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PubMed1994

Congruence of behavioral symptomatology in children with ADD/H, ADD/WO, and learning disabilities.

Although evidence generally supports the behavioral differentiation of attention deficit disorder with hyperactivity (ADD/H) and attention deficit disorder without hyperactivity (ADD/WO), a growing body of literature suggests that children with learning disabilities (LD) share behavioral symptomatology with children diagnosed as having ADD/WO. The present study examined this issue by comparing parent and teacher behavioral ratings among groups of children diagnosed as having ADD/H, ADD/WO, and LD on symptoms of impulsivity, inattention, and social withdrawal. The subjects were 77 outpatients in a diagnostic and referral-service clinic who were divided into three groups. Group 1 included children with a primary diagnosis of ADD/H (n = 35), Group 2 included children with a primary diagnosis of ADD/WO (n = 25), and Group 3 included children with a primary diagnosis of learning disabilities (n = 17). The results indicated that parents and teachers view children with ADD/H as more disruptive than children with ADD/WO or LD. Children with ADD/WO or LD were described as more underactive and shy and as daydreaming more often than children with ADD/H. Teachers rated children with ADD/WO and LD as being similar to each other on symptoms of withdrawal and impulsivity, but both parents and teachers endorsed different symptoms of inattention for children with ADD/WO or LD. Issues related to comorbidity and differentiation of behavioral symptomatology are discussed.

Adolescent↗
PubMedDate not supplied

All preregistration students should develop skills in learning disabilities.

In the light of ongoing service developments and government legislation it is important that preregistration nurses from all branches have the opportunity to develop their confidence and skills in the care of people who have learning disabilities. This article outlines the development of strategies employed by one institute of higher education in order to reflect the principles of "Valuing People" from a health perspective in non-learning disability nursing programmes. The particular challenges that have been encountered in the implementation of these strategies over the last 3 years are discussed, as are issues faced in the evaluation of the effectiveness of such strategies.

Clinical Competence↗
PubMed1994

Schoolwork, homework, life's work: the experience of students with and without learning disabilities.

Elementary school students were interviewed about schoolwork, homework, and personal learning projects (e.g., learning about astronomy). Four groups of students were distinguished. Those in the first group experienced school knowledge as an integral part of life and inseparable from their personal projects; students in the second group saw such knowledge as necessary for preparing for life, but as less engaging than their personal projects. For those in the third group, schoolwork was an imposition, contrasting sharply with satisfying personal learning projects. Those in the fourth group lacked absorbing personal learning projects and found schoolwork to be an imposition. Students with learning disabilities (more than students without) fell into the last category. Fostering more favorable motivation and voice (ability to articulate purposes and critique schooling) in such students might involve changing their views of school knowledge, helping them find personal identity-building learning projects, and reducing the dichotomy between schoolwork and personal projects.

Child↗
PubMed1997

A comparison of the effects of four therapy procedures on concentration and responsiveness in people with profound learning disabilities.

This paper is an investigation into the efficacy of four therapeutic treatment procedures increasingly used with people with profound learning disabilities: snoezelen, hand massage/aromatherapy, relaxation, and active therapy (a bouncy castle). In particular, the effects of these procedures on concentration and responsiveness were examined. Eight subjects with profound learning disabilities took part in the study and each subject received each of the treatments. To assess the effects of the treatments, simple concentration tasks were administered and the subjects' responsiveness to each treatment was rated by independent observers. The results suggest that both snoezelen and relaxation had a positive effect on concentration and seemed to be the most enjoyable therapies for clients, whereas hand massage/aromatherapy and active therapy had no or even negative effects on concentration and appeared less enjoyable.

Activities of Daily Living↗
PubMed1994

The effects of educational placement and grade level on the self-perceptions of low achievers and students with learning disabilities.

Previous studies have yielded mixed findings as to the effect of learning disabilities (LD) on self-perception. We proposed that perceived competence in children who experience learning difficulties is affected both by age trends in self-appraisal processes and by the degree to which students' salient reference group is composed primarily of similar or more competent others. Measures of perceived competence (Harter, 1982) and perceived achievement were administered to 222 Israeli students (127 boys, 95 girls) in Grades 3, 5, and 7. The sample comprised 68 children with LD attending special schools, 68 children with LD attending special classes in regular schools, and 86 nonidentified low achievers in regular classes. As expected, perceived competence was similar and high in all groups at Grade 3, but was higher among the special school group than among the special class and low achieving groups at Grade 5. The benefits of special schools were less clear at Grade 7. Implications for research methodology and educational practice are discussed.

Adolescent↗
PubMedDate not supplied

Teaching expressive writing to students with learning disabilities: research-based applications and examples.

This article presents research-based examples of effective instructional approaches for improving the quality of the content of stories and essays written by students with learning disabilities. We also describe recent research on handwriting and spelling (transcription skills) and show how instruction in these areas affects overall writing quality. Examples of instructional approaches that improve writing quality are taken from experimental studies included in a recent meta-analysis by Gersten and Baker (2001) conducted on writing intervention research. A common goal in these studies was to teach students with learning disabilities how to organize writing tasks, generate ideas about the writing topics, and produce final written products that were coherent and organized. In this article, our goal is to illustrate how findings from these studies can be implemented in both general and special education settings.

Child↗
PubMed1989

A review of the evidence for a learning-disabled, hearing-impaired sub-group.

Hearing-impaired students are known to encounter significant difficulty achieving appreciable levels of academic achievement. Recently, many professionals have advanced the concept that some hearing-impaired students' lag in achievement may owe to learning disabilities in addition to hearing impairment. Definitional differences, survey data and studies are discussed in an exploration of whether or not a discernible hearing-impaired-learning-disabled sub-group exists.

Achievement↗
PubMed1999

[Neurophysiological correlates of learning disabilities in Japan].

In the present study, we developed a new event-related potentials (ERPs) stimulator system applicable to simultaneous audio visual stimuli, and tested it clinically on healthy adults and patients with learning disabilities (LD), using Japanese language task stimuli: hiragana letters, kanji letters, and kanji letters with spoken words. (1) The origins of the P300 component were identified in these tasks. The sources in the former two tasks were located in different areas. In the simultaneous task stimuli, a combination of the two P300 sources was observed with dominance in the left posterior inferior temporal area. (2) In patients with learning disabilities, those with reading and writing disability showed low amplitudes in the left hemisphere in response to visual language task stimuli with kanji and hiragana letters, in contrast to healthy children and LD patients with arithmetic disability. (3) To evaluate the effect of methylphenidate (10 mg) on ADD, paired-associate ERPs were recorded. Methylphenidate increased the amplitude of P300.

Acoustic Stimulation↗
PubMed1992

Learning disabilities in children with borderline personality disorder.

Children with borderline personality disorder are known to have a variety of school problems, including low achievement. Clinicians working with these youngsters have estimated that one third or more may be learning disabled; however, no empirical studies have confirmed these estimates. The author reports the results of a study of 56 hospitalized borderline children in which score profiles from academic and cognitive measures were cluster analyzed. She examines the incidence of independent learning disabilities as well as subgroup membership, and discusses implications for treatment.

Achievement↗
PubMed2003

Behavioural and emotional characteristics in children with Sotos syndrome and learning disabilities.

In contrast to physical characteristics, the developmental and behavioural characteristics of children with Sotos syndrome are not well documented. Data from a survey of 27 children (17 males and 10 females; mean age 10 years 7 months; range 6 to 15 years) with mild and moderate learning disabilities were obtained concerning school placement, social networks, adaptive competence, and behavioural problems and compared with a control group matched for cognitive level and age. Ten children attended a mainstream school (with remedial assistance), eight were placed in a school for children with learning disabilities, nine children attended other special schools. Social contact problems and anxious behaviour were reported as the most prominent characteristics of children with Sotos syndrome. Some implications for psychological counselling and educational support are discussed.

Achievement↗
PubMed1994

Principal identifying features of the syndrome of nonverbal learning disabilities in children.

The identifying features of the syndrome of nonverbal learning disabilities (NLD) were examined with a view to determining their relative discriminant validity. A stepwise linear discriminant function analysis of children with NLD (n = 29), children with reading and spelling disabilities (Group R-S; n = 27), and a group of nonclinical children (NC; n = 27) on 15 neuropsychological variables yielded a subset of scores on four tests (Target Test; Trail Making Test, Part B; Tactual Performance Test; and Grooved Pegboard Test) that accurately (> 95%) discriminated the NLD group from the R-S and NC subjects. Of the neuropsychological features of NLD described by Rourke (1987, 1988b, 1989), deficits in visual-perceptual-organizational psychomotor coordination and complex tactile-perceptual skills appeared to be most representative (in the sense of most discriminative) of the NDL syndrome in the children examined. These are also the dimensions that are considered to be "primary" in the NLD model (Rourke, 1989). Replication of these results, employing children with other clinical disorders, is necessary.

Child↗
PubMed1986

Yale Children's Inventory (YCI): an instrument to assess children with attentional deficits and learning disabilities. I. Scale development and psychometric properties.

The Yale Children's Inventory (YCI), a parent-based rating scale, and the scales derived from it have been developed to identify and measure multiple dimensions of learning disabilities with particular emphasis on attentional deficits. Scale construction was based on factor-analytic procedures. Measures of internal consistency, test-retest reliability, and coefficients of congruence support the reliability and stability of the 11 scales. A discriminant function classified normal and learning-disabled children with a relatively high rate of accuracy. The relationship and content of the three relevant YCI scales were compared to the DSM-III diagnostic categories for ADD. As operationalized, DSM-III criteria for hyperactivity formed a cohesive factor, while criteria for attention and impulsivity were not distinguishable from each other since they loaded together on a single factor. In contrast, the equivalent YCI scales for attention, impulsivity, and hyperactivity were found to be distinct.

Adolescent↗
PubMed1993

A neuropsychological approach to the Bannatyne recategorization of the Wechsler Intelligence Scales in adults with learning disabilities.

An investigation was conducted of the diagnostic ability of the Bannatyne recategorization of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) into spatial, verbal-conceptual, and sequential components for adults with learning disabilities. A comparison among neuropsychological, intelligence, and achievement test data was made to evaluate the applicability of this recategorization. The Luria-Nebraska Neuropsychological Battery (LNNB), the WAIS-R, and the Wide Range Achievement Test-Revised (WRAT-R) were administered to 103 adult subjects with learning disabilities. The LNNB scales were cluster analyzed, and cluster membership was cross-tabulated against WAIS-R, WRAT-R, and demographic data. The major findings were that (a) the mean scores fit the Bannatyne pattern in two of the four clusters; and (b) the Bannatyne pattern was found in only about 20% of the total sample. It was concluded that identification of the Bannatyne pattern is of diagnostic utility, but its absence is inconclusive.

Adult↗
PubMed1995

Attachment and learning disability: a theoretical review informing three clinical interventions.

Attachment theory makes sense of two phenomena observed in some people with learning disabilities: it provides a reason for their limited exploration of the world, and it explains discontinuities in the pattern and intensity of their expressions of anger. Applying this framework to three enmeshed relationships occurring between an adult with learning disabilities and a member of care staff achieved at least partial resolution of their problems. Attachment theory's critics have set a number of challenges for its proponents, including emphasizing an interactional rather than a unidirectional approach to relationships; prioritizing social context; and understanding the attachment dynamic dimensionally rather than as a set of categories. The latter issue is pertinent for residential services: facilitating secure attachment relationships for distressed clients may be difficult for professionals, but partial assuagement of their attachment needs is a realistic clinical goal.

Adult↗
PubMedDate not supplied

Transcultural therapy. 2: Mental health and learning disabilities.

The first article in this two-part series (Vol 7(15): 901-6) examined the issues surrounding healthcare provision in the context of the UK as a multicultural society in relation to mental health and learning disabilities. This second article considers the development of psychotherapy, theory and skills of working in terms of its impact and influence upon the education and practice of community mental health nurses and community nurses in learning disability within the UK. The major schools of influence in psychology will be examined in relation to their limitations for practice with clients from various cultures. In addition, three multicultural models of counselling which address cultural diversity will be appraised. Finally, the need for educational systems and service providers to foster and develop positive cultural attitudes among nurse practitioners will be emphasized. Both individual practitioners and employment organizations will need to be much more responsive and committed to developing multicultural services as we approach the millennium.

Community Health Nursing↗
PubMed1997

Behaviour problems associated with lack of speech in people with learning disabilities.

It has been observed in a population of people with learning disabilities that people with good understanding but no speech have significantly more behaviour problems than those with good speech. This observation was confirmed by testing a data set of 3662 people. The purpose of the study was to stress the importance of teaching communication techniques as early as possible in order to pre-empt behaviour problems.

Humans↗
PubMed1996

Use of assisted reading to increase correct reading rates and decrease error rates of students with learning disabilities.

The effects of assisted reading on 3 elementary students with learning disabilities were evaluated using a multiple baseline design. Data were collected from the students' oral reading from their basal texts. The results indicated an increase in number of words read correctly as well as a decrease in the number of words read incorrectly when assisted reading was used in the classroom.

Behavior Therapy↗
PubMed1999

Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities.

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students experience in test situations. In this study, we used a randomized pretest-posttest control group design to examine the effectiveness of a cognitive-behavioral treatment for reducing test anxiety and improving academic self-esteem in a cohort (N = 27) of high school and college students with learning disabilities (LD). All of the students participated voluntarily. They were enrolled in classes for students with learning problems. Before the study began, they complained of test anxiety and showed an elevated score on the Test Anxiety Inventory (TAI). Eleven students (85%) completed the 8-week long treatment, which consisted of progressive muscle relaxation, guided imagery, self-instruction training, as well as training in study and test-taking skills. Results showed significant improvement in the treated group which was not evident in an untreated control group (N = 16). Compared to the control group, the treated group showed significant reductions in test anxiety on the TAI, as well as improvement in study skills and academic self-esteem as measured by the Survey of Study Habits and Attitudes, and the school scale of the Coopersmith Self-Esteem Inventory. These results extend the generality of similar studies on reducing test anxiety and improving academic self-esteem in younger students. They also suggest that relief from test anxiety can be expected fairly quickly when cognitive-behavioral methods are used. Additional implications and methodological limitations of the study are discussed.

Achievement↗