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PubMed1999

[Learning disabilities; toward adequate treatment and education].

The medical staff can serve learning disabled (LD) children by ruling out progressive and regressive diseases, and by treating concurrent disorders, such as attention deficit hyperactivity disorders (ADHD). Teachers and even some medical members in Japan have confused ADHD with LD. Although looking similar, these two disorders are completely different. We should further clarify the brain dysfunction in LD children, thereby contributing to remedial education.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Support for carers of people with learning disabilities.

The current rhetoric associated with the provision of community care might lead some to conclude that services for people with a learning disability and their families has improved significantly. However, a recent interview with a mother who has a young son with a profound learning disability and associated behavioural problems, questions such assumptions.

Caregivers↗
PubMed1995

Staffing and staff performance in services for people with severe or profound learning disability and serious challenging behaviour.

Eighteen people with severe or profound learning disability and very serious challenging behaviour were tracked for four and a half years. Thirteen subjects moved to staffed houses in the community. A multiple time-series design and direct observation were used to evaluate whether there was any change in staffing and staff contact. The houses had higher staff ratios and proportionately even higher levels of assistance and other contact with clients, who showed significant improvement in engagement in meaningful activity without overall increase in major problem behaviour.

Adolescent↗
PubMed1996

The effects of computer-assisted versus teacher-directed instruction on the multiplication performance of elementary students with learning disabilities.

The acquisition of multiplication facts by 4 elementary students with learning disabilities was compared under two instructional delivery formats-teacher directed and computer assisted. The two interventions were compared in terms of opportunities to respond and success rate. All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher success rate than did the software program. Implications of teacher-directed and computer-assisted instruction are discussed in terms of efficacy and feasibility.

Achievement↗
PubMed1985

Comparison of arithmetic measures with learning disabled students.

Four measures of arithmetic skills were evaluated for 69 learning disabled students (58 boys, 11 girls; 6 to 14 yr. old). These measures were the arithmetic subtests of the Wide Range Achievement Test and Peabody Individual Achievement test, the Key Math, and teachers' ratings. Partial correlations were high, indicating substantial content validity. Mean grade placement scores were generally equivalent for Key Math and teachers' ratings. The Peabody Individual Achievement Test produced significantly higher while the Wide Range Achievement Test resulted in significantly lower grade-placement scores than the other two measures.

Achievement↗
PubMed1990

Personality dimensions in two types of learning-disabled children: a Rorschach study.

Children referred for psychoeducational assessment of learning disabilities (LDs) commonly receive the Rorschach test. yet little is known about the impact of LD on Rorschach response patterns. This study investigated Rorschach response patterns in two groups of 9- to 12-year-old children (n = 41) classified by their respective intellectual abilities. Another group of 9- to 12-year-olds (n = 143) served as a nonclinical comparison group. Rorschach variables indicative of personality dimensions failed to discriminate between the two LD groups. Compared to the nonclinical group, the LD group exhibited several Rorschach characteristics--including problems in perceptual accuracy, inefficient visual scanning and problem-solving strategies, and avoidance of affect-laden stimuli--having implications for successful socioemotional adaptation. Suggestions for further research are discussed.

Adaptation, Psychological↗
PubMed1990

The social status of children with learning disabilities: a reexamination.

Although the low social status of children with learning disabilities (LD) has been well documented, little is known about the specific types of peer status problems that characterize these children. The present study utilized current sociometric procedures in order to clarify the nature of social status difficulties encountered by children with LD. Consistent with previous studies, results revealed that children with LD obtain significantly lower sociometric scores relative to their nondisabled peers. Moreover, children with LD were found to be disproportionately overrepresented in the rejected and neglected sociometric groups, and underrepresented in the popular and average groups. Over half of the total LD sample was classified into one of the low status categories, with approximately equal numbers in the rejected and neglected groups. Implications of these findings and suggestions for future research are discussed.

Child↗
PubMed2001

A comparison of WAIS-R profiles in adults with high-functioning autism or differing subtypes of learning disability.

To examine cognitive differences among adults with differing developmental disorders, a comparison of Wechsler Adult Intelligence Scale-Revisedprofiles was made with samples of 35 individuals with high-functioning autism (HFA) and 102 individuals with adult learning disability (LD). All participants had Verbal andPerformance IQ scores of 70 or higher. The LD group was divided into 3 subtypes based on relative achievement levels in mechanical reading and arithmetic. The group with HFA had a profile characterized by a high score on Block Design with a low Comprehension score. The HFA group most resembled the LD subtype that had superior achievement in reading relative to arithmetic, with the exception of their poor performance on measures of social perception and judgment. Results are discussed in terms of the substantial differences in cognitive structure between these 2 neurodevelopmental disorders and are considered in the context of the learning deficits reported for Asperger 's Disorder and nonverbal learning disability.

Achievement↗
PubMed1980

Optometric vision therapy -- results of a demonstration project with a learning disabled population.

Thirty-six children attending a private school for learning disabled children were diagnosed as having visual and/or perceptual disorders. The experimental group received individual programming in visual and perceptual development at their appropriate developmental levels. The control group received instruction in physical education, art or music classes. Both groups received individualized reading assistance. Statistical analysis of the two year demonstration project, which included nine months of actual training, indicated that the experimental group made significant gains in reading as compared to the control group. The improvement in basic instructional level of The Informal Reading Inventory (Temple University), and the Word Reading and Paragraph Meaning subtests of the Stanford Achievement Tests, and the actual classroom reading levels were all statistically significant. The Informal Word Recognition Inventory (Daniels) and the Spelling subtest of the Stanford Achievement Tests showed a definite trend approaching statistical significance.

Child↗
PubMedDate not supplied

The effect of traumatic brain injury on children with learning disability.

The psychometric performance of 10 children with a history of learning disability (LD) who subsequently experienced a moderate to severe traumatic brain injury (TBI) was evaluated. Compared to premorbid data, children with LD experienced, after TBI, a statistically significant decline on a measure of psychometric intelligence, whereas their performance on measures of academic achievement remained stable. On specific neuropsychological measures, children with LD and TBI did not differ significantly post-injury from matched controls who also had TBI but no prior history of LD. It is concluded that moderate to severe TBI can cause significant additional cognitive impairment in children with LD, and that periodic modifications in the academic curriculum of these children are often needed after injury. Comparison of premorbid and postmorbid psychometric test data is crucial in this respect.

Achievement↗
PubMed1977

Dichotic listening performance in learning-disabled children.

A dichotic listening test was administered to 114 learning-disabled children aged 6 to 10 years and the ratio of correct right ear responses to correct left ear responses was computed. Three subgroups were formed: those with a low right-left ear ratio, those with an average ratio, and those with a high ratio. The groups were given a battery of sensory integrative, postural-ocular, auditory-language, and academic tests. Mean scores were computed for each group. All three groups were considerably lower in their overall accuracy of response to the dichotic listening test than was a normative sample. The groups with low right-left ear ratios were less likely to have a somatosensory disorder than the other two groups, but they were more apt to have a language problem. There was a much larger percentage of children with very high right-left ratios (right ear very "superior" to left ear) than would be expected in a random population.

Child↗
PubMedDate not supplied

Employment self-disclosure of postsecondary graduates with learning disabilities: rates and rationales.

One hundred thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine if they had self-disclosed their LD to their current employer and to provide the reasons for choosing to self-disclose or not to self-disclose. Based on a response rate of 67.4% (n = 89), the results indicated that 86.5% of the respondents were employed full time. Although nearly 90% of the respondents stated that their LD affected their work in some way, only 30.3% self-disclosed to their employer. Of those who had not self-disclosed, the majority reported that there was no reason or need to self-disclose. However, 46.1% reported not self-disclosing due to fear of a potentially negative impact in the workplace or due to a concern for job security. Specific rationales for disclosure and information related to the use of self-reported accommodations and strategies are presented.

Adult↗
PubMed1991

Sensory integration and learning disabilities: Ayres' factor analyses reappraised.

Between 1965 and 1987 Ayres published eight papers that contain among them 10 multivariate analyses that bear upon her conception of sensory integration. These analyses purport to have identified factors that emerge from the scores of children with learning disabilities but not from the scores of academically nondisabled children. A reappraisal of these analyses in combination finds no support for this claim. As a consequence, these data provide no validity for either the diagnostic procedures or the remedial programs for children with learning disabilities that have been derived from this work.

Child↗
PubMed2005

Cognition in specific learning disability.

OBJECTIVE: To compare the cognition abilities of children with specific learning disability (SpLD) viz. dyslexia, dysgraphia and dyscalculia with those of non-impaired children. METHODS: The study group consisted of 95 newly diagnosed SpLD children (aged 9-14 years) and the control group consisted of 125 non-impaired children (aged 9-14 years). An academic achievement of two years below the actual grade placement on educational assessment with a Curriculum-Based test was considered diagnostic of SpLD. A battery of 13 cognition function tests based on Guilford's Structure of Intellect Model was administered individually on each child in four areas of information viz. figural, symbolic, semantic and behavioral. Mean scores +/- SD obtained in these four areas were calculated in both groups and compared using Independent Samples t-test. A P value < 0.05 was considered significant. RESULTS: Children with SpLD had significantly lower scores (mean +/- SD) in all four areas of information: maximally in the symbolic area (18.66 +/- 4.83 vs. 28.30 +/- 4.29, mean difference 9.64, P < 0.0001, df = 218, 95% CI 8.43-10.86), followed by semantic (18.72 +/- 5.07 vs 27.36 +/- 4.17, mean difference 8.64, P < 0.0001, df = 218, 95% CI 7.40-9.87), figural (17.10 +/- 5.24 vs 25.14 +/- 3.36, mean difference 8.04, P < 0.0001, df = 218, 95% CI 6.89-9.19), and behavioral (5.68 +/- 2.10 vs 7.54 +/- 1.46, mean difference 1.86, P < 0.0001, df = 218, 95% CI 1.39-2.33) areas. CONCLUSION: Cognition abilities are significantly impaired in children with SpLD.

Adolescent↗
PubMed1994

Neuropsychological characteristics of children with Tourette syndrome: evidence for a nonverbal learning disability?

In this study the neuropsychological characteristics of thirty-one 6 to 16-year-old children with Tourette Syndrome (TS) were compared to 20 normal siblings and 10 children with arithmetic disabilities (AD) who were comparable in age and socioeconomic status. Unlike the sibling group, neuropsychological profiles of the TS and AD groups were expected to reflect nonverbal learning disabilities (NLD). The three groups performed generally within the average range on academic and cognitive measures. Like the AD children, the TS group demonstrated poorer performance on written arithmetic tasks with comparatively better word reading and written word spelling. Unlike the AD group, who demonstrated generalized nonverbal deficiencies, children with TS demonstrated reduced performance on visual-motor and expressive language measures as well as measures of complex cognition. These results are suggestive of an "output" subtype of learning disability and support theories that implicate the mesocortical dopaminergic system in the pathophysiology of TS.

Adolescent↗
PubMed2005

Comparison of cognition abilities between groups of children with specific learning disability having average, bright normal and superior nonverbal intelligence.

BACKGROUND: Specific learning disabilities (SpLD) viz. dyslexia, dysgraphia and dyscalculia are an important cause of academic underachievement. AIMS: To assess whether cognition abilities vary in children with SpLD having different grades of nonverbal intelligence. SETTING: Government recognized clinic in a medical college. DESIGN: Cross-sectional study. SUBJECTS AND METHODS: Ninety-five children with SpLD (aged 9-14 years) were assessed. An academic achievement of two years below the actual grade placement on educational assessment with a Curriculum-Based test was considered diagnostic of SpLD. On basis of their nonverbal Intelligence Quotient (IQ) scores obtained on the Wechsler Intelligence Scale for Children test, the study children were divided into three groups: (i) average-nonverbal intelligence group (IQ 90-109), (ii) bright normal-nonverbal intelligence group (IQ 110-119), and (iii) superior-nonverbal intelligence group (IQ 120-129). A battery of 13 Cognition Function tests (CFTs) devised by Jnana Prabodhini's Institute of Psychology, Pune based on Guilford's Structure of Intellect Model was administered individually on each child in the four areas of information viz. figural, symbolic, semantic and behavioral. STATISTICAL ANALYSIS USED: The mean CFTs scores obtained in the four areas of information were calculated for each of the three groups and compared using one-way analysis of variance test. A P value < 0.05 was to be considered statistically significant. RESULTS: There were no statistically significant differences between their mean CFTs scores in any of the four areas of information. CONCLUSIONS: Cognition abilities are similar in children with SpLD having average, bright-normal and superior nonverbal intelligence.

Adolescent↗
PubMed1991

Learning disability in rural primary school children.

In rural primary school children observed for two years, 12.97 per cent of those having IQ greater than or equal to 90 were found to have poor achievement in arithmetic test and teacher's assessment. These learning disabled children had impaired perceptual maturity and conceptual grasp as observed on MISIC (Indian modification of WISC), Bender Gestalt test and Piaget's test. On WISC Bannatyne categories learning disabled children scored highest in verbal conceptualization (similarities, vocabulary, comprehension), followed by spatial (picture completion, object assembly, block design) and sequencing (arithmetic, digit span, coding) abilities. These children on Bender Gestalt test made more errors particularly distortions (distortion of parts, incorrect number of dots, shape of design lost etc). They also showed delayed development on Piagetian tasks class inclusion, conservation (for length, substance, liquid and number) ordinal relation and one to one correspondence. These observations indicate impaired perceptual maturity, conception and information processing deficit.

Achievement↗