Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Learning Disabilities”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 955 records · Page 53Linked to original sources
PubMed2003

Leading interprofessional practice: a conceptual framework to support practitioners in the field of learning disability.

One of the key challenges for practitioners in present day health and social care has been responding effectively in the interprofessional teamwork setting, where collaboration is at the centre of professional activity. For whilst practitioners are expected to work interprofessionally there often remains limited attention to the actual process of interprofessional practice itself, within organizational strategy, local workforce development planning and individual continuing professional development. These concerns were a driver for this research with practitioners in the field of learning disability which resulted in the development of a conceptual framework for interprofessional practice. This paper sets out the process of conceptual framework development, underpinned by the concepts of knowledge of learning disabilities, contextual socialisation, empowerment, conflict management, transforming capability and interprofessional reflection on action. The researcher suggests that the framework may offer clinical leaders in learning disabilities and a range of other practice settings a tool to facilitate individual practitioner development, enabling as it does, the identification of a range of critical factors which impact on the outcomes of interprofessional practice intervention.

Attitude of Health Personnel↗
PubMed2006

Men with severe learning disabilities and challenging behaviour in long-stay hospital care: qualitative study.

BACKGROUND: Community-based health and social care professionals have little knowledge of the past experiences of people with severe learning disabilities and challenging behaviour who are living in institutions. AIMS: To gain a greater understanding of the experiences and needs of men who are living in a locked ward. METHOD: The study sample consisted of 20 men who were living in a locked ward of a long-stay institution. Qualitative (ethnographic) methods were used, involving participant observation (for around 250 hours) on the ward. All traceable families were interviewed. The analysis used grounded theory, and material was fed back into the resettlement process throughout. RESULTS: The men's lives were emotionally, socially and physically deprived. Their individual, gender and social identities were not recognised, and their general health and mental healthcare needs were inadequately addressed. CONCLUSIONS: People who live in long-stay institutions, segregated from society, lose their individual and social identity, which complicates the presentation of mental health and behavioural problems, and raises important adult protection issues.

Adult↗
PubMed1988

Communication of adults with learning disabilities: self and others' perceptions.

This study investigated perceptions of the communication performance of 31 young adults with severe learning disabilities enrolled in a vocational-education program. Communication assessment questionnaires, designed to rate communication skills of these students, were completed by the students themselves and vocational educators. These questionnaires included items in the areas of comprehension, verbal expression, social communication, and problem solving. Overall, the students' perceptions of their own communication performance were remarkably similar to those of the vocational educators. However, students perceived their communicative performance as less problematic than did others. Of the four areas pertinent to communication, students and vocational educators perceived problem solving as most difficult. Implications of these findings are discussed with reference to the development of assessment procedures for adults with learning disabilities.

Adolescent↗
PubMed1997

The neuropsychological significance of lateral preference for complex visual activities in children with learning disabilities.

In the present study the relationship between neuropsychological functioning and lateral preference for visual activities was examined with learning disordered children. Specifically, the relationship between measures of the Lateral Dominance Exam (LDE), scores on the Halstead-Reitan Neuropsychological Battery (HRNB), and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were explored. A canonical analysis suggested that composites of neuropsychological functioning and lateral preference shared 22% of variance. Learning disabled children with strong right or left preference for visually guided motor activities showed lower performance in spatial tasks on the ipsilateral side and in simple motor skills on the contralateral side. Children in the present study with strong right preference patterns for visually assisted motor activities also showed low performance on visual tracking tasks. These data offer some support for assessing lateral preference in learning disabled children.

Adolescent↗
PubMed1990

Learning disability, inferential skills, and postfailure reflectivity.

Children with learning disabilities (LD) were compared with normally achieving children (NA) on two aspects of problem solving: inferential skills and response to errors in an academic content-free task. We tested 33 normally achieving children and 69 children with LD, aged 7 years 10 months to 16 years 4 months, on the PAR (PAttern Recognition) task, a computer-based, self-paced learning sequence. The children with LD were subtyped in two different ways: first, as children with only an arithmetic disability (AD), or with both arithmetic and word-recognition disabilities (AD/WRD); and second, as children with LD and attention deficit disorder (ADD), or LD without ADD. Results showed that on inferential skills, children with LD (without subtyping), children with AD/WRD, and children with LD with and without ADD scored significantly lower on the PAR task than children in the NA group. Also, an interaction was found between the NA and LD (without subtyping) groups and age, whereby children with LD improved their scores on PAR with age significantly more than normally achieving children. On attention to errors, children with both arithmetic and word-recognition disabilities scored significantly lower than children with only arithmetic disability or NA. It appears that the meta-cognitive skill of monitoring errors may be a major source of difficulty in problem solving for children with both arithmetic and word-recognition disabilities.

Achievement↗
PubMed1990

The effectiveness of two methods for teaching a constraint-seeking questioning strategy to students with learning disabilities.

This study investigated the relative effectiveness of two methods of teaching an efficient questioning strategy to students with learning disabilities. The methods compared were (a) cognitive modeling alone in the use of constraint-seeking questions, and (b) cognitive modeling and verbalization in the use of constraint-seeking questions, involving explicit and consistent instruction and feedback. Sixty subjects with learning disabilities were assigned randomly to one of these two conditions (n = 30 in each group). A pretreatment and posttreatment design was employed, with the criterion variable being number of questions required to obtain the correct answers to two 20 questions games. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required. The two methods of instruction did not differ significantly in effectiveness.

Attention↗
PubMed1996

Learning disabilities and central auditory dysfunction.

Hearing loss, whether peripheral or central, compounds the communication and educational problems of the learning disabled student. A central auditory processing disorder uniquely interferes with both the input and integration of verbal information, further resulting in a potentially permanent cognitive dysfunction during the developmental period of acquisition of language. Illustrative cases are presented that indicate the panorama of cognitive dysfunction associated with the learning disabled status. Methods of evaluation and identification and diagnostic criteria are correlated with auditory, visual, and academic performance. Comments regarding clinical awareness, prompt recognition, and ensuing individualized remediation are submitted.

Adult↗
PubMedDate not supplied

Treatment of continence in people with learning disabilities: 2.

Continence is a complex skill predicated on an array of voluntary and involuntary processes that must occur synchronistically. It is a skill that takes the non-disabled child years to perfect. Within the array of skills that combine to achieve continence, there are many opportunities for events to go awry. In clients with learning disability, overall brain function is impaired and more localized damage may coexist. The care and management of continence needs in the adult with learning disabilities can be construed as challenging to service providers. Continence needs, over and above neurological damage and/or societal damage, may also be based within a psychological need. This article, the second in a series examining issues associated with continence care in clients with learning disabilities, considers the differentiation between and understanding of impairment, disability and handicap, both globally and partially. The nurse is asked to place the continence needs of his/her client within this matrix.

Activities of Daily Living↗
PubMed1999

Additive effect of three noradrenergic genes (ADRA2a, ADRA2C, DBH) on attention-deficit hyperactivity disorder and learning disabilities in Tourette syndrome subjects.

Halperin et al. (Halperin JM. Newcorn JH, Koda VH, Pick L, McKay KE, Knott P. Noradrenergic mechanisms in ADHD children with and without reading disabilities: a replication and extension. J Am Acad Child Adolesc Psychiatry 1997: 36: 1688 1696) reported a significant increase in plasma norepinephrine (NE) in attention-deficit hyperactivity disorder (ADHD) children with reading and other cognitive disabilities compared to ADHD children without learning disabilities (LD). We examined the hypothesis that ADHD + LD was associated with NE dysfunction at a molecular genetic level by testing for associations and additive effects between polymorphisms at three noradrenergic genes the adrenergic alpha2A receptor (ADRA2A), adrenergic alpha2C receptor (ADRA2C), and dopamine beta-hydroxylase (DBH) genes. A total of 336 subjects consisting of 274 individuals with Tourette syndrome (TS) and 62 normal controls were genotyped. Regression analysis showed a significant correlation between scores for ADHD, a history of LD, and poor grade-school academic performance that was greatest for the additive effect of all three genes. Combined, these three genes accounted for 3.5% of the variance of the ADHD score (p = 0.0005). There was a significant increase in the number of variant NE genes progressing from subjects without ADHD (A-) or learning disorders (LD-) to A + LD - to A - LD + to A + LD + (p = 0.0017), but no comparable effect for dopamine genes. These data support an association between NE genes and ADHD, especially in ADHD + LD subjects.

Adolescent↗
PubMed1999

Quality here, there and everywhere: the application of a multi-dimensional learning tool to learning disability health services.

The following paper examines the applicability of Maxwell's Multi-dimensional Quality Evaluation model to community learning disability health services. The model defines seven dimensions against which the quality of any given service can be measured: effectiveness, efficiency, economy, equity, access to services, appropriateness and social acceptability. A number of examples in relation to community learning disability services are discussed.

Community Mental Health Services↗
PubMedDate not supplied

Mathematics and learning disabilities.

Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential neural correlates. The deficits are discussed in terms of three subtypes of mathematics learning disability and in terms of a more general framework for linking research in mathematical cognition to research in learning disabilities.

Child↗
PubMedDate not supplied

Learning disabilities and adolescent suicide.

To investigate the hypothesis that learning disabilities (LD) play a part in adolescent suicide, all available suicide notes (n = 27) from 267 consecutive adolescent suicides were analyzed for spelling and handwriting errors. The suicide notes were dictated to adolescents with LD and adolescent non-LD controls. The results showed that 89% of the 27 adolescents who committed suicide had significant deficits in spelling and handwriting that were similar to those of the adolescents with LD, and they were significantly more impaired than the non-LD adolescents and older adults (65 and older) who had committed suicide in the same time period and in the same geographical area.

Adolescent↗
PubMed1985

Eye classification, sex, and math anxiety in learning disabled children: behavioral observations on conservation of volume.

Benbow and Benbow suggest that myopia and maleness are advantages in mathematical giftedness; however, the influence of these biological correlates on learning disabilities is not yet as clearly defined. 29 learning disabled children (aged 7-13 yr; eye class diagnosed) performed two Piagetian tasks on conservation of volume, one using numbered blocks to rebuild an original house whose "rooms" were cued by an illogically ordered system, and one using plain blocks to recreate an unnumbered house. A modification of the Preschool Observation Scale of Anxiety was used to observe frequencies of overt physiological behavioral indicators of anxiousness during task performances. No significance was noted by eye class; however, a significant interaction of sex by task did occur. Means differed by sex significantly on the numbered tasks. Implications are discussed in terms of certainty times versus correctness and facilitative versus debilitative anxiety.

Adolescent↗
PubMed1984

Performance of EMR and learning-disabled students on the brigance, peabody, and wide range achievement tests.

Achievement test results are commonly used for making educational decisions for students labeled mildly mentally retarded, educationally retarded, and learning disabled. Teachers frequently assume that individual achievement tests are comparable. High correlations between achievement tests are typically reported and drawn from scores obtained primarily from regular student populations. When these tests are given to special populations, in this case mildly mentally retarded and learning-disabled students, the specific abilities of the pupils interact with aspects of the test items. In the present study, significant differences were found on the subtests of three tests that were designed to measure the same area of achievement.

Achievement↗
PubMed1994

Subtypes of learning disabilities in adolescents and adults.

This study tested the hypothesis that a classification scheme developed for the subtyping of learning disabilities in children, when applied to a population of adolescents and adults, would result in subtyping into discrete and relatively homogeneous groups in terms of cognitive functioning and achievement. We compared three groups, arithmetic disability (AD), reading disability (RD), and reading and arithmetic disabilities (RAD), among themselves and with a comparison group with normal achievement (NA) on a variety of cognitive and achievement measures. The main findings were as follows: (a) Each of the groups differed significantly from the others on tests of reading, spelling, memory, and other cognitive measures; (b) both the RD and RAD groups showed a deficit in phonological processing, vocabulary, spelling, and STM; (c) the AD group performed similarly to the NA group on pseudoword reading and phonological processing, but did more poorly than the NA group on word reading and vocabulary; (d) on many tasks the RAD group performed more poorly than the other groups; and (e) the AD and RAD groups performed more poorly than the NA and RD groups on a visual-spatial task. This study demonstrated the validity of this classification scheme for the subtyping of learning disabilities in adolescents and adults.

Adolescent↗
PubMedDate not supplied

Feasibility and consequences of response to intervention: examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities.

This paper provides a response to the thoughtful paper presented by Gerber in this issue and at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in Kansas City with guidance from five major questions posed by the organizers of the symposium. Gerber's paper provides interesting perspectives regarding the alternative approach to identification of learning disabilities (LD) or the "response to intervention" (RTI). Gerber raises questions and concerns about the theoretical and practical aspects of a response-to-intervention model on either a small- or large-scale basis. Guiding questions for this response include an examination of (a) changing roles of teachers and diagnosticians; (b) responsibility for fidelity of treatment implementation; (c) applications in secondary settings; (d) consistency of implementation from local to state to national levels; and (e) differentiation of LD from other disabilities. An alternative to both RTI and present procedures is proposed. Conclusions are discussed with respect to existing research-based evidence.

Child↗
PubMed1983

Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students.

The purpose of this study was to evaluate the effectiveness of oral reading as a teaching technique for improving reading comprehension of 11 Educable Mentally Handicapped or Severe Learning Disabled adolescents. Students were tested on their ability to answer comprehension questions from a short factual article. Comprehension improved following the oral reading for students with a reading grade equivalent of less than 5.5 (measured from the Wide Range Achievement Test) but not for those students having a grade equivalent of greater than 5.5. This association was statistically significant (p = less than .01). Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.

Adolescent↗
PubMed1991

Direct instruction in math word problems: students with learning disabilities.

This investigation was conducted to test the effectiveness of strategy teaching and sequencing practice problems in teaching students with learning disabilities to identify the correct algorithm for solving addition and subtraction word problems. Sixty-two students were assigned to one of three experimental groups: strategy plus sequence, strategy only, and sequence only. The results indicated that students in the strategy-plus-sequence group, as well as those in the strategy-only group, scored significantly higher than did students in the sequence-only group. Findings indicated that strategy teaching was the more effective of the two instructional components. Implications are discussed in terms of instructional design for students with learning disabilities.

Achievement↗