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PubMed1990

Learning disabilities: an appraisal of Rorschach response patterns.

Recent developments with the Rorschach invite research concerning cognitive and coping styles of learning disabled students. This study, based on an N of 25 (12 learning disabled and 13 controls), was designed to assess group differences in perceptual accuracy, self-concept, and reactivity. Analysis showed that learning disabled students represent a diverse population for which highly individualized understanding is required if appropriate schooling strategies are to be devised. Such students, compared with controls, were more inclined to have lower self-confidence, to be more reactive, to avoid emotionally-laden stimuli, to manifest a higher proportion of responses involving perceptual inaccuracies, and to be less spontaneous and less inclined to take risks. Some curricular implications of the findings are discussed.

Child↗
PubMed2001

A randomized open-label study of gabapentin and lamotrigine in adults with learning disability and resistant epilepsy.

The aim of this study was to evaluate the efficacy and safety of gabapentin in patients with learning disabilities and resistant epilepsy, comparing the effects of gabapentin with lamotrigine on efficacy, behaviour and mood. An open-label, randomized, parallel group, multicentre add-on study comparing gabapentin with lamotrigine in 109 patients with drug-resistant localization-related epilepsy and learning disabilities was conducted: 39 patients were randomized to gabapentin and 44 to lamotrigine. The study population had a range of learning disabilities and severe partial epilepsy. The percentage of patients achieving a greater than or equal to 50% reduction in seizure frequency on gabapentin was 50%, (mean reduction in seizures was 51%). Compared to 48.6% of lamotrigine patients, no statistically significant treatment differences could be identified. The safety profile of both drugs was consistent with that seen in previous clinical trials. Carer-rated visual analogue scales detected significant improvements (P< 0.05) for the gabapentin-treated patients in seizure severity, attention, general health and sleeping pattern, while for lamotrigine seizure severity improved significantly. For learning disabled patients with resistant epilepsy, gabapentin and lamotrigine provide safe and effective treatment, with positive benefits on behaviour.

Acetates↗
PubMed1988

Cued dichotic listening with right-handed, left-handed, bilingual and learning-disabled children.

This study used cued dichotic listening to investigate differences in language lateralization among right-handed (control), left-handed, bilingual, and learning-disabled children. A sample of 60 subjects ranging in age from 7-13 yr were administered a CVC dichotic paradigm with three experimental conditions (free recall, directed left, directed right). A three-factor ANOVA design conducted on the data revealed that control, bilingual, and learning-disabled children produced the expected REA suggestive of left hemisphere dominance for language processing whereas left-handed children produced an LEA suggestive of right hemisphere superiority for language processing. The cued attention data derived from groups as well as from individual subjects suggested that in comparison with control children, left-handed children were greatly susceptible to attentional manipulation similar to learning-disabled children only in the opposite hemisphere. Bilingual children were found to have a REA much like control children although recall accuracy was depressed. Further, lambda (lambda) analyses conducted on individual subjects indicated that the magnitude and degree of perceptual asymmetry varied widely among individuals of various anomaly groups. These findings lend support to the hypothesis that attentional factors play a larger role in unilateral processing for some anomalous groups of children (i.e. left-handers and learning-disabled) while not affecting others (i.e. controls and bilinguals).

Attention↗
PubMed1993

Use of constant time delay in teaching multiplication facts to students with learning disabilities.

This study investigated the effectiveness and efficiency of a constant time-delay procedure in teaching multiplication facts to three male and two female elementary school students, aged 9 years 6 months to 12 years 5 months, identified as learning disabled. The five students were taught unknown facts using a 4-second constant time-delay procedure. Data were collected on generalization to a paper-and-pencil task, to a horizontal display orientation, and to the reverse fact, as well as incidentally acquired ability to solve missing-factor problems. Results indicated that the near-errorless learning procedure was effective and efficient in teaching multiplication facts to students with learning disabilities. Learning generalized to a paper-and-pencil task, to a different presentation orientation, and to the reverse fact.

Attention↗
PubMed2006

Modes of imprinted gene action in learning disability.

BACKGROUND: It is now widely acknowledged that there may be a genetic contribution to learning disability and neuropsychiatric disorders, stemming from evidence provided by family, twin and adoption studies, and from explicit syndromic conditions. Recently it has been recognized that in some cases the presentation of genetic syndromes (or discrete aspects of disorders) is dependent on the sex of the transmitting parent. Such 'parent-of-origin effects' can be explained by a number of genetic mechanisms, a predominant one of which is genomic imprinting. Genomic imprinting refers to the parent of origin-specific epigenetic marking of an allele of a gene, such that for some genes it is mainly the maternally inherited allele only that is expressed, whereas for others expression occurs mainly from the paternal copy. METHODS: Here we discuss the contribution of imprinted genes to mental dysfunction and learning disability, using clinical examples of association studies and explicit imprinting disorders (with particular emphasis to Angelman and Prader-Willi syndromes), and evidence from animal work. RESULTS: Clinical and animal studies strongly suggest that imprinted genes contribute to brain functioning, and when the genes or epigenetic processes are disrupted, this can give rise to neuropsychiatric problems. Another system to which imprinted genes provide a large contribute is the placenta and foetal development. Epidemiological studies suggest that this is also a key area in which dysregulation can give rise to learning difficulties. CONCLUSIONS: Disruption of imprinted genes, or the epigenetic processes controlling them, can contribute to learning disability. These effects can be divided into two types: direct effects, such as those seen in explicit imprinting disorders such as Angelman and Prader-Willi syndromes, and indirect effects as manifest via changes in foetal programming.

Animals↗
PubMed1987

The performance of learning-disabled and normal young men on the test of visual-perceptual skills.

The present study explored the discriminative validity of the motor-free Test of Visual-Perceptual Skills (TVPS) as an assessment for adults. The subjects were 26 learning-disabled and 26 normal young men. Overall, the subjects with learning disabilities made significantly more errors and took significantly more time on the total TVPS than did the normal subjects. The group with learning disabilities demonstrated significantly lower accuracy scores on four of the seven subtests and longer time scores on five subtests. Discriminant analysis revealed that the time score for Visual Sequential Memory and the accuracy score for Visual Closure were the two subtest scores that best discriminated between groups and, together, were able to correctly classify 84.6% of the subjects. The TVPS total accuracy score for the subjects with learning disabilities significantly correlated with their overall performance IQ but not with their verbal IQ. Their TVPS total accuracy scores also correlated with scores on Block Design, but not with scores on the Object Assembly or Picture Completion subtests of the WAIS-R. The results seem to indicate that the TVPS is valid as an assessment of visual-perceptual functions for young adult subjects. Recommendations for further study were made.

Adult↗
PubMed1978

Memory development in learning disabled children: evidence from nonverbal tasks.

The purpose of the present study was to test the developmental lag hypothesis with learning disabled children on two and three dimensional nonverbal task. Twenty-two learning disabled boys in two age groups of 11 each were tested on a probe memory recall procedure. In contrast to generalization of a developmental lag hypothesis, age-equivalent recall in primacy and recency positions reflected patterns similar to those of normal children. Further, a developmental analysis of nonverbal recall revealed constant age-related differences. Results suggested the developmental memory lag interpretation has been confounded with learning disabled children's generalized verbal deficits.

Child↗
PubMed1980

Effects of instructional set on Bender recall performance of learning disabled and normal children.

Twenty-eight normal and 28 learning disabled children were given the Bender-Gestalt Test under instructional sets of low (standard) attention or high attention. Results failed to support the hypothesis that high attention instructions would lead to differential recall performance of the diagnostic groups. Normal children produced better designs during recall than learning disabled children regardless of instructional set. The evidence suggests that standard Bender instructions should not be altered in an attempt to elicit recall performance differences.

Attention↗
PubMed2001

Therapeutic caring: a learning disability experience.

This paper is a reflective account of our experiences of giving Therapeutic Touch (TT), for the first time within a learning disability setting, to a client who has profound learning disabilities. Using a case study approach, we share our story of this pathfinder journey of discovery and show how the process of reflection was instrumental in enabling us to gain insight on the unfolding therapeutic and caring relationship which we developed with this client. Issues relating to informed consent were addressed, however these were complex and needed special consideration. As client consent could not be achieved through verbal means we needed to draw on our senses and use intuitive skills together with team involvement. IntroducingTT into a learning disability setting was breaking new ground, and as this case study has shown it does appear to have the potential to enhance therapeutic caring.

Adult↗
PubMed1995

Looking forward: using a sociocultural perspective to reframe the study of learning disabilities. VODD group.

The purpose of this series has been to invite educators involved with individuals with learning disabilities to look through other lenses and listen to other voices. In this article, the authors use a sociocultural perspective of teaching and learning, based on cultural-historical and activity theory, to synthesize the articles of this series and to project where inquiry in the field of learning disabilities might be headed. A model is used to organize the discussion and help illuminate the sociocultural nature of the pathways of ideas, expectations, and activities that either foster or hinder students' school experiences. This final article invites readers to refocus and reframe their conversations about learning disabilities based on the "new visions" that have been presented in this series.

Child↗
PubMed1990

Mainstreaming modification preferences of parents of elementary-age children with learning disabilities.

One hundred twenty-nine parents of children with learning disabilities responded to a questionnaire designed to solicit information on the types of modifications deemed most facilitative of parents' acceptance of full-time mainstreaming. Responses indicated that parents' participation in the mainstreaming process was an important factor in successful integration of children with learning disabilities. Parents' preferences for mainstreaming modifications differed from their current options, and they were supportive of full-time mainstreaming for their children, contingent upon implementation of their mainstreaming-related recommendations. Results are discussed relative to mainstreaming and proposed educational reforms.

Attitude↗
PubMed1997

Cranial computed tomography scans of premature babies predict their eventual learning disabilities.

It remains difficult to predict, early enough to intervene effectively, the risk of the development of learning disabilities among extremely low birth weight (ELBW) infants (birth weights less than 1,000 g). We prospectively studied the relationship between dilatations of lateral ventricles of the cranial computed tomography (CT) scan taken at the postconceptional age of 40 weeks and learning disabilities in their school age. Using a computer digitizer, we measured the areas of ventricles on cranial CT scans. The mean area of lateral ventricles of the learning disabilities-suspected group was significantly larger than that of the control group (392.9 and 277.4 mm2, respectively; P < .01). There were no significant differences between the two groups in gestation, birth weight, physical measurements, and developmental quotients at early school age. The dilatation of the lateral ventricles assessed by cranial CT at the corrected term may be one of the first predictors of learning disabilities recognizable at early school age.

Brain↗
PubMedDate not supplied

Conversational engagement of children with learning disabilities.

This study was designed to characterize the conversational engagement techniques employed by children with and without learning disabilities while in a dyadic interaction. Engagement was defined and measured in terms of the degree to which utterances provided information and evidenced responsiveness to one's conversational partner. Sixty (30 with learning disabilities and 30 nondisabled) 9- to 13-year-old subjects participated. Analyses indicated that the subjects with learning disabilities (LD) could and did employ engagement-related techniques similar in levels of sophistication to those of their nondisabled peers, although they did so less consistently and frequently. Further, the relationship between affective measures and the engagement-related techniques used by the subjects with LD differed markedly from those of the nondisabled subjects. The results are interpreted from a motivational standpoint and suggest that future research should focus on the knowledge and application of engagement-related techniques of the children with LD, across settings and conversational partners.

Adolescent↗
PubMed2004

Affective problems in adults with mild learning disability: the roles of social disadvantage and ill health.

Mild learning disability is associated with an increased risk of affective disorder. This study examines the extent to which adult socio-economic disadvantage and ill health contribute to this risk. Samples were drawn from the 1958 National Child Development Study. Relative to a comparison group, mild learning disability at age 11 was associated with elevated rates of depressive symptoms throughout adult life, and carried a six-fold risk of chronic depressed mood. The group difference in depressed mood at age 43 years was in large part mediated by variations in adult socio-economic disadvantage and ill health.

Adult↗
PubMed2005

[Chances and successes of vocational training of disabled youth in occupational and vocational school--findings of the BAR-pilot study "Regional Networks for Vocational Rehabilitation of (Learning-) Disabled Juvenile (REGINE)"].

The pilot study "REGINE" was realized on initiative of the Federal Rehabilitation Council (BAR) to test the opportunities of vocational training of learning-disabled youth under "normal" conditions: That means the young people are trained in firms and regular vocational schools, and -- while doing so -- are supported by educational institutions. The project was finished successfully. The results of the evaluation, realized by the Institute for Empirical Sociology at the University of Erlangen-Nürnberg were already published in December 2003. They encourage making use of the opportunities of in-firm vocational training of disabled youth more frequently. More than half of the participants of the first REGINE-cohort successfully finished their vocational training. Nearly 40 % were taken over by the firm that provided vocationally trained, and 12.8 % found a job in another company. The second cohort showed even better results: the corresponding rates are 47.1 and 32.4 %. This success speaks in favour of this place of vocational training, particularly considering the difficult job situation. It seems to be possible, that disabled youth are successfully and cost-effectively trained vocationally, if an individual support of both youth and firms can be provided. Prerequisite for this is a conscientious preparation of the vocational training, which may already begin in the last classes of school. "Achilles heel" of the new place of vocational training for disabled youth is the theoretical training in regular vocational schools which usually can not meet the needs of the learning-disabled. These shortcomings had to be compensated by special educational institutions which are not financed by educational administration but by employment agencies (which actually have no jurisdiction over this kind of duties).

Adolescent↗
PubMedDate not supplied

The relationship between learning disabilities and persisting delinquency.

Recidivism of delinquency in juveniles with learning disabilities (LD), the focus of the present study, has been virtually unexplored in previous research. Data from a longitudinal study initiated in 1978 are examined. Sixty-five subjects with LD (47 males and 18 females) who had been diagnosed and assessed between the ages of 8 and 12 years were located and, during a personal structured interview at the median age of 18 years, reported police contact. This population was subdivided into two groups on the basis of whether police contact had continued or discontinued, as reported in a second personal interview at the age of 25 years. Discriminant analysis on parent and subject variables correctly classified 75% of the subjects and revealed that certain personality characteristics, such as impulsivity and poor judgment, discriminate between persisting and nonpersisting delinquency in youth with learning disabilities.

Adolescent↗