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PubMed2004

Nonverbal learning disability: a tutorial for speech-language pathologists.

Nonverbal learning disability (NLD) is a diagnostic category that is unfamiliar to most speech-language pathologists. This brief tutorial describes NLD's characteristics, a theoretical model proposed to explain its source, and areas of overlap between NLD and similar diagnostic categories. The communicative profile, made up of difficulties in pragmatic and semantic language in the presence of relatively preserved syntactic skill, is also discussed. Empirical evidence relevant to NLD is also evaluated. Many questions remain unresolved, but until systematic research provides definitive answers, speech-language pathologists are encouraged to rely on careful description of the individual child's communicative strengths and weaknesses to identify appropriate targets and to focus intervention on improving the child's ability to communicate effectively in everyday contexts.

Asperger Syndrome↗
PubMed1977

Therapeutic program for the learning disabled child.

Thirty-two children, diagnosed as having learning disabilities, were evaluated according to developmental scales for problems in perceptual-motor, visual, and auditory skills by a physical therapist. Of these children, 12 had significant deficits in all these areas and remedial therapy was prescirbed. Short-term goals and long-term goals were defined. Parents were instructed in home programs to be carried out three times a week which were designed to supplement the w-ekly therapy sessions. After eight weeks, significant improvements were seen in identification of body parts, movement in space, gross motor activities (activities without rhythm components), and shape constancy. Appropriate classroom recommendations were made based on these results and the evaluations of other professionals as the child reached school age.

Auditory Perception↗
PubMed2003

Exploring the dynamics of power: a Foucauldian analysis of care planning in learning disabilities services.

This paper draws upon a study completed in 2000 that focused upon health and welfare provision for people with learning disabilities in one English county. This study drew upon the theoretical insights of Michel Foucault to provide an analysis of the micro politics of care planning. This involved the analysis of text from two sources: the academic literature and interview material gained from a number of professionals working in health and welfare services for people with learning disabilities. Drawing upon this research material, the first part of this paper briefly explores the relationship between policy, professional practice and the people who are the subjects of that practice. The discussion then moves on to consider Foucault's five methodological precautions and the way power produces a localised web of activity that identifies specific targets for management. In this process power draws into the web a range of informal and formal practices that initially lie outside of the web. The discourse produced through the activity surrounding care planning provides the evidence of this flow of power. This discourse then takes on the status of science (truth), which reproduces this activity.

England↗
PubMed2003

Comparison of two reading feedback strategies in improving the oral and written language performance of children with language-learning disabilities.

Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.

Child↗
PubMed1979

A psychosocial study of hyperactive and learning-disabled boys.

Adequately reading hyperactive boys, normally behaved learning-disabled (LD) boys, and normal controls were contrasted on tests measuring personality traits, cognitive role taking, and moral resoning. Additionally, parents and teachers rated all children on a number of behaviors, and parents were interviewed in a process-oriented fashion to assess home stimulation potential. Hyperactive boys were rated more aggressive and anxious than LD boys and controls and had not been encouraged as much by parents to achieve. Hyperactives had been born to younger parents, on the average, and 25% lived with their mothers and stepfathers. None of the LD or control boys had stepfathers. The groups did not differ significantly in moral reasoning ability, cognitive role taking, or locus of control; on the Junior Personality Inventory hyperactives tended to have elevated scores on the neuroticism scale while LD boys had higher scores on the lie scale.

Aggression↗
PubMed1992

Resource management in community residential facilities for adults with learning disabilities.

The trend towards community living for people with learning disabilities puts pressure on traditional hierarchical lines of resource management. A sample of 150 community residential facilities is surveyed in order to describe the systems used to manage resources in the community and to assess the impact they have on the quality of service provided. There are marked differences amongst provider agencies in the degree to which responsibility for resource management is devolved to facility managers and this has a direct effect on the quality of care. Residential homes which operate under centralised management systems are more institutional in their care practices and less responsive to individual clients' needs. In contrast, homes in which responsibility is delegated to the facility manager provide a service more in keeping with current philosophies of care. The results of this survey suggest that more responsibility for resource management can be delegated to facility managers without losing control of expenditure and with improvements in the efficiency and effectiveness of care.

Adult↗
PubMedDate not supplied

Wage differentials between college graduates with and without learning disabilities.

Wage differential studies examining legally protected groups typically focus on gender or racial differences. Legislation also fully protects individuals with learning disabilities (LD). This article is the first to decompose wage differentials between adults with and without LD. An original data set of college graduates with documented LD was constructed, and these individuals were compared to a control group from the National Longitudinal Survey of Youth (NLSY). Our results show that much of the observed lower wages for individuals with LD is due to differences in productivity characteristics. However, there is an unexplained portion of the wage gap that could possibly be considered wage discrimination against individuals with LD. This possibility seems smaller due to the fact that the subsample of the employers who knew of the employee's learning disabilities did not appear to pay significantly lower wages to these individuals. Alternative hypotheses are discussed, as are sample-specific issues.

Adult↗
PubMed1991

Comprehension by learning-disabled and nondisabled adolescents of personal/social problems presented in text.

Four groups of 14-year-olds, differing in reading level, learning disability status, and socioeconomic status, read and retold short problem narratives and answered questions. The pattern of reporting components of the problem schema (goal/obstacles/choices) differed for problems presented with or without a statement of the character's priority for action, suggesting that including priorities adds another level of information to the problem text and changes its macrostructure. Even the poorest readers showed this sensitivity to text structure. Three of the four measures of problem representation (idea units recalled, problem-schema components reported, and error rate) reflected overall reading ability. However, the degree to which extraneous information was incorporated into problem representations did not. Learning-disabled students made more importations, and more implausible importations, than did non-disabled students. Moreover, this pattern was associated with poor problem solving. Only proficient readers showed awareness of the source of the information (text or extratext) on which their predictions were based.

Adolescent↗
PubMed1994

Neuropsychological differences between college students with learning disabilities and those with mild head injury.

College students with learning disabilities (LD) and those with a history of mild head injury (MHI) are two groups whose learning problems are not adequately addressed. We administered a comprehensive battery of neuropsychological, psychological, and academic achievement tests to college students with learning problems (LD, n = 35; MHI, n = 25) and a control group (n = 22), and completed a series of discriminant function analyses. A combination of six neuropsychological and psychoeducational test variables produced statistically significant differences among the three groups. The instruments were sensitive to LD, MHI, and the differences between them. The students with LD performed poorly on linguistically oriented psychoeducational tests, whereas the students with MHI showed cognitive deficits in visual-spatial skills and in the areas of attention, memory, and novel problem solving. Differential interventions addressing these deficits appear to be indicated.

Adolescent↗
PubMed1996

Community care for adults with learning disability and their carers: needs and outcomes from the Leicestershire register.

A cross-sectional study, based on an epidemiological register, was carried out to describe the prevalence of disabilities, felt needs and use of services for adults with learning disability and to compare outcomes of reported morbidity, stress and satisfaction among their informal carers. Subjects included 2117 adults and 982 carers known to specialist services in Leicestershire. Behavioural and psychological problems and epilepsy were the main disabilities in adults. The leading unmet needs reported by residential carers were for daycare and other forms of residence, and those reported by informal carers were for financial help, long-term social support, respite care and housing adaptations. Informal carers reported 40% more limiting health disorders compared to the general population, with depression almost four times more common among female carers. Divisions between health and social care are causing inequality and hardship. Lifelong informal carers need options for independence. The increase over time in the prevalence of adults with severe learning disabilities adds to the evidence that more resources for care are needed. Epidemiological registers and methods should be developed to aid purchasing and provision for this client group.

Activities of Daily Living↗
PubMedDate not supplied

Making sex safer for people with learning disabilities.

The author argues that HIV prevention work should be targeted, not according to outdated and prejudiced notions of 'high-risk' groups, but according to an analysis of those affected by a number of identifiable risk factors. These factors occur within populations that are marginalised and socially devalued. Similarities are drawn between the perceived sexualities of two of these population groups: gay men and people with learning disabilities. The construction of these sexualities, it is argued, pose a direct threat to people with learning disabilities. The implications for services are highlighted, and action urged in the key areas of staff training, sex education, sexual health service accessibility and equal opportunities. The article concludes by suggesting that people with learning disabilities are at risk of HIV infection precisely because it is perceived that they are not.

Education of Persons with Intellectual Disabilitie↗
PubMedDate not supplied

Caring for people with a learning disability who are victims of crime.

This article considers the increased vulnerability of people with a learning disability to crime ranging from verbal abuse to physical or sexual assault. The difficulties faced by people with a learning disability in giving evidence, being treated as credible witnesses and ensuring that the alleged offender has to answer charges are explored. It is suggested that ways of remedying these difficulties must be pursued in order that all citizens have equal rights, including access to the processes of the civil and criminal justice system. Offences committed within service settings should be treated as they would in any other sphere of society and should be recorded, investigated and the appropriate action taken.

Crime Victims↗
PubMed1992

Undergraduate admission policies, practices, and procedures for applicants with learning disabilities.

This study examined (a) the academic and nonacademic criteria used by admission personnel to determine the eligibility of undergraduate applicants with learning disabilities, (b) agreement of criteria used by institutions of varying competitiveness, and (c) the frequency with which admission personnel conduct validity studies on these criteria. A nonrandom sample consisting of 66 state universities and colleges in the Northeast was surveyed. The results suggest that the academic and nonacademic criteria employed are similar to those employed for applicants without learning disabilities, the criteria used by different types of institutions differ significantly, and admission personnel do not conduct validity studies. Further clarification and validation of admission criteria appears warranted.

Achievement↗
PubMedDate not supplied

The influence of level of discrepancy on the identification of students with learning disabilities.

This study investigated the relationship between a statistically determined severe discrepancy between expected and actual achievement levels and subsequent labeling of students with learning disabilities. Subjects were 733 students referred for possible special education services. The results demonstrate that while a slight majority of students who were determined to have learning disabilities manifested a severe discrepancy, much evidence exists to indicate that this criterion is inconsistently applied in making eligibility decisions. The implications of these findings for current practice are discussed.

Achievement↗
PubMedDate not supplied

Differences that make a difference: comparisons of metacomponential functioning and knowledge base among groups of high and low IQ learning disabled, mildly mentally retarded, and normally achieving adults.

To determine if cognition among persons with learning disabilities (LD) and mild mental retardation (MMR) is similar, we compared metacomponential functioning and knowledge acquisition across groups of incarcerated adults with LD and high IQ (HIQLD), with LD and low IQ (LIQLD), with normal achievement (NA), and with MMR. The Slosson Intelligence Test Computer Report (Nicholson, 1984) formula established criteria for group inclusion. Metacomponential functioning among 77 males and 26 females was measured by a confidence test (Echternacht, Boldt, & Sellman, 1971) designed for the general knowledge subtest of the SRA Achievement Battery (Naslund, Thorpe, & Lefever, 1982). Knowledge base and group membership were significantly related to metacomponential ability (R2 = .84). Persons with HIQLD and LIQLD performed better than those with MMR on both measures. The HIQLD, however, did not outperform their peers with NA. Results show that (a) knowledge base is the best predictor of metacomponential skill, (b) metacomponential orchestration differentiates persons with HIQLD from those with LIQLD and both groups from persons with MMR, and (c) IQ mediates metacognition, but does not explain it. Education should emphasize knowledge acquisition for people with HIQLD; people with LIQLD and MMR require more attention to metacognition.

Achievement↗
PubMed1993

Inducing adaptive coping self-statements in children with learning disabilities through self-instruction training.

This study investigated the efficacy of a coping strategy in reducing math anxiety in children with learning disabilities (LD). The coping strategy was based on cognitive behavior modification (CBM). Twenty children from Grades 4 to 7 participated in the study. Half of them were children with LD and the remaining were normally achieving children. The dependent measures were self-talk data and performance data on math (fraction) problems. Pretest data indicated that normally achieving children produced substantially more positive self-talk than children with learning disabilities. Subsequent to training in the use of the CBM-based coping strategy, children with LD produced a comparable amount of positive self-talk at posttest as found in normally achieving children. Moreover, there was a moderate, positive correlation between increased positive self-talk and math performance among the children with LD. The results clearly indicated that the children with LD had learned to cope with their math anxiety via a CBM-based strategy. More generally, the results of the study suggest that CBM strategies can be effectively applied to the affective domain. This broader implication and the limitations of the study are discussed.

Achievement↗
PubMedDate not supplied

Teachers are still the test: limitations of response to instruction strategies for identifying children with learning disabilities.

In this paper I comment on recent recommendations that students' responsiveness to instruction (RTI) provides a basis for identification of students as learning disabled. I repeat an earlier argument (Gerber & Semmel, 1985) that teachers embedded in schools are naturally variable in their capacity to respond to differences in students' response to instruction. This fact continues to be the only logical empirical foundation for the construct of learning disability. I describe a theoretical model of instructional tolerance that indicates why standardized protocol RTI strategies, specifically, cannot be achieved at desirable scale without incurring enormous costs.

Achievement↗
PubMed1999

Generating novel ideas: fluency performance in high-functioning and learning disabled individuals with autism.

Tasks of fluency tap the ability to generate multiple responses spontaneously following a single cue or instruction. The present study compared the fluency performance of subjects with autism and clinical control subjects at two different levels of ability (high-functioning subjects with a verbal IQ of 76 or greater, and globally learning disabled subjects with a verbal IQ of 74 or below). A battery of tasks was employed to assess subjects' word fluency (for letters and semantic categories), ideational fluency (for uses of objects and interpretations of meaningless line drawings), and design fluency (for abstract meaningless designs). Subjects with autism showed reduced fluency for both the word and ideational fluency tasks, generating significantly fewer responses than the clinical control subjects. Results were particularly striking for the ideational fluency tasks. On these tasks, autistic subjects produced very low response totals, with the performance of the high-functioning subjects with autism equivalent to that of the learning disabled subjects with autism and significantly inferior to that of the learning disabled control individuals. In contrast, the results of the design fluency paradigm paint a different picture. This paradigm revealed no significant difference in the quantity of designs generated by the subjects with autism and the control subjects but a clear qualitative difference, with the autistic group producing significantly higher rates of disallowed and perseverative responses. Whilst the results of the word and ideational fluency tasks are suggested to support the hypothesis that individuals with autism are impaired in the generation of novel responses and behaviour, the results of the design fluency task are equally consistent with an impairment in the regulation of behaviour through inhibition and/or monitoring. The implications of these findings for the study of executive function abilities in autism are discussed.

Adolescent↗