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Two-year outcome audit in an adult learning disability population with refractory epilepsy.

Current evidence suggests that epilepsy outcome for people with a learning disability is poor, with the majority remaining refractory to treatment. There is very little evidence from randomised controlled trials in this population and despite the many uncontrolled variables it is suggested that an outcome audit may be one method of adding to the evidence base. This audit reports on the outcome for 37 patients with learning disability and refractory epilepsy. All patients were seen for the first time before March 2001 and the mean number of seizures for the sample was 10.4 per month. The exit audit included all patients at a date 2 years after their initial visit following a programme of medication changes. The mean seizure frequency had reduced to 5.9 per month. Ten patients had become seizure-free and 76% had experienced an improvement in seizure frequency overall. A simple questionnaire was administered to carers and relatives at the exit audit in an attempt to establish an impression of global changes in alertness, assertiveness and challenging behaviour following interventions. Sixty-five percent of patients were regarded as being more aware and interactive with their surroundings following medication changes and 49% were reported to be more assertive. Thirty percent presented with an increase in behaviours regarded as challenging and 22% were reported to present with less challenging behaviour. The results of this audit suggest that the outcome for the majority of patients with learning disability and refractory epilepsy may be better than that has been previously reported.

Anticonvulsants↗

Causation of problematic behaviour in people with learning disabilities: 1.

This article, the first of two parts, examines the need for learning disability nurses to explicate the specific behaviours which are often grouped under the umbrella term 'challenging/problematic behaviours'. The prevalence of such behaviours in people who have learning disabilities is discussed. In addition, a review of the main theories of causation of problematic behaviour is presented, with a particular emphasis on the issues of violence and aggression in clients. The second article will offer suggestions on interpreting challenging behaviours in people who have learning disabilities.

Causality↗

Rapid cycling bipolar affective disorder and familial learning disability associated with temporal lobe (occipitotemporal gyrus) cortical dysplasia.

This case report describes a hitherto unreported association between temporal cortical dysplasia and rapid cycling bipolar affective disorder in a learning disabled young man with a family history of rapid cycling bipolar affective disorder in two dysmorphic and learning disabled maternal uncles, and probably learning disability in the mother and grandmother. An identical family with similar findings could not be located in the English literature.

Adult↗

Bereavement and grief in adults with learning disabilities.

BACKGROUND: This paper reports the results of the first systematic study of the reaction of people with learning disabilities to bereavement. METHOD: A sample of 50 parent-bereaved people with learning disabilities was compared with a matched control group of 50 non-bereaved people. A semi-structured bereavement questionnaire was used along with the following instruments: the Aberrant Behaviour Checklist (ABC), the Psychopathology Instrument for Mentally Retarded Adults (PIMRA) and the Life Events Checklist. RESULTS: Highly significant differences are demonstrated between bereaved and non-bereaved samples on both the total scores and most of the subscores of the ABC and PIMRA. Staff and carers did not usually attribute behaviour problems to the bereavement and its concomitant life events, nor was there a recognition of psychopathology due to bereavement. CONCLUSIONS: The impact in terms of psychiatric and behavioural morbidity of loss of a parent, with its concomitant life events, in adults with learning disabilities has been underestimated.

Adult↗

Learning disabilities and bullying: double jeopardy.

Independently, learning disabilities (LD) and involvement in bullying each pose a risk for social, emotional, and behavioral problems. Based on the research to date and on the characteristics common to children with LD and children who are bullied, there is reason to believe that children with LD are at increased risk of victimization. However, there is little research on the relationship between LD and bullying. This article presents factors and characteristics that make children and youth with LD vulnerable to bullying. Risk factors and effects of bullying are reviewed. Implications for practice and research are discussed.

Adaptation, Psychological↗

Intrinsic vs extrinsic motivation in learning disabled children.

44 children identified as learning disabled were administered Harter's Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. Scores were correlated with several indices of school behavior, standardized achievement test scores, report-card letter grades, and teachers' behavioral ratings. No consistent pattern of relationship was evidenced between the scale and academic achievement as assessed by standardized tests and report-card letter grades. However, a weak but statistically significant pattern of relationship (rs .24 to .33) was noted between two subscales of the Harter scale and teachers' behavioral ratings. Internality on these subscales tended to be associated with higher teachers' ratings.

Achievement↗

Focal cerebral dysfunction in developmental learning disabilities.

In 24 children with developmental learning disabilities and 15 age-matched controls regional cerebral activity was studied with xenon-133 single photon emission tomography. In the 9 children with pure attention deficit and hyperactivity disorder (ADHD), the distribution of regional cerebral activity was abnormal--low in striatal and posterior periventricular regions and high in occipital regions. Low activity in striatal and posterior periventricular areas was also seen in the 8 children with ADHD in combination with phonologic-syntactic dysphasia. 7 children with dysphasia, but without hyperactive behaviour, had low cerebral activity in left temporofrontal regions.

Adolescent↗

Assessing the reading comprehension of adults with learning disabilities.

BACKGROUND: This study's aim was to begin the process of measuring the reading comprehension of adults with mild and borderline learning disabilities, in order to generate information to help clinicians and other professionals to make written material for adults with learning disabilities more comprehensible. METHODS: The Test for the Reception of Grammar (TROG), with items presented visually rather than orally, and the Reading Comprehension sub-test of the Wechsler Objective Reading Dimensions (WORD) battery were given to 24 service-users of a metropolitan community learning disability team who had an estimated IQ in the range 50-79. RESULTS & CONCLUSIONS: These tests were demonstrated to have satisfactory split-half reliability and convergent validity with this population, supporting both their use in this study and in clinical work. Data are presented concerning the distribution across the sample of reading-ages and the comprehension of written grammatical constructions. These data should be useful to those who are preparing written material for adults with learning disabilities.

Adolescent↗

Sensory integration therapy: a trial of a specific neurodevelopmental therapy for the remediation of learning disabilities.

In the population of learning-disabled (LD) children, there appears to be a subsample who demonstrate basic dysfunction in sensory integration. Previous research suggested that sensory integration (SI) therapy may be effective in improving the academic performance of this subsample of LD children. This study is a systematic replication of previous research on the effects of SI therapy on LD children. The 87 LD children in this study manifest moderate SI dysfunction, a vestibular processing disorder, perceptual deficits, and reading retardation. Data on a subgroup of 45 children with markedly depressed postrotary nystagmus are presented. After nine months of individual SI therapy, no systematic effects on any of the dependent variables were discernible. The implications of these findings for further research are discussed.

Child↗

Issues in the early identification of specific learning disability.

Currently the diagnosis of Specific Learning Disability (SLD) requires the demonstration of academic underachievement relative to cognitive potential. However, if the focus is shifted from academic underachievement to the detection of the deviant neurologic substrate, then the potential exists for diagnosing SLD prior to school. Circumstantial evidence from a variety of sources--studies of historical risk, the newborn examination, assessment of newborn behaviors, combination of newborn and subsequent examination, retrospective assessment of early development in SLD children, and aspects of infant development (motor or language) and SLD-suggests that the neurologic substrate for SLD can be identified in infancy. Early identification of SLD will permit early intervention when indicated, aid the assessment of therapeutic efficacy, and facilitate the evaluation of other interventions (e.g., neonatal care).

Child↗

Arithmetic difficulties in children with visuospatial learning disability (VLD).

Eighteen children with visuospatial learning disability (VLD) were compared to normal control children on a series of numerical and calculation tasks. Oral and written (dictated) calculation was assessed and operations differed not only in terms of the type of number processing requirements but also in terms of their visuospatial demand. The aim was to disentangle errors due to visuospatial processing failure from those deriving from incorrect knowledge of calculation procedures. Results showed that all children had relatively good knowledge of numerical facts and there was no statistical difference between the groups. No group difference was found in the overall performance in oral calculation, but a significant difference was present when the children were required to complete the operations in writing, with the VLD group achieving poorer performance than the controls. Furthermore, VLD children had greater difficulties when operations required borrowing or carrying; this was particularly problematic in subtractions. The results indicate that VLD children do not have a generalised problem with calculation per se or number manipulation in general. Rather their problems concern dealing with some processes that govern calculation especially those loading on visuospatial abilities.

Analysis of Variance↗

Manifest anxiety in children with learning disabilities.

Manifest anxiety scores of students receiving part-time services for learning disabilities, students receiving full-time services for learning disabilities, and a matched group of nonexceptional peers were compared. A significant difference was found between the part-time group and the nonexceptional group in Total Anxiety and Worry-Oversensitivity.

Anxiety↗

Homework practices of students with and without learning disabilities: a comparison.

This article describes a study examining the homework practices of 48 students with learning disabilities and a matched sample of 48 nondisabled students. Students ranged in age from 11 to 15 years and attended Grades 6 through 8. Students in both groups completed the Student Survey of Homework Practices, a 27-item, Likert-type questionnaire examining students' homework practices and attitudes toward homework. Results indicated that although there were some similarities in the homework practices of both groups, the students with learning disabilities engaged to a significantly greater extent in practices that interfered with homework completion. Suggestions for increasing the homework completion rates of students with learning disabilities are provided.

Achievement↗

A focus group inquiry into the perceptions of primary health care teams and the provision of health care for adults with a learning disability living in the community.

This study addresses the primary health needs of adults with learning disabilities living in the community. Policies specific to this client group and incorporating the ideology of normalization are noted and evidence of their implementation is sought. Previous research suggests that the adoption of a social rehabilitative model of care may have resulted in the neglect of health care needs. The recent closure of a local, subnormality hospital provided a critical situation and context for the study. The research question is, how do primary health care teams perceive the needs of adults with learning disabilities living in the community, and are they meeting their needs? Three primary health care teams formed the sample and data were obtained through semi-structured, focus group interviews. A conceptual framework developed early in the study influenced both the interview guide and the data analysis. The study suggests that practitioners working within primary health care teams have a limited awareness of the health care needs of adults with learning disabilities. Contributing factors were identified and include: negative attitudes towards the concept of normalization; inadequate education; a shortfall in financial and human resources; and poor collaboration with the specialist team.

Adult↗

Adult outcomes of verbal learning disability.

Although it is currently generally accepted that, in most cases, verbal learning disability (VLD) can persist into adulthood, adult outcomes of learning disability are still under much discussion. The adult outcomes of two types of VLD (dyslexia and dysgraphia) will be the focus of this article. The defining characteristics of VLD and what constitutes these types of VLD are provided in detail elsewhere in this issue (see Jones and Eberling). This article will focus on the current epidemiology, possible causative factors, neurocognitive profiles, and neurological correlates of such disability. In addition, adult outcomes will be discussed for both those who succeed despite the disability and those who continue to struggle with the issues of VLD into adulthood. Specifically, factors that seem to contribute to success or struggle, and suggested treatments for VLD, will be discussed.

Adult↗

Adverse effects of summer amongst people with learning disabilities: neuroleptic malignant syndrome.

The existing literature regarding neuroleptic malignant syndrome (NMS) amongst people with learning disabilities is limited. We describe three case reports of people with learning disabilities from the same geographical area who developed NMS within 3 weeks of each other. This was during the hottest part of a very hot summer. The presentation of NMS is discussed. The importance of carers attending to adequate hydration for people with learning disabilities and poor communication skills during the summer months is stressed.

Adolescent↗

Transvestism in a person with learning disabilities presenting with behavioural problems.

A case of transvestism is reported in a 47-year-old man with learning disabilities. He had developed encephalitis in childhood, which had resulted in moderate learning disabilities and epilepsy, and had been living in institutions from the age of six. He did not have any chance to express his sexual desire and this frustration manifested as aggressive behaviour. Recently, he moved to a community home and his deviant sexual behaviour became apparent. Management of his problems involves organizing a behavioural programme linking his cross dressing with aggressive behaviour.

Encephalitis↗

Historical roots of the field of learning disabilities: some nineteenth-century German contributions.

The field of learning disabilities is often thought of as having come into being in the early 1960s. In reality, there is a long history of scientific investigation into psycho-anatomic functions. This article highlights the scientific contributions of some major nineteenth-century German researchers, their astounding attempts at describing neuropsychologic dysfunction, and their struggle to conceptionalize and cerebrally localize the clinical syndromes they had observed. After Pierre Paul Broca's discovery of "motor aphasia," Carl Wernicke described the clinical syndrome of "sensory aphasia" and its cerebral localization in 1871. Wernicke's investigation was at the onset of rapidly accumulating insights into the complexities of neuropsychologic functions as they were investigated by researchers such as Ludwig Lichtheim, Hugo Karl Liepmann, B. Berlin, Hubert Grashey, and J. K. Goldscheider. The long-term influence of this research on the development of the field of learning disabilities is discussed.

Apraxias↗