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PubMed2002

Test-retest reliability of the Motor-Free Visual Perception Test Revised (MVPT-R) in children with and without learning disabilities.

The Motor-Free Visual Perceptual Test Revised (MVPT-R) is an updated edition of the original test with the addition of four items and normative data for 9-11-year-old children. Test-retest reliability studies on the MVPT-R are not reported. The purpose of this paper is to report the test-retest reliability of the MVPT-R in children with and without learning disabilities. The MVPT-R was administered to 38 children with identified learning disabilities and 37 control children (aged 7-10 years) on two separate occasions within a 2.5 week window of time. Inter-rater reliability agreement between examiners was 99%. Intra-class correlations for perceptual quotient scores ranged from .63-.79 and perceptual age scores ranged from .69-.86. Pearson product moment correlations for perceptual quotient scores ranged from .70-.80 and perceptual age scores ranged from .77-.87. Results suggest moderate test-retest reliability for the MVPT-R with more stability in visual perceptual scores for children with learning disabilities. This information will be helpful for therapists using the MVPT-R as a descriptive measure for children.

Case-Control Studies↗
PubMedDate not supplied

Teacher response to learning disability: a test of attributional principles.

Attribution research has identified student ability and effort expended as causes of achievement outcomes that result in differing teacher affect, evaluative feedback, and expectation of future performance. Ninety-seven elementary-school general education teachers (84 women and 13 men) rated their responses to the test failures of hypothetical boys with and without learning disabilities. In most cases, greater reward and less punishment, less anger and more pity, and higher expectations of future failure followed the negative outcomes of the boys with learning disabilities, when compared with their nondisabled ability and effort matches, indicating that learning disability acts as a cause of achievement outcomes in the same way as ability and effort. This pattern of teacher affect and response can send negative messages that are often interpreted as low-ability cues, thus affecting students' self-esteem, sense of competence as learners, and motivation to achieve.

Analysis of Variance↗
PubMed1980

Locus of control and personality functioning of learning disabled children.

Evaluated the personality functioning of 51 learning disabled children, who ranged in age from 7 through 11. Significant externality was noted for both males and females. Older children were significantly more external than their younger counterparts. Males were significantly more unintelligent, assertive, impulsive, independent, shrewd and anxiously insecure. Females tended to be unintelligent, submissive, dependent, serious and inhibited. Analyses of sex differences indicated that males were significantly more assertive, impulsive and independent than females.

Age Factors↗
PubMed2004

A multi-functional, portable device with wireless transmission for home monitoring of children with a learning disability.

A portable monitoring device was developed to assist in the management of children with a learning disability. The device was designed for continuous home monitoring of blood oxygen saturation, heart and respiration rates, and patient activity. It could be worn on a belt, while the patient continued normal activities. Data were stored on a multimedia card and automatically transmitted to a PC at prescribed intervals via a Bluetooth wireless link. From the PC the data were transmitted to a Web server, where the information was made available to the staff involved in the patient's care. Preliminary clinical studies were performed with nine patients (four with Down's syndrome, three with cerebral palsy and two with mental retardation). Patients and families considered the device easy to use and to wear. The monitoring device identified events of possible clinical interest. Although it was designed for monitoring children with a learning disability, it may also be useful with other groups, such as elderly people.

Child↗
PubMed1989

WISC-R stability and re-evaluation of learning-disabled students.

This study investigated the temporal stability of WISC-R IQ scores for learning-disabled subjects (N = 113). All study subjects were administered the WISC-R for an initial evaluation (M age = 8 years, 3 months) and a follow-up re-evaluation (M age = 11 years, 7 months). Pearson product-moment correlations yielded coefficients that were considerably lower than those previously reported: r = .55, p less than .001 for the Verbal IQs; r = .63, p less than .001 for the Performance IQs; and r = .58, p less than .001 for the Full Scale IQs. Results of t-test analyses indicated that only the Verbal IQ scores were significantly different when the initial evaluation (M = 89.4) was compared to the re-evaluation (M = 85.3), p less than .001. The results suggest that the WISC-R may be less stable for the learning-disabled population than for other groups and that the average 3-year test-retest time lapse was an influential factor in the reduced reliability of this instrument.

Child↗
PubMedDate not supplied

What do parents of children with learning disabilities, ADHD, and related disorders deal with?

Children with learning disabilities, attention deficit/hyperactivity disorder (ADHD), and related disorders puzzle parents because of their many abilities and disabilities. It can also be difficult to understand how much of their behavior is the nature of the condition and how much is oppositional. It is all too easy for parents to "catch" a child's feelings of inadequacy and then feel bad as a parent. Parenting approaches that include clear, concise instructions; structure without rigidity; nurturing a child's gifts and interests; and constant approval of positive behavior help parents feel better and help children feel safe. It takes time for both children and parents to embrace the concept that being different does not mean being inferior and, in fact, can be a good thing. Parents need to be nurtured and praised to help them nurture and praise their children. Most parents use almost every resource they have to help their children flourish, and still, they worry they are not doing a good enough job. Usually they are!

Adaptation, Psychological↗
PubMedDate not supplied

The inhibition of exogenous distracting information in children with learning disabilities.

Several studies have shown that children with learning disabilities (LD) have difficulty in inhibiting irrelevant information, which generates endogenous interference from working memory. Other inhibition capacities have not yet been investigated, however. This article reports on an experiment examining the capacities of children with LD to inhibit exogenous interference, such as automatic, prepotent responses and distractor interference. Fifteen 11-year-old children with LD and 15 matched controls completed four tasks of inhibition, using the Stroop and Eriksen's flanker paradigms. To test the hypothesis that inhibition can be differentiated in terms of the type of material it acts on, each paradigm was used with numerical and nonnumerical stimuli. Our results showed that children with LD did not exhibit significantly larger interference effects than controls. Moreover, the pattern of results did not differ according to the type of material used. These findings indicate that children with LD do not show impairment in the inhibition of exogenous information--a finding that contradicts the material-specific inhibition hypothesis.

Child↗
PubMedDate not supplied

Memory for everyday information in students with learning disabilities.

This study compared students with and without learning disabilities (LD) on their recall of academic information and information encountered in the students' everyday lives. The academic recall measures included a sentence listening span test, a rhyming words working memory test, and a visual matrix working memory task. Students' cued recall of all the tasks was also measured. The everyday working memory tasks included a dance episode event recall test; a library procedure recall test; and recall tests of commonly found objects, such as a coin, a telephone, and a McDonald's sign. Compared to students without LD, students with LD performed poorly on both the academic recall tasks and the everyday recall tasks. These results support the notion that some students with LD may have working memory problems that affect their performance on tasks other than reading. The results of the cued recall showed that the availability of cues significantly decreased the ability group differences on many of the academic and everyday tasks. This result replicates prior research findings that students with LD do not use retrieval strategies effectively and that some students with LD may have a production deficiency that affects their retrieval of previously encoded information.

Child↗
PubMed1996

Men with learning disabilities who have sex with men in public places: mapping the needs of services and users in south east London.

This survey investigated the prevalence of men with learning disabilities who have sex with men in public places in three south east London boroughs. The work was administered through contact with providers of services for people with learning disabilities and was commissioned by the local health authority. It represents the first example of needs assessment work on this theme. Service responses to risk assessment and risk management in relation to HIV and the sexual behaviour of male service users were explored. The survey identified 13 services where this was a management or practice issue, and 16 and 18 men for whom this behaviour definitely or possibly applied. This paper reports the findings of the survey and identifies issues relevant to commissioning and providing services for people with learning disabilities.

Adolescent↗
PubMed1997

Epilepsy, learning disability and anti-convulsant drug status.

Epilepsy is frequently associated with learning disability, and can add considerably to the difficulties this client group experiences. However behavioural and daily living difficulties can be exacerbated by the seemingly common practice of polypharmacy, as this small-scale study shows. Barry Coughlan calls for further, detailed research into the appropriate administration of anti-convulsant drugs to children and adults with learning disabilities and epilepsy.

Adult↗
PubMed2004

Antipsychotic medication for challenging behaviour in people with learning disability.

BACKGROUND: The term 'challenging behaviour', in the absence of psychiatric disorder, encompasses a wide range of behaviours that may be harmful to people or property, may be difficult to manage and may limit access to community facilities. Antipsychotic medications have been used to modify such behaviours in people with learning disability, but there is little evidence to suggest that the benefits outweigh the risks. OBJECTIVES: To determine the effectiveness of antipsychotic medication for people with learning disability and challenging behaviour without additional mental illness. SEARCH STRATEGY: Biological Abstracts, the Cochrane Library, EMBASE, MEDLINE, PsycINFO and BIOSIS were searched. Further references were sought from published trials and pharmaceutical companies. Trials were reliably identified and data extracted. SELECTION CRITERIA: All randomised controlled trials of antipsychotic medication versus placebo. DATA COLLECTION AND ANALYSIS: Reviewers independently evaluated and analysed data on an intention to treat basis. Data were evaluated at 4, 8 and 12 weeks as longer follow-up data were not available. Reviewers assumed that those subjects lost to follow-up had a bad outcome. MAIN RESULTS: Only nine randomised controlled trials could be included in the analyses. These provided no evidence of whether antipsychotic medication helps or harms adults with learning disability and challenging behaviour. REVIEWERS' CONCLUSIONS: There are limited data on this important issue and more research is urgently needed.

Adult↗
PubMed1995

Methodological aspects of life events research in people with learning disabilities: a review and initial findings.

A review of the life events studies relevant to people with learning disabilities is discussed. Issues surrounding the collection of information by using a structured interview method as set out in the Life Events and Difficulties Schedule Manual and the adjustment of threat rating to accommodate the perspective of people with learning disabilities are presented as a result of conducting a pilot study. The importance of using a probing interview style in contrast to a checklist method and eliciting the parents/carers' perception of events is emphasized.

Adult↗
PubMed1980

Cognitive style, locus of control, and school achievement in learning disabled females.

Compared interrelationships of cognitive style, locus of control, achievement, and perceptual measures with intelligence in learning disable females (N = 47). Cognitive style affected certain Ss albeit only in minor ways when the effects of intelligence were partially out. Locus of control had substantial overlap with intelligence, but not with achievement. Principal component analysis and analysis of covariance on performance levels suggests that cognitive and locus of control do not make an appreciable addition to the prediction by IQ scores alone of achievement in second-and third-grade learning disabled females.

Achievement↗
PubMed1975

Fixation disparity and learning disabilities.

This study was conducted at the Massachusetts College of Optometry in 1974 to determine if there is a relationship between binocularity and learning disabilities. A fixation disparity test was administered to 53 learning disabled and 61 normal children in a blind study. The results indicated no statistically significant differences in binocularity between the two groups as measured by the fixation disparity technique.

Adolescent↗
PubMedDate not supplied

Promoting access, accommodations, and independence for college students with learning disabilities.

This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies.

Adult↗
PubMedDate not supplied

Lexical access in college students with learning disabilities: an electrophysiological and performance-based investigation.

The purpose of this study was to compare the semantic processing abilities of college students with learning disabilities (LD) to those of their peers without learning disabilities (NLD) who were matched for age, gender, and intelligence. Participants were compared on results from the Test of Adolescent/Adult Word Finding (TAWF) and from event-related potential (N400) sampling to the processing of semantically incongruous sentences. The LD and NLD groups did not significantly differ in accuracy on the TAWF; however, students with LD demonstrated a significantly greater number of delayed responses. The LD group's N400 responses were significantly delayed at the Pz electrode site. Effect size indicators also revealed somewhat reduced amplitudes at Fz and Cz locations. The significant delays of the students with LD on standardized testing and on N400 suggest an inefficiency in the semantic processing of these individuals, in both automatic and attention-based aspects of lexical access.

Adolescent↗
PubMed1993

Self-assessment of pubertal maturation in socially disadvantaged learning-disabled adolescents.

Reasonable concordance has been demonstrated between physicians assessment of pubertal maturation and self-assessment by healthy adolescents studying in the mainstream educational system. The purpose of this study was to determine whether pubertal maturation self-assessment may be used as a reliable screening instrument in learning-disabled adolescents. Self-assessment of sexual maturation, was investigated in 80 7th- and 8th-grade Israeli students studying in a residential school for socially disadvantaged learning-disabled adolescents of normal intelligence (LD group), and in 63 Israeli students of the same age group attending a mainstream urban school (C group). All 143 students were examined by one investigator for their annual physicals, and clinical assessment of Tanner stage was then performed. Following the examination students were asked to identify their present pubic hair maturation stage according to Tanner plates. Of the LD group, 58% assessed their pubertal stage in agreement with the investigator's assessment as did 70% of the C group. Underestimation of pubertal stage was more common in students more advanced in their pubertal development, and overestimation was more common among students who were less advanced in their maturation. Within approximation of one Tanner stage difference between the examiner and student assessments, concordance rate reached 95% in both groups. Self-assessment of pubertal development in school settings may be used as a reliable screening instrument in learning-disabled adolescents with normal intelligence, when an approximation of one developmental stage is accepted.

Adolescent↗
PubMed1995

Age-specific standardized mortality rates in people with learning disability.

The aim of the present study was to calculate the age-and sex-specific standardized mortality ratios (SMRs) in two populations of people with learning disability (LD). These populations included people living in institutions and community settings. It was found that SMRs tended to be raised for both males and females in each population, but SMRs do not always significantly differ from unity. For the combined Register populations, SMRs are generally significantly greater than unity. We conclude that these data provide evidence that death rates for people with LD are often higher than in the general population.

Activities of Daily Living↗