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PubMed1998

Priorities for mental health and learning disability nurse education in the UK: a case study.

The closure of psychiatric and mental handicap hospitals, the emphasis on community rather than hospital care and the distinction between health and social care for people in the community, with its funding implications, have demanded that mental health and learning disability nurses face the challenges of developing new skills and new ways of working. In this paper the findings of a study funded by the English National Board for Nursing, Midwifery and Health Visiting (ENB) are reported. This study explored the impact of these reforms on nurses and their practice, and identified the educational needs of mental health and learning disability nurses that have changed as a result. The study took a multiple-case study approach and involved interviews with 22 'key informants' and 88 mental health and 59 learning disability stakeholders in six sites, three in each nursing specialty. Inductive analysis of the interview data revealed 20 categories which summarize the major issues facing the two nursing specialties. These categories are discussed under seven themes and issues for nurse education are raised.

Attitude of Health Personnel↗
PubMedDate not supplied

Advanced practice within learning disability nursing.

This article describes the application of advanced nursing practice within the field of learning disabilities. It discusses the difference between advanced practice and specialist practice and proposes that managers' perceptions of the role of advanced nurse practitioners (ANPs) within the management of developing services will need to change if such practitioners are to be effective. Six defined areas are explored to show how advanced nursing practice within learning disabilities may be developed to allow ANPs to assert their rightful position and influence.

Humans↗
PubMedDate not supplied

Sexual health for people with learning disabilities.

This article is based on work into the sexual health needs of people with learning disabilities, carried out by a working group of the RCN Family Planning Forum. Literature searches were conducted, and local initiatives, specialist services and information sources for training and education for clients and staff were identified. The authors' aim in this article is to increase awareness among those involved in the care of people with learning disabilities and those providing family planning and sexual health services, so that these services are appropriate, accessible and sensitive to the needs of this vulnerable client group.

Family Planning Services↗
PubMed1993

Interrogative suggestibility, confabulation, and acquiescence in people with mild learning disabilities (mental handicap): implications for reliability during police interrogations.

In order to assess a criminal suspect's ability to make a reliable statement, performance on three measures--interrogative suggestibility, confabulation and acquiescence--may be used. This paper presents preliminary data on these measures for people with mild learning disabilities (Full Scale IQ [FSIQ]: 57-75). It was found that they were more suggestible than their average ability counterparts (FSIQ: 83-111) because they were much more susceptible to 'leading questions'. They also confabulated more and were more acquiescent. Overall, the data emphasized their potential vulnerability to giving erroneous testimony during interrogations.

Adult↗
PubMed2001

Defining learning disability: what place does intelligence testing have now?

In summary, therefore, when we endeavour to make any statements on the presence and/or degree of learning disability in children, we need to consider carefully how we define our population. Intelligence testing, or some similar psychometric procedures should be available, but with two substantial caveats. First, the results of the tests must be taken in the context of the respective test situations, and any relevant wider child/environmental factors. In practice, where testing is carried out by a chartered psychologist according to standard protocols, these considerations are dealt with, and will be cited in the commentary on the test results. Second, intelligence testing, while helpful, is not sufficient of itself for definition. There must be evidence for early onset in the developmental period. Here, it is surprising in clinical practice how often the evidence is far from clear; population migration and resultant variations in practice and documentation are contributory factors here. However, all indications are that evidence of early onset may become even more important in the near future, in the face of these latter secular trends. In addition to intelligence testing, therefore, some measure of social functioning should be made, such as a Vineland assessment. It should be noted, however, that many of the same provisos that apply to intelligence testing apply here. While the combination of the two is quite robust, just as intelligence assessment alone is insufficient, the same applies to assessment of social functioning. Furthermore, the complexities of definition by service received, for example by school attended, must be considered carefully. To ignore a child's reception into special education is to miss important information, whether in terms of the preceding background factors or the resultant impact of experience at the school. But to identify or classify a child according to type of special education received, and to then go on to make prognostic statements on that basis, is far from satisfactory. Finally, there is a need to be clear about what is meant by defining learning disability. Social context and obstacles to integration may in a sense 'define' the individual's situation. But an operationalized definition of learning disabity, including the consideration of intelligence, remains vital.

Age Factors↗
PubMed1996

Stanford-Binet: Fourth Edition short forms with underachieving and learning disabled students.

55 students referred to a Child Development Center for academic underachievement and suspected learning disabilities were administered the Stanford-Binet Intelligence Scale: Fourth Edition, Pearson product-moment correlation coefficients of .98, .95, and .90 were obtained for the Test Composite with those for 6-, 4-, and 2-test Partial Composites derived from this administration, respectively. These values are compared with coefficients reported for other populations, and the suitability of the Stanford-Binet Partial Composites for screening underachievement and learning disabilities is discussed.

Adolescent↗
PubMed1991

Peer tutoring in arithmetic for children with learning disabilities.

This study explored the effects of peer tutoring on the acquisition of single-digit addition facts in primary-aged students with learning disabilities and their cross-age tutors, and it investigated the relative effectiveness of two tutoring procedures, as follows: a counting-on approach (Method A) and a rote-memorization approach (Method B). Method C, a no-treatment control condition was included. Results strongly support the use of peer tutoring for students with learning disabilities. No significant differences were found for tutors or between Method A and Method B tutees.

Child↗
PubMed1994

Targeted treatment for adjudicated youth with learning disabilities: effects on recidivism.

The effects of a criminal diversion project on recidivism rates are described for late-age adolescent defendants with learning disabilities. During the 24-month study period, 73 subjects who had completed the project's requirements and received targeted psychosocial, educational, and vocational treatments were compared with regard to criminal recidivism rates with 85 subjects who did not complete the project and a matched group of 34 untreated subjects. Based on official crime statistics, subjects who had completed the project were found to have a significantly lower recidivism rate (12%) relative to noncompleters (40%) and to subjects in the matched group (38%) (p < .001) over a follow-up period of, on average, 20 months. An analysis of differences between groups on a variety of demographic and criminal justice characteristics suggests that the groups were comparable with regard to the variables assessed. Potential mechanisms contributing to the favorable outcome are noted, as is the importance of targeting treatments so that they are skills oriented and combine the more general needs of delinquent youth with the particular needs of adolescents with learning disabilities.

Adolescent↗
PubMed1996

Life skills curricula for students with learning disabilities: a review of the literature.

This article presents a review of the current literature on life skills curricula and instruction as they relate to students with learning disabilities. The review of life skills literature is organized into two sections: intervention and follow-up, follow-along studies. Based on the available research, several suggestions for designing research programs that address life skills curricula and instruction for students with learning disabilities are outlined.

Education, Special↗
PubMed1996

Transition and students with learning disabilities: creating sound futures.

This article initiates a double issue that addresses a traditionally absent or rare piece in the system puzzle of preparing individuals with learning disabilities to meet the challenges of adulthood. Most professional efforts have focused on academic preparation for the 25 years or so that learning disabilities have been recognized. The rest of the person's adult adjustment (self-determination, life skills and community living, vocational preparation and employment, etc.) is presented within the framework of vertical and horizontal transitions, to organize the reader to consider all the options that youth must consider and prepare for. Individualized transition planning is discussed as a dynamic vehicle by which to empower students and families to utilize strengths, set and reach short-term and long-range goals, and include community variables in the process. Finally, an overview of the two issues describes their creation, their core common themes, and highlights of each article.

Adolescent↗
PubMed1983

Normal ABR's in children classified as learning disabled.

Some preliminary studies on children identified as having "minimal brain dysfunction" have suggested that auditory brainstem (ABR) latency measures may be useful in facilitating early identification of children with learning disabilities. However, the present investigation on 20 boys aged 9-14 yrs classified as learning disabled according to typical psychoeducational criteria used in the United States showed that no ABR latency measure to repetitive click stimuli could differentiate this group from age-matched normal controls. Furthermore, psychoeducational Battery was not related to ABR latency in these children.

Adolescent↗
PubMedDate not supplied

Escaping the cave to dream new dreams: a normative vision for learning disabilities.

This essay is predicated on two beliefs: (a) that special educators must critically examine the dominant view of reality undergirding the field of learning disabilities to see the false images built into it, and (b) we must seek a new, empowering vision of the purposes of education as we move into the twenty-first century. The purpose of the article is to analyze how the dominant image of reality in the field of learning disabilities is derived from the diagnostic model, and to propose an alternative, normative conception of education that emphasizes the importance of caring, social relatedness, and community participation.

Education, Special↗
PubMed1979

The adolescent with a learning disability: a developmental perspective.

The psychosocial difficulties that usually accompany learning disabilities are examined from a framework of developmental theory, particularly that of Erik Erikson. The implications of this perspective for treatment of adolescents with learning problems is discussed, and a specific program described.

Achievement↗
PubMed1978

Locus of control and generosity in learning disabled, normal achieving, and gifted children.

Locus of control and generosity were investigated in 3 groups of children varying in academic achievement, namely, the learning disabled, normal achieving, and gifted. 34 9- and 10-year-old males were administered in dividually the shortened Nowicki-Strickland Locus of Control Scale and a donation task. An analysis of covariance and subsequent t tests for adjusted means revealed significant differences between all the groups, with learning disabled the most, and gifted the least, externally oriented. In addition, generosity was found to correlate significantly with internal-external control. The implications for special education, and resulting research priorities, are discussed.

Age Factors↗
PubMed1993

Which motoric condition is most effective for teaching spelling to students with and without learning disabilities?

The purpose of this study was to determine the efficacy of three motoric conditions (writing, tracing, and computer keyboarding) on the spelling performance of 24 third- and fourth-grade students without learning disabilities (NLD) (15 males, 9 females) and 24 third- and fourth-grade students with learning disabilities (LD) (16 males, 8 females). This study applied empirically based procedures for teaching spelling, examined student performance over time, and incorporated student interviews concerning their preference for motoric condition. For number of words spelled and proportion of bi-grams (correct letter sequences) used correctly, significant differences were found between the LD and NLD groups, both at posttest and follow-up, with the NLD students learning to spell more words and apply more correct bi-grams than the students with LD. There was no significant effect for condition for either words spelled or bi-grams, indicating that students did not learn significantly more words in the writing, tracing, or computer condition. There was also a significant time effect indicating that the accuracy of both groups decreased over time from posttest to follow-up for both words and bi-grams. Interviews revealed that students in both groups preferred the computer condition; however, they believed that they learned best in the writing and tracing conditions.

Child↗
PubMed1989

Statement-Pie: a strategy to improve the paragraph writing skills of adolescents with learning disabilities.

This study investigated the effects of teaching a metacognitive text structure strategy upon the paragraph writing skills of eighth-grade students with learning disabilities. The technique, called Statement-Pie (Hanau, 1974), teaches students to understand the relationship of supporting details to a main idea. Four students were taught to use an outline as a paragraph planning guide, which they then used to convert information into written expository paragraphs. All subjects reached instructional outcome criterion on the writing of comparison/contrast and sequence paragraphs. One week after reaching mastery in the special education classroom, students generalized their paragraph writing skills to other teachers and to different classrooms. The results of this investigation indicate that when provided with direct, intensive instruction in a text structure strategy, adolescents with learning disabilities can improve their skills in paragraph writing.

Adolescent↗
PubMed1994

Visual recognition memory in specific learning-disabled children.

BACKGROUND: Reading depends on the efficient storage and retrieval of visual and verbal information. Some studies have shown deficits of specific learning-disabled children in the recall and recognition of visual stimuli. This deficit is usually interpreted to be secondary to a verbal labelling deficiency. In this experiment, we presented serial lists of complex geometric stimuli to a group of specific learning-disabled children (LD) and a non-disabled control group (NLD) at both the elementary and secondary school levels. We hypothesized that the NLD visual recognition performance would be superior to that of the LD group at the elementary school level, but not at the secondary school level. We further hypothesized that the difference was related to inefficient primary visual rehearsal strategies. METHODS: 20 elementary school children (11 LD and 9 NLD) and 31 secondary school children (15 LD and 16 NLD) were presented serial lists of four geometric figures. A probe was presented after a 1 second delay. The subjects pressed a key if the probe was in the list ("same" response) or another key if the probe was not in the list ("different" response). Type of response (correct or incorrect) and reaction time was measured at each serial position for "same" and "different" responses. RESULTS: At the elementary school level, there was a significant visual recognition memory advantage of the NLD group over the LD group (F(1,8) = 6.83, p = 0.018), but there was no significant difference between these groups at the secondary school level. There was no significant difference in the reaction time between the groups at either of the two levels. CONCLUSIONS: LD children have poorer visual recognition memory performance than NLD children for complex geometric patterns. Since there was no difference in reaction time between the two groups, attentional or encoding deficits can not adequately explain the recognition memory differences. The results can best be explained by inefficient visual rehearsal strategies with a small pool of visual items that are unfamiliar and difficult to code verbally. The serial recognition task can be used effectively by the optometrist to discriminate the performance of LD and NLD children.

Child↗
PubMed1978

Comparison of normal and learning disabled children on a nonverbal short-term memory serial position task.

A serial recall task was used to compare performance of 15 normal and 15 learning disabled elementary school children matched on CA, IQ, and sex with two and three dimensional representations of nonverbal eight-point shapes. Two a priori assumptions were not supported: (a) no differences in recall were found between groups and (b) no differences in recall were found for either group using two or three dimensional stimuli. Three dimensional stimuli did facilitate visual rehearsal at the primacy position for both groups. Learning disabled children's performance was consistent with the mediation deficiency hypothesis found with normal children.

Child↗