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PubMed1989

Acquisition and generalization of social skills in elementary-aged children with learning disabilities.

The generalization of specific social skills to new environments/situations by elementary-aged students with learning disabilities was the primary focus of this study. During the spring semester of 1985, training in the learning disabilities resource room, including a discussion and verbal rehearsal of appropriate skill use and positive consequences of using the specific social skill appropriately, was initiated. Once the subject became proficient in the skill of interest, attempts to establish the skill outside the resource room were initiated (training sufficient exemplars). Reinforcement in the form of systematic attention was delivered in the new environments by teachers and parents. During the fall semester of 1985 each of the subjects was again observed with respect to the behaviors of interest. All subjects manifested generalization of the social skills to the new environments.

Behavior Therapy↗

PubMed1986

Do semantic memory deficiencies underlie learning disabled readers' encoding processes?

This study investigates the extent to which learning disabled readers' atypical encoding relates to their deficiencies in semantic memory. Inferences related to ability group performance were based on the assumption that encoding involves the matching of incoming information against a featural representation of that information in semantic memory. To this end, learning disabled and nondisabled readers in two age groups were compared on dichotic listening recall tasks that included orienting and nonorienting instructions. Orienting instructions directed children's attention toward semantic, phonemic, or structural word features. Dependent measures were lateralization, free recall, retrieval organization, and selective attention. The efficiency of allocating attentional resources was inferred from correlations between central and incidental recall. Primary results included the following: Disabled and nondisabled readers' ear asymmetry differences were dependent upon age, orienting instructions, and type of word list; disabled readers' recall and organization scores were lower than skilled readers'; however, both ability groups benefitted from orienting instructions compared to nonorienting instructions; during orienting instructions, disabled readers were less able than skilled readers to divide their attention between target and nontarget word features, especially during interhemispheric processing conditions; and the relative efficiency of allocating attentional resources differed qualitatively between the two ability groups. The results suggest that ability group variations reflect the structure of the memory trace in interaction with ear presentation and encoding processes. It is inferred that disabled readers' inferior memory traces reflect the quantity and internal coherence of information stored in semantic memory as well as the means by which such information is accessed.

Attention↗

PubMedDate not supplied

Alternative models of learning disabilities identification: considerations and initial conclusions.

The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identification, considerations for analyzing proposed LD identification models, and various alternatives to LD identification. The work of the participating panelists is summarized in this discussant paper, and next steps for the NRCLD in light of these presentations are suggested.

Child↗

PubMed1998

Severe childhood sexual abuse and nonverbal learning disability.

This article offers a review of, and case report on, the treatment of a young adult with a history of severe childhood abuse, dissociative symptoms, and right-hemisphere dysfunction, or nonverbal learning disabilities (NLD). The core of nonverbal learning disabilities is the inability to synthesize information and create meaning from complex information. Learning is a form of adaptation and disruptions in an individual's meaning-making process. There are major implications for the person's overall adjustment. Trauma is itself complex and often damaging to the survivor's well being. Clinical assessment must take into account a person's cognitive style and possible learning deficits in order to adequately address traumatic material. Therapy must be modified in order to respond to the unique learning style of the NLD client. Finally, and important issue for therapists remains their willingness to broaden their awareness and knowledge base, and shift the treatment paradigm to meet the needs of the client with neurocognitive vulnerabilities. Treating clients with difficult trauma histories' alone, can elicit negative reactions in the therapist. Repeated experiences with a client's mistrust, anger, noncompliance or self-defeating habits are particularly stressful. The neuropsychological perspective can provide a valuable tool in the mastery of those reactions, and in building a context for empathy and a joint narrative.

Adjustment Disorders↗

PubMed2005

Learning disabilities and palliative care: recognizing pitfalls and exploring potential.

People with learning disabilities may experience poorer health, have additional health needs and often die younger than the average population. They may be diagnosed with palliative conditions but have difficulties accessing appropriate assessment, treatment and subsequent care. This position paper introduces the recognized challenges of providing high quality palliative care to people with learning disabilities and explores the potential for delivering appropriate palliative care for this vulnerable population within the UK. The article concludes with recommendations for practice development.

Health Services Accessibility↗

PubMedDate not supplied

A neuropsychological approach to the assessment of adults with learning disabilities in vocational rehabilitation.

A description of cognitive, academic, and personality characteristics of adults with learning disabilities (LD) referred for services through the state/federal vocational rehabilitation system is presented. This study builds on the work of Minskoff, Hawks, Steidle, and Hoffmann (1989) and validates their conclusions that, as a group, adults with LD participating in vocational rehabilitation are homogeneous relative to other groups of adults with LD. By taking a neuropsychological approach to the assessment process, the current study further subdivided the assessment categories described by Minskoff et al. This approach assumes that the vocational competence of adults with learning disabilities may be better understood in terms of their visual and auditory perception; verbal and nonverbal reasoning; verbal and mixed (verbal/nonverbal) learning; linguistic and nonlinguistic memory; semantic, expressive, and receptive language; basic and conceptual academic skills; and social and psychological adjustments. The data analyses identify several potential patterns of psychosocial and neuropsychological strengths and weaknesses that may be important in vocational rehabilitation efforts.

Adult↗

PubMed2003

Fine motor deficiencies in children with developmental coordination disorder and learning disabilities: an underlying open-loop control deficit.

Thirty-two children with Developmental Coordination Disorder (DCD) and learning disabilities (LD) and their age-matched controls attending normal primary schools were investigated using kinematic movement analysis of fine-motor performance. Three hypotheses about the nature of the motor deficits observed in children with LD were tested: general slowness hypothesis, limited information capacity hypothesis, and the motor control mode hypothesis. Measures of drawing movements were analyzed under different task conditions using a Fitts' paradigm. In a reciprocal aiming task, the children drew straight-line segments between two targets 2.5 cm apart. Three Target Sizes were used (0.22, 0.44, and 0.88 cm). Children used an electronic pen that left no trace on the writing tablet. To manipulate the degree of open-loop movement control, the aiming task was performed under two different control regimes: discrete aiming and cyclic aiming. The kinematic analysis of the writing movements of the 32 children with DCD/LD that took part in the experimental study confirmed that besides learning disabilities they have a motor learning problem as well. Overall, the two groups did not differ in response time, nor did they respond differently according to Fitts' Law. Both groups displayed a conventional trade-off between Target Size and average Movement Time. However, while movement errors for children with DCD/LD were minimal on the discrete task, they made significantly more errors on the cyclic task. This, together with faster endpoint velocities, suggests a reduced ability to use a control strategy that emphasizes the terminal control of accuracy. Taken together, the results suggest that children with DCD/LD rely more on feedback during movement execution and have difficulty switching to a feedforward or open-loop strategy.

Biomechanical Phenomena↗

PubMedDate not supplied

Determining reasonable academic adjustments for college students with learning disabilities.

Federal law and the implementing regulations have established that appropriate academic adjustments must be provided to college students with learning disabilities in order to ensure meaningful access to higher education. However, federal law is necessarily broad and offers no guidance in how to consider accommodation requests for individual students in specific contexts. To address this issue, legal tenets from federal and case law were examined, and existing guidelines for weighing accommodation requests were reviewed. Recommendations were proposed for determining appropriate academic adjustments for college students with learning disabilities, and persisting issues were discussed.

Persons with Disabilities↗

PubMed1984

Dynamic balance of learning disabled and nondisabled children.

This investigation assessed a difference in the dynamic balance abilities of 30 learning disabled and 30 nondisabled children of elementary-school age. Only distance traveled across the beam, a novel task, was significantly different between groups; no other effects were significant. Nondisabled subjects traveled further across the beam before losing balance than learning disabled children.

Child↗

PubMedDate not supplied

Mathematics instruction for elementary students with learning disabilities.

Recent research in mathematics instruction requires educators to rethink long-established beliefs about teaching, learning, and assessment. In particular, this research underscores the need for problem solving and higher level thinking in mathematics. Consistent with these recommendations, this article presents and illustrates four promising themes for mathematics instruction that have emerged from research involving students with learning disabilities. These themes-(a) providing a broad and balanced mathematics curriculum; (b) engaging students in rich, meaningful problem tasks; (c) accommodating the diverse way in which children learn; and (d) encouraging students to discuss and justify their problem-solving strategies and solutions-suggest ways for rethinking the teaching and learning of mathematics in relation to students with learning disabilities.

Achievement↗

PubMed1993

Psychiatric morbidity in older people with moderate and severe learning disability. I: Development and reliability of the patient interview (PAS-ADD).

This paper describes the development of the PAS-ADD, a semistructured clinical interview for use specifically with patients with learning disabilities, based on items drawn from the PSE. The PAS-ADD includes a number of novel features including: parallel interviewing of patient and informant; a three-tier structure to provide a flexible interview appropriate to the patient's intellectual level; use of a memorable 'anchor event' in the patient's life to improve time focus; and simplified wording, improved organisation and lay out. Inter-rater reliability was investigated using an experimental design in which two raters viewed and re-rated videotaped PAS-ADD interviews which had been conducted by an experienced clinician. Reliability results compared favourably with those obtained in a major study of PSE reliability with a sample drawn from non-learning disabled individuals. Mean kappa for all items was 0.72. Other indexes of reliability were also good. In the current phase of development, the PAS-ADD is to be expanded to include further diagnostic categories, including schizophrenia and autism. The new version will be updated for use with ICD-10 criteria.

Aged↗

PubMed1990

Restructuring of mainstream sociometry with learning disabled and nonhandicapped students.

Sociometric ratings assigned by and to 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) were compared in this study. In addition, traditional sociometric status applied to social impact and social preference was also examined. Results showed that the matched pairs did not differ significantly in assigned status to their peers, but differed significantly in acceptance and rejection received from their shared classmates. Students with learning disabilities and nonhandicapped students differed significantly in social preference, but not in social impact.

Child↗

PubMed1998

A follow-up study of adults with learning disabilities and epilepsy.

A programme to review the drug treatment of 215 adults with epilepsy and learning disabilities occurred in Leicestershire between 1982 and 1985. In 1997, a Leicestershire-wide study of epilepsy suffered by adults with learning disabilities was undertaken. The study sought information about many aspects of the epilepsy including the prescribing of medicines. One hundred and thirty-eight adults were common to both studies. A greater proportion was suffering active epilepsy in 1997 than in 1985. The deterioration in seizure control occurred despite an increase in polypharmacy, the introduction of new antiepileptic drugs and in some cases increases in dosage.

Adult↗

PubMed1989

Written expression of students with and without learning disabilities: differences across the grades.

This study compares the written expression of 48 students with learning disabilities (LD) and 48 normally achieving (NA) students (Grades 4, 8, and 11). Productivity, syntactic maturity, vocabulary, and mechanics were examined using writing samples obtained in response to a standard stimulus. Results indicate that, compared to their NA peers, students with learning disabilities write fewer words and sentences, write more words per sentence, produce fewer words with seven letters or more and fewer sentence fragments, and have a higher percentage of capitalization and spelling errors. No group differences were found for the number of T-units produced or the number of morphemes per T-unit. Comparison of group differences at each grade level and differences by groups across the grades reveals persistent written expression difficulties and signals a need for a careful review of current instructional practices and how they can be improved.

Adolescent↗

PubMed1979

Neuropsychological test performance of normal, learning-disabled, and brain-damaged older children.

The performance of 75 brain-damaged, learning-disabled, and normal children aged 9 to 14 years was compared on 13 neuropsychological test measures. Analysis of variance, supplemented by t-tests, indicated a significant difference beyond the .01 level on 11 measures and beyond the .05 level on one measure. A discriminant analysis based on weightings of the 13 measures yielded 80 per cent correct classification of subjects, a finding in agreement with the outcome of the multivariate analysis of variance. The results indicated that these psychological measures were individually sensitive to differences among the three categories of subjects and, as a group, were capable of classifying children at a level far exceeding chance. It would appear that neuropsychological variables (brain-sensitive tests) may account for much of the uniqueness in many children with learning disabilities.

Achievement↗

PubMedDate not supplied

Survey of GPs' views of learning disability services.

This survey aimed to examine GPs' awareness of the learning disabilities services in Sandwell, West Midlands, and their attitudes towards them. Sixty-two per cent of GPs participated in the study which involved completion of a short questionnaire or interview. The questionnaire was either administered to the GP during a short interview, or completed by a GP who returned the completed questionnaire to the researcher. Only information obtained in response to the questionnaire has been used in collating the data for this survey. The results show that GPs are very confused about what constitutes a learning disability and have only a limited knowledge of the specialist services available to this client group; furthermore, where they were aware of the services available, accessing them was often problematic. Reasons for these findings, along with recommendations, are discussed.

Community Health Services↗

PubMed1991

Naturalistic memory in learning-disabled and skilled readers.

Three experiments compared learning-disabled and skilled readers' performance on naturalistic memory measures, as well as investigated the relationship between memory performance on everyday and laboratory tasks. In Experiment 1, the laboratory task (sentence span task) and everyday memory measures were correlated moderately for both ability groups. Compared to skilled readers, disabled readers performed poorly on the sentence span task, and were less likely than skilled readers to remember information related to common objects and consequential events. Disabled readers were also less likely to rely on external prompts to help them recall everyday information. Experiment 2 extended the previous findings to older subjects and found that the majority of significant correlations between the laboratory (word span task) and everyday memory tasks were isolated to disabled readers. When compared to chronological-age-matched subjects, disabled readers were inferior in recency performance on the laboratory (word span) and natural serial recall (e.g., recall of U.S. presidents) tasks. Experiment 3 showed that under conditions that facilitate item accessibility, ability group differences in recall were comparable. Taken together, the findings indicate that disabled readers' memory deficits are pervasive across naturalistic and laboratory measures at the younger age, but these deficits diminish for older students. Further, the deficits that occur at the older age are due to problems in accessing knowledge.

Achievement↗

PubMed1985

The cross-cultural validity of the Learning Disability Index: a reanalysis of Mishra's data.

This study investigated the nature of a learning disability index (LDI) for the objective assessment of verbal-nonverbal patterns of intellectual deficit on the WISC-R. The Factor II score coefficients derived from an unrotated principal components analysis of the WISC-R normative data, in combination with the individual's (or group's) average scaled scores, are used for this purpose. The mean LDI of various groups of learning disabled children, including Mishra's (1984a; 1984b) Mexican-American and Papago groups, are shown to be reliably different from the mean LDI of the normative population and thus demonstrate its cross-cultural validity.

Child↗