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PubMed2005

Needs assessment in forensic learning disability.

This paper gives the results of a needs assessment of a group of learning-disabled forensic patients from two Strategic Health Authority areas in the north of England. The patients were found to be a heterogeneous group with wide-ranging psychiatric needs. The majority were cared for outside their geographical area of origin, either in specialist NHS facilities or the independent sector. Those with an additional diagnosis of mental illness were most likely to be detained in NHS facilities within the region: a diagnosis of personality disorder was associated with placement in either a high secure setting or the independent sector. Individuals with a clinical diagnosis of mental retardation were most likely to be detained in services provided by specialist learning disability/mental health trusts out of area. There was a small group of females who were all placed outside the region. Offending behaviour was most likely to consist of violence against the person, sexual offences and arson. The majority assessed were felt to have long term needs. The study raised important implications for future provision of forensic services in the area, particularly the need to offer services with treatment programmes tailored to the needs of the population under review.

Adolescent↗
PubMed1981

The relationship between learning disability, neurological impairment, and delinquency. Results of a follow-up study.

In a follow-up study of 203 adolescents and young adults who between the age of 8 and 12 had been referred to a neuropsychology clinic because of learning problems and of 52 control subjects, encounters with the police, offenses, and penalties were explored through a structured interview with the former clients and with their parents. Subgrouping of learning-disabled (LD) subjects into brain damage, suggested brain damage, and no evidence of brain damage in a neurological examination showed that no association between brain damage and delinquency can be demonstrated. The presence of learning disability (LD) generally did not confirm an increased likelihood of encounters with the police or a greater number of offenses although the LD group without neurological handicap did receive a slightly higher number of somewhat more severe penalties than then neurologically handicapped groups or the control group. The results of the study are at variance with the results of retrospective studies demonstrating a close association between LD and delinquency and with the association between LD and neurological disorder frequently assumed on the basis of psychological test indicators of neurological dysfunction. These discrepancies with previous studies are discussed in relation to the prospective/retrospective research design and to test vs. clinical indicators of neurological impairment.

Adolescent↗
PubMed1994

The effects of learning strategy instruction on the completion of job applications by students with learning disabilities.

The purpose of this study was to assess the effects of learning strategy instruction on the completion of job applications by students identified as learning disabled. Thirty-three students (average age 15 years 6 months) were randomly assigned by grade and gender to one of two experimental conditions: learning strategy instruction or traditional instruction. The result was 16 students (10 boys and 6 girls) being placed under the learning strategy instruction condition and 17 students (10 boys and 7 girls) being placed under the traditional instruction condition. Results indicated that in addition to statistically significant lower numbers of information omissions and information location errors, holistic ratings of the overall neatness of the job applications were significantly higher for those students under the learning strategy instruction condition. In addition to these positive changes in the performance measures, social validity data suggest that students under the learning strategy condition would be more likely to receive an invitation for a job interview. The findings and future research needs are discussed.

Adolescent↗
PubMed1991

Educational achievement in non-verbal children: are they learning disabled?

From a data-base of all nonspeaking children in North Dakota we analyzed the data on those children functioning above the retarded range to determine the prevalence of children meeting the main inclusion criteria for learning disabilities (LD), a severe discrepancy between IQ and achievement. The mean IQ for this group of 38 nonspeaking, nonretarded children of 104.0 was significantly higher than IQ equivalent scores in the academic subjects of reading (66.4), math (70.4), written language (65.2), and spelling (71.2). Using a stringent criterion for an IQ-achievement discrepancy of 2 standard deviations, 27 of 38 (71%) met this criterion in at least one subject. Academic subjects dependent upon higher linguistic functioning, written language and reading, were more affected than spelling and math. While the vast majority (73%) of these 38 children were deaf, the prevalence of IQ-achievement discrepancies was also found in 57% of the nonspeaking children without hearing impairments. These data suggest the common practice of excluding a diagnosis of a learning disability in a deaf child on the basis of the child's hearing impairment may not be appropriate. Further research is needed on the role of speech in academic achievement.

Achievement↗
PubMed2006

Challenging behaviour and learning disabilities: the relationship between expressed emotion and staff attributions.

OBJECTIVES: Expressed emotion (EE) and attributions towards challenging behaviour (CB) were explored amongst a group of staff working within a residential and day service placement for people with learning disabilities. DESIGN: Using a cross-sectional related-samples design, EE and attributions were measured amongst all staff working with one client with CB, and one client without CB. METHODS: Fifteen staff members completed the attributional questionnaire and the 5-minute speech sample (FMSS) to allow for EE ratings concerning staff relationships with two clients. One client exhibited CB, while the other did not, giving 2 samples. Attributional and EE ratings for each group were compared. This study did not employ vignette methodology. RESULTS: Staff working with a client with learning disabilities and CB attributed the CB as internal to the client and controllable by the client. Staff reported high levels of EE and made more critical comments towards the client with CB as compared with the client without CB. Furthermore, staff who reported high EE attributed CB as internal to the client and controllable by the client. CONCLUSIONS: Staff working with a client with challenging behaviour appeared to be making the 'fundamental attribution error'. The relationship between expressed emotion and attribution theory is discussed along with the methodological benefits of not relying on vignette methodology in research that examines challenging behaviour.

Adult↗
PubMed1985

The legal obligation to learning-disabled and handicapped allied health students.

Recent legislation and judicial decisions regarding the legal responsibilities of postsecondary institutions to handicapped and learning-disabled students is discussed. The relevance of these decisions to administrators of allied health programs in the selection and retention of students becomes apparent as one reviews the increased number of litigations in the past few years. In summary, administrators must make reasonable accommodations to "otherwise qualified" handicapped individuals. They need not, however, accept students that could not benefit from the principal education given or would not likely pass certification exams in their field of study.

Allied Health Personnel↗
PubMed1983

Manganese in infant formulas and learning disability.

The concentration of manganese in the hair of normal newborn infants was found to increase significantly from 0.19 micrograms/g at birth to 0.965 micrograms/g at 6 weeks of age and 0.685 micrograms/g at 4 months when they were fed infant formula. There was an insignificant increase to 0.330 micrograms/g at age 4 months in breast-fed infants. After this age there was a slow decline in hair manganese to 0.268 micrograms/g in normal children at age 8 years and 0.434 in learning disabled (hyperactive) children. This is the third study reporting elevated hair manganese in learning disabled children.

Breast Feeding↗
PubMedDate not supplied

Learning disabilities and social competence: a social ecological perspective.

To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3-6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.

Child↗
PubMed2002

Resilience elements in students with learning disabilities.

Seven elements of resilience are identified in college students who have learning disabilities. These elements become the bases for approaches to assisting children in constructing resilience when facing such difficulties.

Adaptation, Psychological↗
PubMedDate not supplied

Mathematics education and learning disabilities in Spain.

In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.

Child↗
PubMed1982

Screening for specific learning disabilities among dental students.

At a time when recognition of the needs of handicapped students is of great concern, many handicapped persons have not yet been identified. Even with the advent of legislation mandating educational equity for all handicapped students, those with specific learning disabilities (SLD) still remain unidentified or unserved by institutions of higher education. In 1979, New York University College of Dentistry instituted a classwide screening and testing program for SLD students. The program sought to identify accepted students "at risk" for SLD through the administration of a two-hour battery of tests designed by learning disabilities specialists. Follow-up in-depth evaluations yielded a 90 percent accuracy rate on correct identification of SLD students based on the screening results. This article presents specific test results, analyses of data, and comparison of self-report measures and suggests educational implications, including suggestions for program accommodations.

Adult↗
PubMed2006

Treating sexual offenders with learning disabilities in the community: a critical review.

This study offers a critical review of a treatment group for sexual offenders with learning disabilities. The participants were diverted from criminal proceedings due to their level of cognitive functioning and attended a 7-month treatment program comprising of four main components: sex education, cognitive distortions, offending cycle, and relapse prevention. A number of psychometric assessments were administered immediately before and after intervention. Although no significant differences were found in attitudes toward sexual offending following treatment, the trend was for improvements in sex knowledge and honesty of sexual interest. Improvements in socialization skills (leisure time and interpersonal skills) were significant. No further incidents of sexual offending have been reported during a 12-month follow-up. A number of explanations for the nonsignificant improvement in attitudes are considered and recommendations for future treatment evaluation studies are made. The development of specific questionnaires and treatment programs for sexual offenders with learning disabilities is discussed.

Adaptation, Psychological↗
PubMed2003

Staff reactions to self-injurious behaviours in learning disability services: attributions, emotional responses and helping.

OBJECTIVES: The aim of the study was to explore an amended version of Weiner's (e.g. Weiner, 1980) helping behaviour model potentially more specific to the context of care staff working with people with learning disabilities and challenging behaviours. DESIGN: Key elements of the helping model (causal attributions, affective responses, and helping behaviour) were assessed using self-report questionnaires. In contrast to previous research, helping behaviour was conceptualized as behaviour more or less likely to reinforce challenging behaviours rather than as willingness to expend extra effort in helping. Furthermore, dimensions of positive and negative affect associated with challenging behaviour were used. METHOD: A total of 123 care staff in adult services viewed one of two videos depicting a person with learning disabilities engaging in self-injurious behaviour. Information about the behaviour's function was manipulated in order to assess reinforcing staff helping responses. Staff completed self-report scales immediately after viewing the video material. RESULTS: There was very little evidence for the predicted associations between causal attributions and both positive and negative affect, and only one significant association between affect and reinforcing helping responses. Given this lack of association, we did not fully test Weiner's prediction that affect would mediate the impact of causal attributions on helping. CONCLUSIONS: We found no evidence that Weiner's helping model can be amended to account for staff working with challenging behaviour. Close examination of previous studies also reveals very few supportive data of Weiner's original formulation. Therefore, we discuss the potential utility of alternative models in addition to methodological and conceptual issues.

Adult↗
PubMed1997

Validity of the PAS-ADD for detecting psychiatric symptoms in adults with learning disability (mental retardation).

The Psychiatric Assessment Schedule for Adults with Developmental Disability (PAS-ADD) is a semi-structured interview for use with respondents who have learning disability and for key informants. This report investigates the ability of the instrument to detect symptoms that had been found to exist during routine clinical assessment of the patients. Field trials involved 95 referred patients with learning disability and a key informant for each sample member. Clinical opinions of the referring psychiatrists were sought using a symptom checklist. Referrer checklist symptoms and PAS-ADD data were both factor analysed. Validity testing involved (a) computation of correlations between PAS-ADD factors and checklist data and (b) comparison of PAS-ADD and referrers' diagnoses. Results indicated good validity for the PAS-ADD in relation to psychotic symptoms and depressive symptoms. Anxiety symptom identification was not well validated, probably due to small numbers. Expansive mood identified by the referrers was not detected by the PAS-ADD because there is currently no corresponding section in the interview. Where the PAS-ADD produced a diagnosis (in 58 members of the sample), 44 were in agreement with the referrer. Probability of diagnosis by PAS-ADD increased with the number of relevant active symptoms identified by the referrer. The PAS-ADD has been shown in a previous report to have the sensitivity to detect mental disorders not known to psychiatric services. For psychotic and depressive conditions, our results showed that symptom detection was in good agreement with the information provided by the referring psychiatrists on their patients. The PAS-ADD needs a section on hypomania and further investigation of its detection of anxiety disorders.

Adolescent↗
PubMed1995

[A specific disorder of Kanji writing observed in a learning-disabled child--cognitive-psychological and neuropsychological analysis].

We reported a learning-disabled child who demonstrated a specific disorder of Kanji writing. A right-handed 13-year-old boy had showed no abnormality in general intelligence (VIQ114 and PIQ 100 in WISC-R), but could write only 35% of Kanji, which he should have learned six years before. It was necessary to develop a new test battery to detect the symptom which had not been detected using current existing test batteries. In cognitive-psychology, this patient had a retrieval disorder of graphic forms of Kanji. In addition, he showed a disorder in reproduction of complex graphic forms which he was asked to remember. Therefore, it is likely that he had a disorder for both Kanji and complex graphic forms, which is similar to the syndrome of pure agraphia of Kanji in adults.

Adolescent↗
PubMed1977

Background Interference Procedure and discriminant function analysis in predicting clinically determined categories of learning disability.

There is a need to determine the extent to which the "Background Interference Procedure" as an adjunct to the Bender-Gestalt can account for criterion variance beyond that level predicted by an optimal battery. Discriminant functions empirically classified subjects into clinical categories of learning disability. A reduced battery of intellective and visual-motor predictors generated two significant functions, accounting for 91% of the variance. The first dimension reflected over-all intellectual functioning, the second, psychomotor skills. Empirical classification accurately categorized 71% of all subjects across five criterion groups. The functions efficiently separated the criteria, but the six Background Interference Procedure predictor variables did not improve prediction. Implications include using the Background Interference Procedure for early screening of learning disabilities and employing discriminant functions for data reduction and construct validation of teachers' and judges' ratings.

Affective Symptoms↗
PubMed1991

Enhancing the spelling performance of learning disabled students. Task variation does not increase the efficacy of directed rehearsal.

We investigated whether the efficacy of directed rehearsal could be enhanced by increasing a student's motivation through task variation. The efficacy of three conditions (directed rehearsal, directed rehearsal combined with task variation, and no-training control) on the spelling performance of four students with learning disabilities was compared in an alternating treatments design. Following each spelling error during the directed rehearsal condition, the teacher pronounced the word, the student pronounced the word, the teacher said aloud each letter of the word, and the student said aloud each letter of the word as he wrote the word correctly. This sequence was repeated five times. The same procedure was used during directed rehearsal plus task variation, except that previously learned words were alternately presented with new words. Results showed that although the two training conditions were more effective than no training, there was no difference between the two training procedures in terms of the cumulative number of words learned to criterion. This study showed that the addition of task variation to directed rehearsal does not increase the spelling proficiency of learning disabled students.

Adolescent↗