learning disabilities associated with perceptual deficits were treated by occupational, physical, recreational and language therapists; and 27 similarly involved children were treated by two aides, under supervision, after training by therapists. Treatment in both groups was for four hours weekly over a four to seven month period. There was significant improvement in motor skills, visual and somatosensory perception, language and educational skills in the two programs. Although there was no significant difference between the two groups, there was a slight advantage to the aide program. The cost of the aide program was 10 percent higher than the therapist program during the first year, but 22 percent lower than the therapist program during the second year.

Allied Health Personnel↗
PubMed1989

Nationwide survey of postsecondary education services for students with learning disabilities.

Postsecondary services for students with learning disabilities vary a great deal from campus to campus, and published guides to postsecondary education services are often inaccurate and incomplete. A nationwide survey was conducted to investigate student service provisions in 2-year colleges and 4-year colleges and universities. The purpose of the study was to identify and catalog postsecondary education service goals and options for students with learning disabilities, and to determine differences between the goals service providers have for these students and services actually provided. The findings and their implications for service providers at both high school and college levels are discussed.

Data Collection↗
PubMed1976

The relationship between occupational therapy and physical therapy test scores in children with learning disabilities.

Twenty-seven children with learning disabilities associated with perceptual deficits were studied in order to determine what relationship might exist between occupational therapy and physical therapy test scores. Intercorrelations were computed and multivariate models were developed for the occupational therapy test items. Numerous positive relationships were demonstrated between the two groups of test items, consistent with previous clinical and experimental data. One test, however, did not duplicate the other, and both are essential in the evaluation of the learning-disabled child with perceptual deficits. Negative correlations also emerged, which might have been caused by compensation for deficits.

Child↗
PubMedDate not supplied

A Canadian perspective on learning disabilities.

Canadian practice and research with children and adults with learning disabilities are described and analyzed. After an examination of the historical basis for current practice, the societal and cultural factors affecting education of children with learning disabilities, services for adults, and research are discussed. It was found that policy and legislation regarding special education vary considerably from province to province, and identification practices and service delivery models vary even within provinces. The fact that Canada has two official languages (English and French), a large multicultural community, and a Native population with special needs often arising from poverty has an impact on the education of children with learning disabilities and on sample description in research. Although school-age children are relatively well served, services for preschool children and adults with learning disabilities are minimal. The positive features of Canadian service delivery are that most programs are publicly funded, decision making tends to be nonadversarial and collaborative, and the needs of the whole child are typically considered.

Adult↗
PubMed1986

Syntactic decoding times of learning disabled children.

Syntactic decoding reaction times of 20 learning disabled children comprising two groups of subjects (mean age of 8 and 13 yr., respectively) were compared to the responses of normal controls matched for age and sex. An analysis of variance procedure showed that the learning disabled children and their normal peers did not differ significantly in responses to the experimental stimuli. This held true regardless of linguistic complexity, suggesting that delays in processing elementary syntactic constructions are not a concomitant of learning disabilities.

Adolescent↗
PubMed1982

An hypothesis regarding the commonality of right-hemisphere involvement in learning disability, attentional disorder, and childhood major depressive disorder.

Learning disability, attentional disorder, and childhood major depression are frequent clinical diagnoses for children who show behavioral disturbances and impaired school performance. We suggest that all three of these conditions may be associated with dysfunction of the right cerebral hemisphere. Anatomical disturbance of right-hemisphere function is often associated with learning disability or attentional deficits. The physiological disturbance of right-hemisphere function by a major depressive episode may produce or exacerbate learning disability or attentional disorder.

Attention↗