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PubMed2006

Learning disabilities and intellectual functioning in school-aged children with prenatal cocaine exposure.

Risk for developing a learning disability (LD) or impaired intellectual functioning by age 7 was assessed in full-term children with prenatal cocaine exposure drawn from a cohort of 476 children born full term and enrolled prospectively at birth. Intellectual functioning was assessed using the Wechsler Intelligence Scale for Children-Third Edition (Wechsler, 1991) short form, and academic functioning was assessed using the Wechsler Individual Achievement Test (WIAT; Wechsler, 1993) Screener by examiners blind to exposure status. LDs were categorized based on ability-achievement discrepancy scores, using the regression-based predicted achievement method described in the WIAT manual. The sample in this report included 409 children (212 cocaine-exposed, 197 non-cocaine-exposed) from the birth cohort with available data. Cumulative incidence proportions and relative risk values were estimated using STATA software (Statacorp, 2003). No differences were found in the estimate of relative risk for impaired intellectual functioning (IQ below 70) between children with and without prenatal cocaine exposure (estimated relative risk = .95; 95% confidence interval [CI] = 0.65, 1.39; p = .79). The cocaine-exposed children had 2.8 times greater risk of developing a LD by age 7 than non-cocaine-exposed children (95% CI = 1.05, 7.67; p = .038; IQ >/= 70 cutoff). Results remained stable with adjustment for multiple child and caregiver covariates, suggesting that children with prenatal cocaine exposure are at increased risk for developing a learning disability by age 7 when compared to their non-cocaine-exposed peers.

Alcohol Drinking↗
PubMed2004

Dynamic approach to learning disability assessment: DLD test.

A severe discrepancy between intellectual ability and achievement is one major criterion for diagnosis of learning disability (LD). This manuscript describes the shortcomings of this paradigm and offers a new dynamic approach for LD assessment based on evaluation of LD during a standard learning process of how to read and write a new language. The dynamic learning disability (DLD) test, K-ABC IQ test, and K-ABC reading test were administered to 56 normal 4th grade students and to 48 LD students. It was hypothesized that the results using the conventional criteria may mismatch the results of DLD, and that DLD predicts the progress of students in a long-term group learning process better. The results indicated that LD students, as a group, manifested significant difficulties in the DLD test. Among 48 students who meet the conventional criteria for LD diagnosis 14 students (29.16%) were able to learn a new language in the DLD test (Inconsistent LD sub-group). From the 14 students who have low achievement in reading without serious indications of cognitive difficulties, six students (42.857%) manifested serious difficulties in learning a new language in the DLD test (Latent LD sub-group). The DLD test as well as the labels of the sub-groups was validated by the amount of progress in the long-term group learning process. The DLD test proved to have high reliability and predictive validity coefficients. It is suggested that it become part of the diagnostic battery of tests of LD.

Child↗
PubMedDate not supplied

Nursing diagnosis in learning disabilities nursing.

The concept of nursing diagnosis and the relevance of individual diagnostic terms from the North American Nursing Diagnosis Association (NANDA) (1992) Classification Taxonomy 1-Revised are discussed in the context of learning disabilities nursing. The NANDA system of nursing diagnoses was implemented at an adult training centre with a client group who had a severe or profound learning disability. The diagnostic terms used to describe the phenomena found in everyday practice are identified. Due to the inadequacy of the NANDA term 'impaired verbal communication', a new nursing diagnosis, 'impaired non-verbal communication', is suggested. A method of recording nursing practice is used which shows client outcomes through diagnostic modifiers (a modifier denotes a change in the nursing diagnosis) over measured time periods. The value of a generic classification of diagnoses is demonstrated in a systematic approach to learning disabilities nursing practice.

Adult↗
PubMedDate not supplied

Children with attention deficit disorder and learning disability: findings from the First National Study.

The first National Health Interview Survey to collect data on children, 6 to 11 years of age, with attention deficit disorder (ADD) and/or learning disability (LD) provided specific information on: (1) the widespread demographic distribution of children with ADD and LD, (2) related health conditions, (3) use of special education programs, and (4) the extensive use of health care services. The underlying reality was the increasing need for information because dental practitioners provide services to many of these children in their communities.

Attention Deficit Disorder with Hyperactivity↗
PubMed2005

Comorbidity and WISC-III profiles of Greek children with attention deficit hyperactivity disorder, learning disabilities, and language disorders.

The aim of the present study was to (a) examine the prevalence of ADHD and the comorbid difficulties in a sample of 114 children, 3.6 to 17.6 yr. of age (89 boys, 25 girls) referred to our Unit and (b) evaluate the discriminative ability of the WISC-III scores for children with Attention Deficit Hyperactivity Disorder (n = 22), Learning Disability (n = 50), and Language Disorder (n = 42). Analysis showed only 18% of 114 children had an Attention Deficit Hyperactivity Disorder diagnosis. Multivariate analysis of variance and stepwise discriminant function analysis were applied. Vocabulary and similarities were the best predictors for distinguishing between language disorders and the other two groups. Moreover, the Language Disorder group scored significantly lower on all the subtests while the Attention Deficit Hyperactivity Disorder and Learning Disability groups scored lower on coding and information, respectively. Children with Attention Deficit Hyperactivity Disorder and Learning Disability could not be accurately identified from the WISC-III test or their ACID profile.

Adolescent↗
PubMed1980

WISC-R Verbal-Performance IQ discrepancies: a comparison of learning disabled children to the normative sample.

Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children (N = 100) and of the normative sample. There were frequent occurrences of statistically significant discrepancies in both groups, as well as similar mean discrepancy scores and distributions of Verbal greater than Performance and Performance greater than Verbal patterns. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. The importance to clinicians of making both normative and statistical interpretations of WISC-R discrepancy scores was stressed.

Adolescent↗
PubMedDate not supplied

The success of college students with learning disabilities: factors related to educational attainment.

This study reports on the educational attainment of 62 college students with learning disabilities as compared to a sample of 58 peers matched on gender and ACT composite score (+/- 1 point or exact match). All students were native English speakers and were enrolled as degree candidates in a small, competitive, private, midwestern college. Groups were compared on age, high school preparation and performance, college grades, GPA at the end of each year of study, graduation and academic failure rate, and time taken to complete degree. Factors that may have influenced outcomes are discussed as are implications for college admissions officers, college students with learning disabilities, service providers, and academic advisors.

Achievement↗
PubMed1985

Learning disabilities. Etiology, diagnosis, and management.

The common co-occurrence of psychiatric disorders and academic problems makes it important for child psychiatrists to have a general understanding of learning disabilities. The authors review past and present conceptual models of learning disabilities and set out brief guidelines for comprehensive evaluation and diagnosis of learning problems. In addition, general issues of remediation, educational placement, and future research priorities are discussed.

Achievement↗
PubMed2006

Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing.

Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing collections (i.e., non-symbolic number magnitude). Moreover, they automatically processed number magnitude when comparing the physical size of Arabic digits in an Stroop paradigm adapted for processing speed differences. Finally, no evidence was found for differential patterns of performance between MD and MD/RD children in these tasks. These findings suggest that children with mathematics learning disabilities have difficulty in accessing number magnitude from symbols rather than in processing numerosity per se.

Analysis of Variance↗
PubMedDate not supplied

Students with learning disabilities and hearing impairment: issues for the secondary and postsecondary teacher.

Although the number of students with both learning disability and hearing impairment (LDHI) currently enrolled in secondary and postsecondary programs has not been precisely determined, it is clear that these students are currently receiving inadequate assessment and support in many institutions. The best route for serving these students would seem to be collaborative efforts between deaf educators and learning disabilities specialists, yet serious gaps exist between these two professions in regard to interpretation of laws governing special services, training of professionals, and locations of educational programs. The difficulties of developing collaborative work have been compounded by controversies within each field and the heterogeneity of the populations served by both disciplines. Those interested in creating good LDHI assessments should begin by considering the qualifications needed by those conducting evaluation procedures. The inadequacies of current formal assessment devices for this population need to be recognized; informal procedures, such as teacher observation and curriculum-based assessments, are still some of the best tools available for identification and educational planning.

Achievement↗
PubMed2006

The word reading test of effort in adult learning disability: a simulation study.

The Word Reading Test (WRT) was designed to detect effort problems specific to a learning disability sample. The WRT and the Word Memory Test (WMT) were administered to two simulator and normal control groups. The WRT showed excellent receiver operating characteristics (e.g., 90% sensitivity and 100% positive predictive power) and outperformed the WMT in detecting both reading and mental speed simulators. This finding and a double dissociation between reading and speed simulators on WRT errors and reaction time suggested specific effort effects while poor effort of simulators on the WMT suggested general effort effects. Results are supportive of the WRT as a potential effort indicator in learning disability.

Adolescent↗
PubMed2006

Assessing fears and related anxieties in children and adolescents with learning disabilities or mild mental retardation.

The purpose of the present study was to examine self-reported fears and related anxieties in children and adolescents (7-18 years of age) having learning disabilities (LD) or mild mental retardation (MIMR), and whether these fears and related anxieties differ based on gender and age. Students responded to two well validated instruments, The Fear Survey Schedule for Children-Revised and Revised Children's Manifest Anxiety Scale. The results revealed age, gender, and disability interaction effects. Adolescent boys having mild mental retardation reported highest levels of fear related to failure and criticism, a finding that was different from those reported in previous studies. In addition, girls reported higher levels than boys of total fear, fears related to minor injury and small animals, and worry/oversensitivity. Age main effects were also observed where younger students from both the LD and the MIMR groups reported higher levels of non-specific general anxiety. Implications and directions for future research were presented.

Adolescent↗
PubMed2001

Making sense in conversations about learning disabilities.

This article describes an integrative, multisystem clinical approach to the psychological and relational problems that develop around learning disabilities. Positioned in relationships with children, families, and schools, the therapist addresses the emotions, interpersonal conflicts, and problematic beliefs that contribute to problems. Using clinical skills to contain and relieve painful emotions, the therapist soothes "inflammation at the boundaries" of relationships among children, families, and schools, depolarizing conflicts within and between systems. Familiar with developmental and educational psychology and developmental neurobiology, the therapist makes this specialized knowledge intelligible to children, families, and teachers. This article describes two specific methods, the chart of strengths and weaknesses and the map of learning functions, which facilitate communication of specialized knowledge about children with learning disabilities. The therapist uses expert knowledge to help members of the treatment system transform blaming, helpless, or hopeless interpretations of the problem into more hopeful constructions, which support healthy development.

Adolescent↗
PubMedDate not supplied

Patterns of employment and independent living of adult graduates with learning disabilities and mental retardation of an inclusionary high school vocational program.

Vocational/employment and independent living for individuals with disabilities has been a major area of interest for those interested in transition from school to work and adulthood. Recent statistics for such individuals continue to be poor and problematic. The present study investigated a group of adults with either specific learning disabilities or mild mental retardation who had graduated or exited an inclusionary high school which emphasized vocational technology training and independent living skills. The results indicated higher than the national average for employment and rate of pay as well as stronger than expected indicators of independent living in terms of mobility. The largest group of individuals, however, were still residing with their parents. Respondents with learning disabilities were doing better than their mentally retarded counterparts in terms of many of the indicators but individuals with mental retardation were still doing strongly when compared against figures reported in other studies. Results are discussed in terms of recommendations for generalization as well as the educational model used for these students.

Activities of Daily Living↗
PubMed1996

Students with learning disabilities in education: managing a disability.

The purpose of this study was to examine factors that have contributed to the success of students with learning disabilities (LD) in schools and to explore how these students manage their disabilities from kindergarten through college. The study followed a qualitative research methodology consisting of reviewing academic records and conducting interviews and classroom observations over a 6-month period. The subjects were 9 students with learning disabilities enrolled in a public 4-year university. It was found that the students experienced labeling, stigmatization, and gatekeeping throughout their school years. Furthermore, the students employed a variety of positive and negative coping techniques in an effort to successfully manage their disabilities in school. Positive coping techniques included relying on benefactors, implementing self-improvement techniques, and utilizing particular strategies and management skills to assist with academics. Negative coping techniques were described as "passing" and created tension for the students. Students employed passing techniques to avoid disclosure of their disability and to make it through school. The results of this study have significant implications for school administrators and university educators who provide services for students with LD under current federal laws, and further underscore the need for such students to self-advocate.

Achievement↗
PubMed1995

An economic analysis of the resettlement of people with mild learning disabilities and challenging behaviour.

New models of care are needed following the closure of long-stay mental handicap hospitals. Based on an evaluation of a recently established assessment and treatment service in south-east England, this paper is concerned with the costs and likely benefits of different patterns of services for people with mild learning disabilities and severely challenging behaviour. Different models of provision are compared in terms of their costs and quality of life opportunities for clients. The assessment and treatment services provided a better understanding of the care needs, and achieved a reduction in challenging behaviours. It was therefore possible to give access to care settings closer to a normal life. For approximately 25% additional expenditure, 20 out of 34 clients who received the service moved to community placements, including three who had been referred following a breakdown in the community. If community care is to be implemented as a policy for clients with learning disabilities and serious challenging behaviours, it is necessary to recognise the financial implications. Better quality of life opportunities for this client group are associated with higher costs. When seen in the dynamic context of the costs and quality of life opportunities of the subsequent care, a high cost assessment and treatment service may be a good investment. On current evidence, the additional benefits of community homes, with a closer association with the local community, and greater freedom for clients is bought only at quite a high cost.

Adult↗
PubMedDate not supplied

Non-consensual sterilization of the adult with learning disabilities.

Community nurses may be asked for advice on sterilization operations for adults with learning disabilities by worried parents/carers. This article sets out the legal position advocated by the English courts. Sterilization for adults with learning disabilities is generally non-consensual. The courts cannot consent on behalf of the adult but can rule on the lawfulness of the operation. Cases need not be brought before the court when the operation is to be carried out to treat a specific menstrual malady and where sterilization is an incidental result. However, the Law Commission (1995) has set guidelines which recommend that such operations require a certificate from an independent medical practitioner. In operations where the sole purpose is contraception the courts will always need to be involved. Their decision on the lawfulness of the operation will be based on what is in the person's best interests which in turn will be determined by reference to standards set by a responsible body of medical practitioners.

Adult↗
PubMed1983

Response bias on a locus of control measure by learning-disabled children.

Four experiments were conducted to clarify the relationship between internal locus of control and achievement in learning-disabled and normal boys. The initial study yielded only a weak relationship between achievement and locus of control. Two subsequent experiments found differences on internality, and experiment 3 confirmed a pattern of second response choice bias for low-achieving boys. In Experiment 4 a significant interaction of diagnosis and test form resulted. Overall the tendency of learning-disabled and low-achieving boys to choose second response alternatives may have resulted in the popular but unsubstantiated notion that disabled children are less internally oriented than normal children.

Achievement↗