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PubMed1989

Reading comprehension in adolescents with learning disabilities: semantic and syntactic effects.

Ninety-two adolescents with learning disabilities were randomly assigned to four groups to determine the effects of semantic and syntactic complexity on the reading comprehension of content area prose. One group served as a control and read a social studies passage without change. The three treatment groups read passages with syntactic and/or semantic modifications. Comprehension was significantly better for those groups reading passages with combined semantic and syntactic modifications and syntactic modifications alone, when compared to the control group. Semantic modifications alone did not significantly improve comprehension.

Adolescent↗
PubMed1990

Learning disabilities in children: significance of low-level lead-exposure and confounding factors.

The hypothesis that low-level lead absorption is a risk factor for learning disabilities in school children was examined in the municipality of Aarhus, Denmark. During 1982-1983, a total of 1,302 children in the first grade (54% of the eligible population) delivered shed deciduous teeth. The lead concentration in the circumpulpal dentin was used as an indicator of the cumulated lead absorption, and 200 cases (high-lead) and controls (low-lead) were selected, and matched for socioeconomic group and gender. The parents were interviewed regarding the child's development and past medical history. Possible confounders were identified and controlled for in a logistic multivariate model. The influence of lead absorption became statistically significant only after exclusion of the children with proven medical risk factors, thereby the adjusted odds ratio in the weighted analysis was changed from 2.2 to 4.3. Thus, in a Scandinavian low-level lead-polluted area, lead absorption appears to be a risk factor for learning disabilities.

Child↗
PubMedDate not supplied

Depression among students with learning disabilities: assessing the risk.

Researchers have found that students with learning disabilities (LD) obtain statistically higher scores on measures of depression than their peers without LD. However, what is not known is whether students with LD display greater levels of clinical depression than their peers without LD. If they do, then special education services should address this area of concern. If they do not, then the current mental health system may be adequate to treat children and adolescents with depression regardless of whether they have concomitant LD. The purpose of this study was to meta-analyze the data-based literature and quantify mean differences in depression measure scores and levels of clinical depression between students with and without LD.

Adolescent↗
PubMed1996

The health needs of adults with learning disabilities and the Health of the Nation strategy.

Studies of mortality and morbidity relating to people with learning disabilities are reviewed within the context of the five Health of the Nation Key Areas. It is concluded that the Key Areas have become increasingly relevant as a result of increased longevity and changing lifestyles. For example, both cardiovascular disease and cancers appear to be more common than before, and a high proportion of people with learning disabilities carry one or more risk factors associated with morbidity and mortality from these causes. However, there are a range of other health needs in this population which should not be overlooked by an undue focus on the five Key Areas, and these are also discussed. The efficacy of programmes seeking to limit the risk factors of obesity and poor fitness are reviewed. There is a need for further evaluation of such programmes, particularly in community settings. The literature relating to primary health care services suggests that professional training and access to services need to be improved for this group, in order to address health needs both within and without the Health of the Nation priorities.

Aging↗
PubMed2003

A community-based assessment of learning disabilities using environmental and contextual risk factors.

Childhood placement in learning disability (LD) programs in the USA has tripled over the last few decades to 6% of all children enrolled in the public schools today. The revision of educational laws to improve LD testing and reporting guidelines has been credited for these trends. However, some researchers also believe that the increase in LD incidence may be due, in part, to chronic low level exposure to toxicants such as lead, heavy metals, solvents and others chemicals in the physical environment. This study employs the use of geo-statistical methods to explore the potential linkages between these pollution sources and the prevalence rates of LD within an urbanized environment, in the USA. The role of contextual factors such as housing quality, poverty, low parental educational achievement, and other disadvantages are also examined. Using primary data on childhood disabilities for 1997, the LD cases were queried and analyzed to identify the spatial clusters within the community. The neighborhoods within the LD clusters were then compared to other areas in the community on the basis of the environmental and contextual risk factors. The results confirmed that areas of high risk for LD were strongly associated with historically significant sources of lead toxicity and air pollution facilities. Among the socio-economic indicators, the high-risk neighborhoods were characterized by multiple/subdivided housing units, poverty, higher percentage of residents on public assistance and lower adult educational attainment. Taken together, these results suggest the need for a more inclusive multi-disciplinary research on LD that extends beyond the classroom context to the neighborhoods and communities in which these children reside.

Adolescent↗
PubMedDate not supplied

Learning disability subtypes in children with neurofibromatosis.

A high incidence of learning disabilities (LD) has been reported in children with neurofibromatosis Type 1 (NF-1), and many children affected with this disease are thought to have a form of LD that is characterized by selective visuospatial and motor deficits. However, the evidence is subject to sampling biases and is limited by the clinical-inferential methods used to classify children into LD subtypes. In the present study, objective statistical methods were used to categorize LD in 105 children with NF-1 between the ages of 6 and 18 years. A cluster analysis of achievement test scores yielded 10 groups; 6 of which met our criterion for academic deficiency. An analysis of neuropsychological data for 72 children with academic deficiencies with complete neuropsychological data yielded three groups: a neuropsychologically normal group (n = 28), a group with general academic deficiencies (n = 34), and a group with visuospatial-construction deficiencies (n = 10). The low incidence of visuospatial-constructional deficits and the absence of cases involving pure linguistic deficits is notable.

Achievement↗
PubMedDate not supplied

Time-of-day and attentional-order influences on dichotic processing of digits in learning disabled and normal achieving children.

A heterogeneous group of 26 learning disabled (LD) and 30 normal achieving (NA) children, responded to a dichotic listening task using digits in morning and afternoon settings. Attentional order (i.e., right ear first versus left ear first) interacted with (1) Time-of-Day and (2) Group and Ear Attended. The first interaction revealed, as predicted, higher morning performance for subjects directed to attend right first. Subjects directed left first showed higher afternoon performance. These results are consistent with enhanced left hemisphere involvement after left hemisphere priming in the morning, and after right hemisphere priming in the afternoon. The second interaction indicated the LD had more difficulty than controls switching attention to the right ear when instructed to attend left first. The LD may activate the right hemisphere (via left hemispace attending) and have difficulty with subsequent right hemisphere inhibition, or left hemisphere activation, when shifting to right ear attending. Nonparametric tests revealed a greater incidence of lateralized responders in the morning for normal achievers attending left first. Findings are seen to augment previous research.

Activity Cycles↗
PubMedDate not supplied

Preventing rape and sexual assault of people with learning disabilities.

This article will explore the increased prevalence of rape and sexual assault among people with a learning disability and identify factors that exist which increase this client group's vulnerability to becoming a victim of sexual abuse. There is significant under-reporting of such incidents and very few cases end up in prosecution. Within the nursing profession, there is much more that can be done to help decrease the level of vulnerability of people with a learning disability and to work with other agencies to advocate for legal justice and therapeutic redress for individuals.

Adolescent↗
PubMed1984

Comprehension of nonverbal communication: a reexamination of the social competencies of learning-disabled children.

This study was designed to determine whether learning-disabled (LD) children differed from nondisabled (NLD) children in their ability to comprehend nonverbal communication when potential attentional differences between the groups were controlled. In addition, the relationship between nonverbal comprehension and social competence was assessed. Thirty LD and 30 NLD boys between 9 and 12 years of age were administered a short form of the Profile of Nonverbal Sensitivity (PONS) to assess nonverbal comprehension; social competence measures included teachers' ratings of aggressive and withdrawn behaviors using the Behavior Problem Checklist, and "blind" judges' ratings of performance on a role-play of friendship-making skills. Under attention-incentive conditions, no performance differences between LD and NLD children were found on the PONS; however, LD children were judged to be more withdrawn and less socially skilled. While PONS scores were not related to other social competence measures, they were associated with academic achievement and IQ. Results emphasize the importance of considering the presence of attentional problems in LD children that may interfere with an accurate assessment of their skills.

Achievement↗
PubMed1996

A behavioural approach to the treatment of non-retentive encopresis in adults with learning disabilities.

Problems such as encopresis are perceived as "normal' for some populations. For example, within the field of learning disability, little serious study has been devoted to either prevalence or aetiology of encopresis. Treatment issues have been obscured by problems of definition and aetiology. Treatment reports are rare despite the apparent magnitude of the problem, and involve a disproportionate number of cases with a mild intellectual disability or secondary encopresis. The following report describes a reinforcement-based treatment programme for primary, non-retentive encopresis in five young adult men with mainly more severe learning disabilities. Major soiling accidents were eliminated in four out of five cases and substantially reduced in the fifth. Treatment times were long. Issues relating to the use of aversive techniques are discussed, as are the limitations of the present study.

Adolescent↗
PubMed1990

An approach to assessing and facilitating causal language in adults with learning disabilities based on Piagetian theory.

Salient characteristics associated with Piagetian cognitive stages served as the basis for developing a linguistic taxonomy of causal semantic relations. Causal statements from adults with learning disabilities and normally achieving adults were analyzed and organized within this taxonomy. A relationship between Piagetian cognitive stages and verbal expressions of causality was identified. Based on this relationship, principles of Piagetian cognitive theory were used to design assessment and intervention plans for adults with learning disabilities.

Adolescent↗
PubMed2003

Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: is something rotten in the state of New Zealand?.

New Zealand data from the International Adult Literacy Survey were analysed to examine the incidence and correlates of self-reported specific reading learning disability (SRLD). The results showed that 7.7% of New Zealand adults reported having had a learning disability. The ratio of males to females with SRLD was 3:2. Between 40% and 50% of New Zealand adults performed below the minimum level of proficiency required for meeting the complex demands of everyday life in knowledge-based societies. For adults with SRLD, around 80% performed below the minimum level, and the literacy proficiency of adults with SRLD in younger age bands appears to have declined since the early 1960s. Almost 100% of adults with SRLD in the 16-20 years age range performed below the minimum level for document and quantitative literacy and 92% for prose literacy. Compared to non-SRLD adults, those with SRLD were found to leave school earlier, engage more often in manual occupations, are more frequently unemployed, and rely on more state assistance to bring their income levels closer to the levels enjoyed by non-SRLD adults. The results are discussed in terms of SRLD not being officially recognised or provided for in New Zealand, the lack of appropriate remedial provisions for children who experience difficulties with reading, and the effects of a strong whole language orientated approach to literacy instruction in schools that has been in place since 1963.

Adolescent↗
PubMed2006

Caring for children with learning disabilities who present problem behaviours: a maternal perspective.

The theoretical cognitive model of stress and coping provides a structure to obtain and analyse maternal perceptions of caring for children with learning disabilities who present severe problem behaviours. The Family Fund database identified 18 families who met the sample criteria of children aged five years to 15 years with severe to moderate learning disability presenting severe problem behaviour. Physical aggression was reported to be the primary behavioural problem for 13 of the children. Interviews undertaken with the main carer of the child at their home were taped and transcribed. The data were analysed using grounded theory techniques which identified 'secondary stressors' for the parent. These were social isolation, conflict, limitation of lifestyle and self-blame. It is proposed that the amalgamated impact of these can weaken parents' coping resources and, therefore, may prove to be as significant to the negative association with maternal wellbeing as the problem behaviour.

Adaptation, Psychological↗
PubMedDate not supplied

Piagetian cognitive functioning in students with learning disabilities.

This study investigated the cognitive abilities as measured by the Inventory of Piaget's Developmental Tasks (IPDT) (Furth, 1970) of male and female fourth and fifth graders with learning disabilities. In addition, their cognitive abilities were compared to their reading and mathematics achievement, as measured by the Peabody Individual Achievement Test (PIAT) (Dunn & Markwardt, 1970). A two-way analysis of covariance revealed a significant mean difference in cognitive ability between students with learning disabilities and nondisabled students. No significant differences existed in performance between males and females. Multiple regression showed that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability.

Achievement↗
PubMedDate not supplied

Correlates of postsecondary employment outcomes for young adults with learning disabilities.

The purpose of this study is twofold: (a) to examine the efficiency of a set of selected variables for predicting postsecondary employment success for young adults classified as learning disabled in high school and (b) to provide a portrayal of employment adjustment in the first years after exiting high school. Data on both employment stability and job status were gathered through telephone interviews. Of the 284 students with learning disabilities who exited the four participating high schools between 1986 and 1989, contact was made with 175 (62%). This sample was composed of 75% males, who ranged in age from 18 to 23 years. Statistical tests reveal that students (a) with high math ability, (b) who were employed during high school, and (c) whose parents actively participated in their education were more likely to experience employment success after high school. Overall, 86% of the sample was employed either full- or part-time, with the majority in entry-level, unskilled jobs. In terms of postsecondary education, 26% completed at least one semester of college or technical school, though at the time of follow-up only 13% were enrolled in school.

Adolescent↗
PubMedDate not supplied

Competencies of postsecondary education personnel serving students with learning disabilities.

This paper presents the results of a survey designed to identify the needed competencies of both administrative and direct service personnel in directing and implementing postsecondary support programs for students with learning disabilities. Data were collected from a national sample of 299 practitioners. In addition to information about respondent characteristics, results include ratings for all items on the survey. Competency areas perceived as most desired by learning specialists were assessment skills, cognitive interventions, and instructional skills, while administrative personnel rated management/leadership skills as most desired. Implications for professional development activities are addressed. The need for strengthening linkages between secondary and postsecondary personnel to foster effective transition planning for students with learning disabilities is also explored.

Administrative Personnel↗
PubMed1996

The elderly with a learning disability (mental retardation): an overview.

This article is a review of the literature on the elderly with a learning disability, focusing on demographic data, functional abilities, mental health, physical health, and service use. This particular population is increasing and will have high health and social care needs. They share with their non-learning-disabled peers the problems of aging, namely the age-related infirmities of dementia, sensory impairment, urinary incontinence, and poor mobility. They develop psychiatric disorders that remain unrecognized and untreated. Some are cared for by aging parents who also may be frail with serious health problems. Further research is required on the quality of life, successful indicators of aging, and guidance on the type of service that will meet the needs of this group.

Activities of Daily Living↗
PubMedDate not supplied

Mediators of the risk for problem behavior in children with language learning disabilities.

A developmental-organizational perspective was employed to explore underlying risk for problem behavior in children with language learning disabilities. The independent and relative influences of social discourse and social skills on problem behavior were examined in 50 children with language learning disabilities (LLD) and 50 control children (children without LLD) aged 8 to 12 years. Hierarchical regression analyses revealed that when examined independently, both impaired social discourse skill and poor social skills accounted for the negative effect of LLD status on children's problem behavior. When social discourse and social skills were examined simultaneously in relation to problem behavior, social discourse no longer retained its predictive value. This result suggests that children's impaired social interactional functioning is central to the development of behavioral symptomatology. However, the importance of social discourse cannot be overlooked, given the significant correlation between social discourse and social skills ratings. Though these results are correlational in nature, it is argued that the impaired communicative competence of some children with LLD may contribute to poor social skills that ultimately manifest themselves as more clinical problem behaviors characterized by internalizing and externalizing symptomatology. Finally, differences were confirmed in social discourse performance, social skills, and problem behaviors between the children with LLD and the control group children. Findings emphasize the importance of the routine assessment and monitoring of broader social discourse skills, in addition to social competence, in children with LLD.

Child↗