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PubMedDate not supplied

Longitudinal research in learning disabilities: report on an international symposium.

In June of 1995 an international symposium on longitudinal research in learning disabilities (LD) was held in Missillac, France. The purpose of the symposium was to bring together an international panel of experts in this area to promote international dialogue on longitudinal research in LD, define and develop guidelines for conducting such research, identify problems inherent in this type of research and methods to alleviate them, and establish research priorities. This article synthesizes and highlights the information that emerged from individual presentations and ensuing discussions. Generic considerations regarding longitudinal research are presented; however, particular emphasis is given to the confluence of longitudinal research and learning disabilities.

California↗
PubMedDate not supplied

Learning disabilities existing concomitantly with communication disorder.

This article describes the characteristics of language disorders that occur with learning disabilities. In this context, formal and naturalistic language, including specific standardized test batteries and curriculum-based language assessment, portfolio assessment, and others, are discussed. In addition, service delivery models and interventions that focus on the enhancement of semantic, syntactic, and pragmatic development are presented. Finally, future directions for research in the area of learning disabilities and secondary language disorders are suggested. Intervention strategies, including supportive scaffolding, whole language, and collaborative consultation, are reviewed; and implications for language assessment, intervention, and future research are discussed.

Environment↗
PubMedDate not supplied

Treatment of continence in people with learning disabilities: 3.

Behaviourism is a model of intervention for people with a learning disability which focuses on observable behaviour and methods of changing it. The behaviourist strategies do not typically place high value on some of the diagnostic labels that have been considered in the first two articles of this series (Vol 5(6): 364-8; Vol 5(8): 492-8). Rather, the behaviourist is concerned with the behaviours a particular individual shows. Behaviour modification is a particular methodology within psychotherapy that has many interpretations, ranging from a rigid orthodoxy through to an eclectic ecumenicism of theoretical models. The third article in this series on the management of continence in people with a learning disability examines the behavioural strategies that have been historically and are currently available to practitioners. The legacy of behaviour modification (1970s style) means that staff do sometimes perceive such strategies as treatment, whereas in fact the treatment is a combination of designing the environment, designing individual programmes and designing specific ways of developing more valuing forms of continence management.

Behavior Therapy↗
PubMed2004

Developing methods for systematic reviewing in health services delivery and organization: an example from a review of access to health care for people with learning disabilities. Part 2. Evaluation of the literature--a practical guide.

OBJECTIVES: To develop methods to facilitate the 'systematic' review of evidence from a range of methodologies on diffuse or 'soft' topics, as exemplified by 'access to health care'. DATA SOURCES: Twenty-eight bibliographic databases, research registers, organizational websites or library catalogues. Reference lists from identified studies. Contact with experts and service users. Current awareness and contents alerting services in the area of learning disabilities. REVIEW METHODS: Inclusion criteria were English language literature from 1980 onwards, relating to people with learning disabilities of any age and all study designs. The main criteria for assessment was relevance to Guillifords' model of access to health care which was adapted to the circumstances of people with learning disabilities. Selected studies were evaluated for scientific rigour then data was extracted and the results synthesized. Quality assessment was by an initial set of 'generic' quality indicators. This enabled further evidence selection before evaluation of findings according to specific criteria for qualitative, quantitative or mixed-method studies. RESULTS: Eighty-two studies were fully evaluated. Five studies were rated 'highly rigorous', 22 'rigorous', 46 'less rigorous' and nine 'poor' papers were retained as the sole evidence covering aspects of the guiding model. The majority of studies were quantitative but used only descriptive statistics. Most evidence lacked methodological detail, which often lowered final quality ratings. CONCLUSIONS: The application of a consistent structure to quality evaluation can facilitate data appraisal, extraction and synthesis across a range of methodologies in diffuse or 'soft' topics. Synthesis can be facilitated further by using software, such as the microsoft 'access' database, for managing information.

Adult↗
PubMed2006

Evidence for a double dissociation between spatial-simultaneous and spatial-sequential working memory in visuospatial (nonverbal) learning disabled children.

The paper describes the performance of three children with specific visuospatial working memory (VSWM) impairments (Study 1) and three children with visuospatial (nonverbal) learning disabilities (Study 2) assessed with a battery of working memory (WM) tests and with a number of school achievement tasks. Overall, performance on WM tests provides evidence of a double dissociation between spatial-simultaneous processes, underpinning the memorization item positioning in a spatial configuration, and spatial-sequential processes, which allow memorization of the presentation order. In both groups of children of the two studies, a selective impairment either on spatial-sequential or on spatial-simultaneous working memory tasks was observed. These data support the existence of -simultaneous and -sequential modality-dependent processes in visuospatial working memory and confirm the importance of distinguishing between different subtypes of visuospatial (nonverbal) learning-disabled children.

Child↗
PubMed1997

Psychiatric symptoms of dementia among elderly people with learning disabilities.

OBJECTIVE: To determine the rate of psychiatric symptoms among elderly people with learning disabilities who have dementia. DESIGN: Survey. SETTING: The general community of a county in the UK. PARTICIPANTS: The whole population of people with learning disabilities who were 65 years or over. The total population was 143, of whom 134 participated (93.7%). From the total population, those with dementia were determined (N = 29). MEASURES: Description of psychopathology, using a semi-structured psychiatric rating scale. RESULTS: Psychotic symptoms occurred in 27.6%, with the most common types being delusions of thefts, other persecutory delusions and visual hallucinations of strangers in the house. The onset of other psychiatric symptoms as part of the dementia was also common, in particular changed sleep pattern, loss of concentration, worry, reduced quantity of speech, change in appetite and onset of or increase in aggression. CONCLUSIONS: People with leaming disabilities are living longer, and so the number with dementia is rising. Psychiatric symptoms occur commonly in dementia, can cause significant distress and require recognition, understanding and the development of effective managements.

Aged↗
PubMed1996

The relationship between anxiety and problem-solving skills in children with and without learning disabilities.

This study compared the effects of low, medium, and high pretest anxiety levels on the social and nonsocial problem-solving performance of 45 boys with learning disabilities (LD) and 45 boys with no learning disabilities (NLD). Participants ranged from 9 to 11 years of age. Boys with LD reported significantly higher pretest trait and state anxiety on the State-Trait Anxiety Inventory for Children than did NLD boys, and their perceived state anxiety escalated over the course of the problem-solving session. There were no pervasive effects of LD status on problem solving by itself, boys with LD being as effective in problem solving as NLD boys. However, means for task solution suggest a tendency for an interaction between group and anxiety level, which should be examined using a larger, well-defined sample and an unstructured task.

Achievement↗
PubMed1996

A review of antipsychotic drugs prescribed for people with learning disabilities who live in Leicestershire.

Antipsychotic drugs are widely prescribed for people with learning disabilities to control challenging behaviour. Concern has been expressed that such prescribing is excessive, inappropriate and potentially harmful. A review of 198 patients with learning disabilities resulted in agreement to reduce or withdraw antipsychotic drug therapy in 123 cases. The antipsychotic drug therapy was totally withdrawn in 43 cases and the dose reduced for the remaining 80. Out of the 43 patients who underwent total drug withdrawal, 31 remained off such therapy and 12 required represcribing within a 12-month period. Out of the remaining 80 who underwent dose reduction, 40 suffered a deterioration in behaviour which resulted in some degree of dose increase, and 40, although maintained on a lower dose, neither achieved total withdrawal nor deteriorated to an extent that a dose increase was required.

Adult↗
PubMedDate not supplied

Nurses' role in the developments in learning disability care.

This article looks at the changes in the attitude of society towards people with a learning disability over the last 20 years. Their status in the world as well as their right to be recognized as individuals will be discussed. Nurses have had to move away from the medical and dependence model of care and adjust their practice and behaviour to practice in a more relaxed and domestic style, in which risk-taking, decision-making, choice and opportunity for the clients are key features of the service. This article will highlight the role that learning disability nurses have played in these changes and the adjustments that they have had to make to their clinical practice. Within the new culture of independence and rights for people with a disability, it emphasizes the need for nurses to ensure that they address their own accountability and responsibility. Strategies that have been developed to address social discrimination and exclusion will also be explored.

Community Health Services↗
PubMedDate not supplied

Gifted children with learning disabilities: a review of the issues.

Many people have difficulty comprehending that a child can be gifted and also have learning disabilities. As a result, children with special needs that result from both their high abilities and their learning problems are rarely identified and are often poorly served. This article explores the current policies and practices with regard to defining, identifying, and educating this population. Recommendations are included that would help ensure that students who are gifted and have learning disabilities receive the intervention needed to help them achieve their full potential.

Achievement↗
PubMedDate not supplied

Children with mathematics learning disabilities in Belgium.

In Belgium, between 3% and 8% of the children in elementary schools have mathematics learning disabilities (MLD). Many of these children have less developed linguistic, procedural, and mental representation skills. Moreover, a majority of the children have been found to show inaccurate prediction and evaluation skills in Grade 3. MLD often become obvious in elementary school. Whereas some children are retained, others are referred to special education. During the last 10 years, the number of children in special education and the number of children with learning disabilities who are following a special guidance program in general education (inclusive education) have increased. Children in Belgium with MLD can get therapy for about 2 years. Nevertheless, many problems continue unresolved even in high school and adulthood.

Belgium↗
PubMed1983

Hemispheric specialization in learning disabled readers' recall as a function of age and level of processing.

This study was designed to test the inadequacy of two theoretical accounts of learning disabled readers' memory deficiencies. Two age groups of learning disabled and nondisabled readers were compared on diotic and dichotic listening recall tasks for semantically organized, phonemically organized, and categorically unrelated word lists presented in either the left, right, or both ears. Dependent measures were free recall, serial recall, recall organization, and hierarchical organization. As expected, recall increases were a function of age, group, and level of word processing. However, the results clearly demonstrated that age and group recall differences were an interaction of both mode of presentation and level of processing. The recall differences between reading groups were attributed to word knowledge (superordinate categorization) rather than recall organization within cerebral hemispheres or differences in hemispheric capacity, per se.

Adolescent↗
PubMedDate not supplied

The misconception of the regression-based discrepancy operationalization in the definition and research of learning disabilities.

In this article, I argue that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. I mathematically demonstrate that the regression-based discrepancy method largely reflects achievement-specific determinants, thereby defeating its own object of describing aptitude-achievement discrepancies. The implications for research examining the role of intelligence in learning disabilities are outlined.

Aptitude Tests↗
PubMed1996

Plasma beta-endorphin concentrations in people with learning disability and self-injurious and/or autistic behaviour.

BACKGROUND: It has been suggested that the key variable in reduced plasma immunoreactive beta-endorphin concentrations in autistic subjects may be concomitant self-injurious behaviour. METHOD: We studied morning levels of plasma beta-endorphin in 33 learning disabled people with self-injurious and/or autistic behaviour. RESULTS: The beta-endorphin level of the subjects with severe self-injurious behaviour proved to be significantly lower than of autistic subjects without severe self-injurious behaviour (3.6 (1.4) pmol/l v. 5.8 (4.3) pmol/l; t-test: P = 0.045. Replication: 3.7 (1.1) pmol/l v. 5.7 (3.8) pmol/l; t-test: P = 0.043). Individuals with mild and occasional self-injurious behaviour were found to have beta-endorphin levels comparable to those without self-injurious behaviour. Further, subjects being treated with neuroleptics and lower beta-endorphin levels than untreated subjects. CONCLUSIONS: These results stress that in any study of opioid systems of learning disabled people, it is very important to differentiate between people with and without severe self-injurious behaviour. The results support the idea that severe self-injurious behaviour may be related to functional disturbances in the endogenous opioid system.

Adult↗
PubMed1975

Models of learning disability: their relevance to remediation.

A scheme of classification is suggested for physicians faced with clinicians' numerous and varied prescriptions for remedial management of children with learning disabilities. Three explanatory models of the causes of learning disability -- the difference, deficit and delay models -- and two strategies of management -- the process-oriented and goal-oriented -- are delineated. Remedial methods are classified according to their implicit explanatory model and the clinician's adherence to the process-oriented or goal-oriented approach. A pragmatic conservative, goal-oriented strategy is advocated, in which individualized instruction is tailored to the child's current abilities and learning requirements.

Brain Damage, Chronic↗
PubMed1995

Research initiatives in learning disabilities: contributions from scientists supported by the National Institute of Child Health and Human Development.

The National Institute of Child Health and Human Development has been and will continue to be, responsive to the critical research needs in learning disabilities and related disorders. As an index of the heightened research activity in this arena, consider that National Institute of Child Health and Human Development's support for projects related to learning and language disabilities has increased from 1.75 million dollars in 1975 to over 15 million dollars in 1993--a cumulative total of approximately 80 million dollars. Given the significant discoveries made by the program projects, learning disability research centers, and individual research grants supported through these increases, the money clearly has been well spent. Within the past 10 years, National Institute of Child Health and Human Development research programs have identified the major cognitive mechanisms underlying dyslexia and other learning disabilities and how the assessment of these mechanisms can help to predict the onset, developmental course, and outcomes of such disorders. Moreover, scientists supported by the National Institute of Child Health and Human Development have contributed substantially to an understanding of how genes, the brain, and the environment interact to produce individual variations in learning. Given this knowledge, we are hopeful that the newly funded treatment/intervention projects will provide guidance with respect to ameliorating the devastating effects of learning disabilities on both children and adults.

Child↗
PubMed1984

Pediatric assessment of the learning-disabled child.

The pediatrician is in a unique position to evaluate the often multidimensional problems of the learning-disabled child. The primary care physician is generally most familiar with the social, economic, medical, and genetic background of the child, as well as having an insight into the patient's family dynamics. When this information is integrated with findings from the medical history and neurodevelopmental assessment, the pediatrician can appreciate problems in their broadest sense and prioritize problems detected by other professionals, such as the psychologist and educator. This report comprehensively reviews elements of the pediatric evaluation, including the medical history, neurodevelopmental assessment, and management plan, for the learning-disabled child.

Central Nervous System Stimulants↗
PubMedDate not supplied

Student nurses' attitudes towards people with learning disabilities.

This article reports a study in which the attitudes towards people with learning disabilities held by three groups of student nurses (two Project 2000 groups and one traditional group) are measured and compared. Findings indicate significantly more positive attitudes towards people who have learning disabilities by the Project 2000 students who had placement experience with this client group.

Attitude of Health Personnel↗