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PubMed1994

Getting caught in misconduct: conceptions of adolescents with and without learning disabilities.

This study examined adolescents' conceptions about how to respond after being caught in misconduct, in order to determine whether students with learning disabilities differ from nondisabled students in their beliefs regarding apprehension. A total of 88 students with learning disabilities (62 male, 26 female) and 84 nondisabled students (45 male, 39 female) were interviewed about 10 scenarios in which a teenager was caught by authorities after participating in misconduct, either alone or with a peer. The mean age of the students was 16 years (SD = 1.4). The results indicated that the students with learning disabilities were significantly more likely than other students to suggest escaping and less likely to suggest accepting the consequences, although the differences were not great. The implications of these findings are discussed.

Adolescent↗
PubMed2002

Community learning disability teams: the need for objective methods of prioritization and discharge planning.

As part of caseload management for community learning disability teams (CLDTs), it would appear reasonable that services would have a mechanism for prioritizing referrals and discharge planning. However, any formal mechanism in relation to these two aspects apparently is lacking within the literature. This theoretical article attempts to illustrate this evidence-base need, and demonstrate how a prioritization and/or discharge planning system would aid CLDTs. In light of the scarcity of material for the learning disability sector, information has been examined from other health domains such as mental health. The paper also presents a discussion on whether rationing of services is best done via explicit or implicit means. Issues related to setting referral criteria and the allocation of referrals are also considered. Although suggestions have been made for CLDTs, it is difficult to do so whilst the evidence base for this sector is so lacking.

Case Management↗
PubMed1979

Food allergy in children with hyperactivity, learning disabilities and/or minimal brain dysfunction.

Ninety hyperactive children, 22 children with learning disability and eight emotional-inattentive children were tested for allergy to 43 food extracts using the in vitro radioallergosorbent test (RAST). Fifty-two percent of all children exhibited allergy to one or more of the foods tested. Within the hyperactive group a statistically significant association was found between the number of allergies and teachers' (Conners) scores of hyperactivity. This association was statistically significant only in those hyperactive children who also had learning disability and minimal brain dysfunction. A statistically weak association was also found between a small number of children clinically diagnosable as hyperactive and the number of allergies or total allergy scores. A causal relationship between food allergy and a small subgroup of children with a primary diagnosis of hyperactivity is suspected.

Attention Deficit Disorder with Hyperactivity↗
PubMed2004

Behavioural and cognitive-behavioural interventions for outwardly-directed aggressive behaviour in people with learning disabilities.

BACKGROUND: Outwardly directed aggressive behaviour is a significant part of problem behaviours presented by people with learning disabilities. Prevalence rates between 3.3% to 36% have been reported in the literature. Such behaviours run a long term course and are a major cause of social exclusion OBJECTIVES: To determine the efficacy of behavioural and cognitive behavioural interventions for outwardly-directed aggressive behaviour for people with learning disabilities. SEARCH STRATEGY: The Cochrane Library (CENTRAL), MEDLINE, EMBASE, CINAHL, ERIC and PsycINFO were searched using a strategy combining (Learning or synonyms) and (Disabilities or synonyms) and (Behaviour or synonyms) and (treatment or synonyms) to late 2002. Where appropriate, research filters were used. SELECTION CRITERIA: Studies were selected if more than 4 participants, children or adults, were allocated by random or quasi-random methods to either intervention or standard treatment/wait list. DATA COLLECTION AND ANALYSIS: References identified by electronic searches, examinations of bibliography and personal contacts were screened against inclusion criteria by two independent reviewers. MAIN RESULTS: Three studies based on adult populations with learning disabilities were deemed to be suitable for inclusion but data were only available in a form suitable for meta-analysis in two studies. Direct interventions based on cognitive-behavioural methods (modified relaxation, assertiveness training with problem solving, and anger management) appear to have some impact on reduction of aggressive behaviour at the end of treatment but not at follow up (up to six months) as rated by individuals and their carers. REVIEWERS' CONCLUSIONS: The existing evidence on the efficacy of cognitive behavioural and behavioural interventions on outwards directed aggression in children and adults with ID is scant. There is a paucity of methodologically sound clinical trials. Given the impact of such behaviours on the affected individual, his or her carers and on service providers, effective interventions are essential. It is also important to investigate cost efficacy of treatment models against existing treatments. We recommend that randomised controlled trials of sufficient power are carried out using primary outcomes of reduction in outward directed aggression, improvement in quality of life and cost efficacy as measured by standardised scales.

Aggression↗
PubMed1980

Middle ear function in learning-disabled children.

To investigate the possible association of chronic otitis media and school learning problems, past and current middle ear status in 53 learning-disabled (LD) children was compared to that of 56 control children without learning problems. A history of recurrent otitis media was obtained in 23% of the LD children and in 9% of the control children. Thirty-eight percent of LD children and 16% of control children had hearing abnormalities on pure tone audiometry; 49% of LD children and 21% of control children had abnormal tympanometry. LD children had significantly more middle ear malfunction than control children. Chronic, undetected middle ear problems may play a role in the etiology of some school learning disabilities.

Acoustic Impedance Tests↗
PubMed2003

Psychological disturbance associated with sexual abuse in people with learning disabilities. Case-control study.

BACKGROUND: The association between sexual abuse, mental health and behavioural problems in people with learning disabilities has not previously been examined in a controlled study. AIMS: To identify symptoms of psychological disturbance in adults with and without a confirmed history of sexual abuse. METHOD: The study used a matched (1:1) case-control design comparing 54 adults who had experienced sexual abuse with 54 adults with no reported history of abuse. The two groups were selected from a community population of adults with learning disabilities living in residential care, and compared for selected psychiatric diagnoses and for scores on measures of disturbed behaviour. RESULTS: Sexual abuse was associated with increased rates of mental illness and behavioural problems, and with symptoms of post-traumatic stress. Psychological reactions to abuse were similar to those observed in the general population, but with the addition of stereotypical behaviour. The more serious the abuse, the more severe the symptoms that were reported. CONCLUSIONS: The study provides the first evidence from a controlled study that sexual abuse is associated with a higher incidence of psychiatric and behavioural disorder in people with learning disabilities.

Adolescent↗
PubMed1993

Private speech of learning disabled and normally achieving children in classroom academic and laboratory contexts.

Learning disabled (LD) children are often targets for cognitive-behavioral interventions designed to train them in effective use of a self-directed speech. The purpose of this study was to determine if, indeed, these children display immature private speech in the naturalistic classroom setting. Comparisons were made of the private speech, motor accompaniment to task, and attention of LD and normally achieving classmates during academic seatwork. Setting effects were examined by comparing classroom data with observations during academic seatwork and puzzle solving in the laboratory. Finally, a subgroup of LD children symptomatic of attention-deficit hyperactivity disorder (ADHD) was compared with pure LD and normally achieving controls to determine if the presumed immature private speech is a function of a learning disability or externalizing behavior problems. Results indicated that LD children used more task-relevant private speech than controls, an effect that was especially pronounced for the LD/ADHD subgroup. Use of private speech was setting- and task-specific. Implications for intervention and future research methodology are discussed.

Attention Deficit Disorder with Hyperactivity↗
PubMed1983

Otitis media and learning disabilities: the case for a causal relationship.

Despite an extensive literature suggesting a relationship between otitis media in early childhood and later learning disabilities, controversy still exists as to whether this link is causal. The hallmarks of otitis media, including decreased hearing and delayed language acquisition, and the characteristics of learning disabilities are reviewed. Further analysis of the studies that support a relationship between otitis media and learning disabilities strongly suggests that the relationship is causal in spite of methodologic limitations of some individual studies. If a causal relationship is accepted, then otitis media in early childhood is a disease with significant long-term morbidity that deserves careful follow-up and, when indicated, preventive interventions.

Achievement↗
PubMed1976

Relationship between WISC verbal-performance discrepancies and motor and psychomotor abilities of children with learning disabilities.

Thirty 9- to 14-yr.-old boys with learning disabilities were divided into three WISC IQ groups: High Verbal-Low Performance, Verbal equal to Performance, and High Performance-Low Verbal. All Ss were given a battery of motor and psychomotor tests. WISC IQ Verbal-Performance discrepancy was not a good predictor of motor and psychomotor learning disabilities.

Adolescent↗
PubMed1983

Learning disabilities with communicative disorders as related handicaps: a two-year study.

This study presents a demographic profile of learning-disabilities children with communicative disorders as related handicaps, and attempts to determine the analytical impact of including these children with children manifesting communicative disorders as primary handicaps. The purpose of this investigation emerged as a result of problems stemming from current definitions of learning disabilities as they relate to speech--language pathology and audiology, and from unavailable data on communicative disorders as related handicaps. The findings indicate that 0.35% of the school population were learning-disabled with communicative disorders as secondary handicaps; these children represented 30.2% of the service delivery for communicative disorders. The white: black ratio of 1.8: 1 did not coincide with the population ratio; this finding was unfavorable for blacks. Sex and race were confounding variables, with sex as the stronger one. Further, the study indicated that service delivery for language disorders and males were greater than in other communicative disordered populations.

Child↗
PubMed2004

People with learning disabilities in a low secure in-patient unit: comparison of offenders and non-offenders.

BACKGROUND: People with learning disability who exhibit challenging behaviour are frequently segregated from services and local teams are often reluctant to receive them back into their care. This situation is worse in those whose challenging behaviour includes a forensic history, but the difference between those labelled as challenging and those treated as offenders is not clear, and there is a lack of evidence about treatment effectiveness. AIMS: To test between-group differences in aggression and treatment outcome in people with learning disability and challenging behaviour, with and without a forensic history. METHOD: Clinical records of 86 former in-patients (45 offenders and 41 non-offenders) of a specialist unit were compared on measures of behavioural disturbance and placement outcome. RESULTS: People in the offenders group were significantly less likely to be aggressive to others and to use weapons, but significantly more likely to harm themselves compared with the non-offenders group. Both groups had a significant reduction in their challenging behaviour during admission, and there was no significant difference in treatment outcome. CONCLUSIONS: The negative reputation of people with learning disabilities who offend needs to be reconsidered.

Adolescent↗
PubMed1981

Adolescent self-esteem, emotional learning disabilities, and significant others.

This paper will primarily examine four concepts: emotional learning disabilities, adolescence, self-esteem, and the social-psychological concept of "significant others." Problems of definition will be discussed, with a literature review, and an attempt will be made to integrate all four of the above-mentioned concepts. The emphasis will be in applying a sociological perspective to an educational and growing problem: how do we (sic) educate students with some type of learning disability? What, if any, extra-curricular factors potentially affect in school learning behavior(s) of adolescents?

Adolescent↗
PubMed1990

Diagnosing a learning disability in a hearing-impaired child. A case study.

In the past, the learning problems of hearing-impaired children have been attributed solely to the child's hearing loss. A hearing impairment and its associated language deficit make it difficult to determine whether an underlying learning disability contributes to the hearing-impaired child's learning problems. This report describes a case study that used an interdisciplinary diagnostic approach to determine whether a hearing-impaired child had a learning disability and to determine the type of disability. The approach included teacher observation, standardized assessment procedures, interpretation, and subsequent recommendations. Applying this approach to various educational settings is also discussed.

Child↗
PubMed1989

Learning disabilities. Policy issues and promising approaches.

The current status of knowledge concerning learning disabilities is reviewed with respect to areas of consensus and areas of disagreement about this phenomenon. The adequacy of the knowledge base is evaluated, and implications for social policies regarding the definition, diagnosis, treatment, and education of learning disabled children are drawn.

Child↗
PubMed1994

Educational Kinesiology with learning disabled children: an efficacy study.

Educational Kinesiology is a treatment using specific movements to access different parts of the brain in maximizing learning potential. It has been recommended for use with learning disabled children; however, studies validating its effects are limited. The school records of 25 students each with a diagnosis of specific learning disability were examined for pre- and posttest scores on academic and perceptual motor skill measures following an Educational Kinesiology program. Analysis indicated significant improvement in perceptual motor skills following the Educational Kinesiology program. The change in academic skills was not significant. Educational Kinesiology is recommended as a treatment to improve perceptual motor function of learning disabled children. Other variables affecting this study as well as clinical and research implications are discussed.

Adolescent↗
PubMed1993

Nonverbal learning disabilities and socioemotional functioning: a review of recent literature.

Over the past decade, there has been increasing interest in the use of subtyping techniques for research and treatment of learning disabilities (LD). This article presents an overview of the current literature relating to a nonverbal learning disabilities (NLD) subtype. Research on the relationship between nonverbal learning disabilities and socioemotional functioning is critically reviewed. Issues of generalizability of research outcomes, individual differences, and treatment validity are addressed. Emphasis is on findings that are most likely to have direct relevance for practitioners.

Communication Disorders↗
PubMed1990

Cerebral calcification and learning disabilities following cranial irradiation for medulloblastoma.

Six children who received craniospinal irradiation for medulloblastoma when they were under 10 years of age developed learning disabilities. Four exhibited associated temporal lobe calcification on computerized tomography of the brain. The pathogenetic mechanisms of postirradiation cerebral calcification and learning disabilities in these children are discussed. We present the hypothesis that irradiation-induced vasculopathy results in hypoxia, most pronounced in the hippocampus. Hippocampal damage can manifest radiologically as calcifications and clinically as memory and learning disabilities.

Brain Diseases↗
PubMed1996

Assessment and treatment of learning disabilities in Portugal.

This article is one in our Special International Perspectives on Learning Disabilities series. The author attempts to present the actual contextual picture of the learning disabilities (LD) field in Portugal, where the school failure rate in public schools is approximately 37% and 29% in primary and secondary systems, respectively. The need for a clear educational and legislative definition of LD is advanced, as well as some expectations for that national problem. A critical analysis of the assessment and treatment models is given, as well as some suggestions for and challenges to the role of schools and personnel training centers. Research priorities also are taken into account.

Achievement↗