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PubMed2003

Clinical effects of sexual abuse on people with learning disability: critical literature review.

BACKGROUND: There are few publications concerning the psychological reactions of people with learning disabilities to sexual abuse. Most significantly, there are no controlled studies and few which demonstrate a systematic approach to documenting the sequelae of trauma. AIMS: To critically review the published research in this field. METHOD: A literature search in peer-reviewed psychiatry, psychology, nursing and social care journals for the years 1974 to 2001 was conducted and 25 studies were reviewed. RESULTS: Several studies suggest that, following sexual abuse, people with learning disabilities may experience a range of psychopathology similar to that experienced by adults and children in the general population. However, because of methodological limitations, these results are not conclusive. CONCLUSIONS: Whether people with learning disabilities experience reactions to sexual abuse similar to the general population has yet to be explored by systematic research.

Adult↗
PubMedDate not supplied

Health care, epilepsy and learning disabilities.

There is a high incidence of epilepsy among people with learning disabilities. However, there is no comprehensive strategy for epilepsy care and little research is carried out into health issues and learning disabilities.

Comprehensive Health Care↗
PubMed1984

Variations in WISC-R patterns of learning disabled children.

The WISC-R was administered to 19 learning disabled students at the time of diagnosis and following a period of time in special program placements. Group analyses indicated fluctuations between testing times in the Verbal and Full-Scale IQs and the V-P IQ discrepancies. Small but significant differences in Verbal, Performance and V-P scatter indices were observed at one or both testings in comparison to the normal standardization sample. Although the suggested group pattern for learning disabled children based on the Bannatyne categories was confirmed on both occasions, there was considerable variation for individual subjects.

Child↗
PubMedDate not supplied

Reflections on ethics, technology, and learning disabilities: avoiding the consequences of ill-considered action.

Over the last several years, the field of learning disabilities has directed considerable attention toward the area of technology. However, there have been few discussions regarding the larger ethical implications that surround the use of technology with persons with learning disabilities. This article employs the fundamental ethical principles of beneficence, justice, and autonomy as a framework from which to reflect upon the use of technology with persons with learning disabilities to help ensure that the greatest possible rewards will be gained, while simultaneously minimizing any potential negative consequences. These principles are applied to a number of topics, including instructional/remedial, assistive, and diagnostic technology; technology and special abilities; social/psychological impact of technology; health-related concerns; technological access; and medical technologies.

Education, Special↗
PubMed1984

Crossing the body midline in learning-disabled and normal children.

The SVCU scores of 179 learning-disabled children, ages 5 to 8, were compared with the scores of 120 normal children, using both the actual Space Visualization Contralateral Use (SVCU) score, and the SVCU category of "normal, suspect, or possible deficit," in order to evaluate whether using guidelines to interpret the SVCU as a function of age enabled differentiation between normal children and children with learning disabilities. The SVCU measure clearly differentiated between groups at the younger ages, although the difference was not as clear for the older age groups. It was suggested that the SVCU score be used in conjunction with other observations of midline crossing. Alternative interpretations of the SVCU score are discussed.

Age Factors↗
PubMed1996

The potentials of virtual environments in the education and training of people with learning disabilities.

The expansion of 'care in the community' has highlighted the need for more effective educational and training media for people with learning disabilities, and this paper suggests that virtual environments (VEs) may help to meet this need. Firstly, key terms (virtual environment, cyberspace and artificial reality) are defined. Secondly, aspects of developmental and cognitive psychological theories and principles of computer-assisted learning are presented that suggest that VEs might be an especially valuable educational media for people with learning disabilities. Thirdly, the existing literature in this field is reviewed. Fourthly, ethical issues associated with the use of VE, both generally and specifically by people with learning disabilities are discussed. Fifth, possible future developments of VEs, both in education and through their convergence with technologies of miniaturization, are suggested. It is concluded that VEs are an effective, affordable, accessible and safe training and educational media for people with learning disabilities, although further research will be required to realise their full potentials.

Computer Systems↗
PubMed1996

Learning disability nursing in the post war period.

This paper considers the place of learning disability nursing within the profession in the 1940's and 1950's. A number of sources are discussed, which throw light on the problem of recruitment to this branch of nursing as well as its future as seen at the time. Comparisons are drawn between it and other types of nursing and conclusions are drawn about the extent to which it was a valued part of the profession.

History, 20th Century↗
PubMed2006

Scope for more genetic testing in learning disability. Case report of an inherited duplication on the X-chromosome.

There have been major advances in the past few years in our understanding of the X-linked learning disabilities. The most common of these is the fragile-X syndrome, but the number of other gene defects that are now recognised to be linked with learning disability is increasing year on year. We describe one family displaying a family displaying a rare X-linked abnormality. Repeat genetic testing was requested for a family member with mild learning disability when, following chromosomal analysis for her brother, it became known that he had a genetic defect. The genetic defect 46, Xdup(X) (p22.13 p22.31) was identified. To our knowledge this is the first time this precise configuration has been demonstrated. We conclude that genetic testing for individuals with learning disability is worthwhile, even when there may be only a low index of suspicion.

Adult↗
PubMed1990

Persisting problems of adults with learning disabilities: self-reported comparisons from their school-age and adult years.

The issue of persistence of learning disabilities into the adult years was investigated. The study examined the self-reported comparisons of problems resulting from learning disabilities during school-age years (retrospectively) and in adult years. The responses of 133 adults categorized as highly successful and moderately successful in employment showed that both groups deteriorated markedly in the areas of functioning typically included in diagnostic and remediation efforts. This established a case for persistence and highlights an important issue for those who are directly or indirectly concerned about adults with learning disabilities.

Achievement↗
PubMed2001

User focus groups and Best Value in services for people with learning disabilities.

This paper examines the problems and potentials of employing user focus groups as part of an approach to defining and reviewing Best Value in local authority and jointly commissioned services for people with learning disabilities. Drawing on experience from three local authority initiatives and wider experience with Best Value, the paper describes the development of user focus groups for helping review adult placement, outreach and day services for people with learning disabilities. The key methodological considerations for consulting with service users with learning disabilities through focus groups are identified and the interpretation of outcomes considered. The paper concludes with pointers for the effective operation of user focus groups in local authority Best Value reviews of services for people with learning disabilities, of use to practitioners, service managers and commissioners.

Adult↗
PubMed1987

Associations of handedness with hair color and learning disabilities.

Forms containing the Edinburgh handedness inventory and questions about learning disabilities, hair color, self-described handedness, age, gender, parental handedness and twinning were received from 1117 randomly selected professionals. Laterality scores (LS, range -100 to +100) were calculated for each respondent based on the handedness inventory and were correlated with the above variables. Among blonds, the frequency of non right-handedness (NRH, LS less than or equal to 70) was 44% compared to 24% of non-blonds (chi 2 = 23.5, P less than 0.0001). Learning disabilities (LD) were present in 9% of NRH (LS less than or equal to 70) as against 3% of those with LS greater than 70 (chi 2 = 22.1, P less than 0.0001). Associations between LS and self-described handedness, parental handedness, gender, and age are also presented. Possible explanations for the association of hair color and handedness are discussed in light of recent data on altered visual system pathways in albinos. Problems in the measurement of handedness are discussed.

Adult↗
PubMedDate not supplied

Measuring the intelligence of college students with learning disabilities: a comparison of results obtained on the WAIS-R and the KAIT.

This study compared results obtained on the Wechsler Adult Intelligence Scale-Revised and the Kaufman Adolescent Test and Adult Intelligence; these tests were individually administered to college students with and without learning disabilities. Participants were 30 students with learning disabilities and 30 students without learning disabilities between the ages of 18 and 30. Students were administered both IQ tests and the Peabody Picture Vocabulary Test-Revised, used as a covariate measure. The results were analyzed through a repeated-measures analysis of variance. No significant differences were found between groups or between tests. A significant difference was found for both groups when Performance IQ and Fluid Scale scores were compared.

Adolescent↗
PubMed1982

Locus of control and learning disabilities: a review and discussion.

It has been widely reported that an external locus of control is associated with children who experience failure. A review of the relevant literature indicates that learning disabled children, like other groups of children who have experienced failure, are more likely to exhibit an external locus of control than their normally achieving peers. In particular, learning disabled children have been found to be more likely than normally achieving students to attribute their successes, but not their failures, to external factors. The relationship of the locus of control construct to the field of learning disabilities is discussed in terms of four questions: (1) what is the relationship between locus of control and academic achievement?, (2) how is locus of control related to learned helplessness?, (3) is a change in locus of control orientation desirable?, and (4) what is the utility of locus of control for the education of learning disabled children? It is concluded that, in the course of remediation, attention should be devoted to the entire syndrome of characteristics associated with failure but within the context of academic intervention.

Achievement↗
PubMed1996

Risk factors for substance use by Mexican American youth with and without learning disabilities.

This survey study was designed to (a) investigate the prevalence of minor and major substance use among low socioeconomic status elementary and middle school Mexican American students identified with learning disabilities (LD; n = 150) and without LD (n = 150), and (b) identify psychosocial and environmental risk factors that may lead to the use of various substances among both non-learning disabled (non-LD) students and students with LD in an all-Mexican American sample. No differences were found in the use of substances between the two groups. Risk factors that were found to influence the use of minor substances for students identified as learning disabled, as opposed to the non-LD students, included use of substances by close friends and susceptibility to peer influence. Risk factors that were found to affect the use of major substances for students identified as learning disabled, as opposed to the non-LD students, included the number of minor substances used and stressful life events. Findings are discussed in the context of differing pathways leading to the use of substances for non-LD students and students with LD within an intraethnic group study.

Adolescent↗
PubMed1984

EEG sensorimotor rhythm biofeedback training: some effects on the neurologic precursors of learning disabilities.

This study presents a clinical treatment regime for pathological interhemispheric dysfunction with respect to a population of learning disabled boys. The results obtained replicate and extend earlier findings with respect to operantly conditioned increases in amplitude of sensorimotor transactions and its positive effect on learning disability. Specifically, the biofeedback, and subsequent conditioning, of increased 14 Hz neural discharge patterns (sensorimotor rhythm-SMR) over the central Rolandic cortex, appeared to increase bilateral sensorimotor transactions resulting in substantive reduction/remediation in the learning disabilities of the recipients of such EEG biofeedback training.

Biofeedback, Psychology↗
PubMed1994

The social adjustment and self-concept of adults with learning disabilities.

This study examined the social adjustment and self-concept of 81 adults (18 to 26 years of age), 40 of whom received special education services under the "learning disabilities" designation and 41 of whom had regular education programming. Subjects were mailed a set of questionnaires about their current functioning, including the Social Adjustment Scale-Self Report and the Tennessee Self-Concept Scale. Archival data on IQ and achievement test scores were also obtained. Results indicated no significant differences between groups on the social adjustment measure or any of its subscales, or on the measure of self-concept. A small subset of subjects in the learning disabilities group had clinically low self-concept scores. Achievement and IQ measures, collectively, were good predictors of global social adjustment (R2 = 96%). Overall, the findings suggest that this cohort of subjects with learning disabilities educated under the auspices of P.L. 94-142 fare about as well as their nondisabled peers in terms of social adjustment and self-concept. It appears that any negative effects of a disability classification abate once individuals leave the public school environment, and that previous forecasts of the socioemotional status of adults with learning disabilities may be unnecessarily pessimistic.

Achievement↗
PubMed1992

A comparative study of the learning style preferences of students with learning disabilities and students who are gifted.

The purpose of this study was to investigate whether significant group, gender, and grade differences existed in the learning style preferences of students with learning disabilities and students who are gifted, using the Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1987). Subjects consisted of 53 students with learning disabilities and 64 gifted students randomly selected from two large public high schools. They were 10th-, 11th-, and 12th-grade students, aged 15 to 17. A three-way analysis of variance on the LSI raw scores revealed significant group differences in preferences for light, design, and kinesthetic modality, and in motivation, persistence, responsibility, parent motivation, and teacher motivation. Significant gender and grade differences were found in preferences for mobility and learning in the afternoon, respectively. A stepwise discriminant analysis revealed six variables that significantly discriminated between the two groups. Findings imply that incorporating the learning styles of students with learning disabilities and students who are gifted is important for individualizing educational programming.

Adolescent↗
PubMed2003

Oral healthcare of clients with learning disability: changes following relocation from hospital to community.

OBJECTIVE: To investigate changes in the oral healthcare of adults with learning disability after transference from long stay hospital care to community-based care. SUBJECTS: Adults with learning disability who were former residents of a single long stay hospital and who had been resettled into the community during the period April 1995 to April 1998. DESIGN: Structured questionnaire with a covering letter sent to community-based carers. Hospital notes were reviewed to assess oral healthcare received as in-patients. RESULTS: There was a 68% response rate to the questionnaire from community-based carers with details obtained from 106 out of a possible 157 subjects. As residents in the hospital, all subjects were examined regularly by a dentist--yearly for edentulous and six-monthly for dentate individuals. However, attendance patterns were less regular as residents in the community. In the community, individuals were also less likely to receive operative dental treatment. Although oral hygiene regimes were generally on a daily basis only 37% of the subjects and/or their carers had received oral health education from dental professionals in the community. CONCLUSION: Changes from institutional living to community-based housing for adults with learning disability may be associated with changes in dental attendance and treatment patterns.

Adult↗