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Urine fetishes are uncommon. A 30-year-old man with learning disabilities and a fetish for observing women urinate is described, and the possible dynamic aspects of his paraphilia are discussed.
This study examined whether adult speech production and oral reading were related independent of auditory short-term memory and vocabulary. Forty-four university students served as subjects for the study. They ranged in age from 17 to 28 years old; 26 were men and 18 were women; 11 were students with learning disabilities and 33 were students without disabilities. All subjects were tested individually on tasks requiring multisyllabic pseudoword repetition, oral reading, memory for digits, and vocabulary. In both groups--with and without learning disabilities--significant correlations were found between pseudoword repetition accuracy and reading, suggesting that poor readers also have more inaccurate speech production. The correlations remained significant after controlling for both memory and vocabulary. A scatter plot of the speech-reading relationship showed performance overlap between groups, as well as within-group heterogeneity. Significance of the findings is discussed, and issues for future research are identified.
With the current expansion and development of educational computing in public and private schools across the country, policy issues for computer integration can be extremely important for educators. In the present article, research on a 3-year computer integration program at a private school for students with learning disabilities is used to illustrate integration issues. Problems and limitations in the computer program, ranging from lack of direction, support, and leadership from the administration to the lack of funds for maintenance or development, are identified and discussed. Policies and implications for the future of educational computing for students with learning disabilities as well as for private schools are examined.
This article looks at the findings of a study on how primary health care teams saw the health care needs of people with learning disabilities and how those needs were being met. Among the issues discussed is the significance of relevant education in an interdisciplinary setting and the potential shift of some specialist community learning disability nurses to the primary health care team.
Eighteen people with learning disabilities who moved from hospital to community-based homes were compared with a matched group of 18 who did not. A week-long time budget diary was used to record each occasion that the person left their home, the people accompanying them on each trip, their mode of transport and their destination. The diary was completed before they left the hospital and was repeated at least 1 year later. There was a strong correlation between the number of trips made from hospital wards at baseline and the number made at follow-up in both groups. Moving from the hospital had no significant effect on the number of trips made, but it did change their nature. Movers made more trips to unsegregated facilities; they made fewer trips alone and more in groups which included both staff and residents.
People with a learning disability are increasingly using hydrotherapy for exercise, socialising, and the release of tension and energy. For those with a physical disability, it offers an opportunity for independent activity from which they may be precluded outside the hydrotherapy pool. The author discusses guidelines for staff involved in hydrotherapy sessions before examining in detail the benefits this form of treatment has to offer.
Like most health and social services, community learning disability teams are under increasing pressure to manage burgeoning caseloads without extra resources, both in terms of finances and staffing. This paper describes how one team set out to help practitioners manage their caseloads by developing tools to standardise workloads and prioritize referrals according to client need.
Health screening and education for people with learning disabilities is often given low priority by service providers, but the input of community nurses can make a great difference. Helen Cook charts the success of two teams.
Ciliary neurotrophic factor (CNTF) has been shown to have potent neurotrophic activity on peripheral and central neurons in vitro and in vivo. However, it remains to be determined whether or not CNTF rescues hippocampal CA1 neurons from lethal ischemia and prevents ischemia-induced learning disability. In the present in vivo study, we infused CNTF continuously for 7 days into the lateral ventricle of gerbil starting 2 h before 3-min forebrain ischemia. CNTF infusion prevented the occurrence of ischemia-induced learning disability in a dose-dependent manner as revealed by the step-down passive avoidance task. Subsequent light and electron microscopic examinations showed that pyramidal neurons in the CA1 region of the hippocampus as well as synapses within the strata moleculare, lacunosum/radiatum and oriens of the region were significantly more numerous in gerbils infused with CNTF than in those receiving vehicle infusion. These findings suggest that CNTF has a trophic effect on ischemic hippocampal neurons.
This article identifies the difficulties often associated with breaking bad news, from a nursing perspective. The additional considerations involved in breaking bad news to people with learning disabilities are identified, and a six-step protocol (Buckman, 1991) is introduced and explored in relation to this client group. Effective communication is seen to be crucial when working with people with a learning disability, and a system for accurate listening is offered (Conboy-Hill, 1992). Finally, recommendations for helping professionals to learn how to break bad news sensitively to this client group are suggested. They include multi-agency working, education and training opportunities, standard statements, resources, support and research initiatives.
Nursing models and theory can be of particular benefit during periods of significant social and professional change. The use of nursing models in learning disability nursing needs to be shown to have positive outcomes in practice. A literature search found little proof of the efficacy of nursing models in learning disability nursing. More nursing research is essential in this area of practice.
There should be a collaborative evaluation of a child with apparent learning disabilities. This article describes what the neurologist can expect from the other disciplines and how the services can be coordinated, using either the multidisciplinary services of a clinic or comprehensive assessment by a private practitioner.
The reliability of the Matching Familiar Figures Test with impulsive learning disabled boys was investigated. 20 children were tested in two sessions separated by a 2-mo. period. Significant correlations for response time and errors scores indicated a high level of stability over time. Educational implications were discussed.
Described a new approach in reaching clinical decisions with regard to learning disabled children. The method emphasizes a systematic deductive procedure and is presented in the form of a Key. The rationale for the diagnostic and remedial decisions reached at every node of the Key is explained and is supported by data derived from clinical and experimental studies in psychology and neurology.
The needs of people with learning disabilities who are bereaved have been acknowledged in the last decade. There is more understanding of ways to meet these needs. Carers need training and support when working with people who are dying or bereaved. This paper reviews the relevant literature, offers guidelines for practice and highlights areas for further development.
The understanding individuals have about their epilepsy may influence the success with which that individual copes with his/her epilepsy. This paper presents the first evaluation of a video-assisted brief educational package for adults with mild learning disabilities and epilepsy ("Epilepsy and You"; Paul, 1996 21). Utilizing a deferred entry to treatment design to evaluate intervention effects eighteen subjects participated in the study. Their knowledge about epilepsy before and after training was assessed using a checklist of knowledge and the Epilepsy Knowledge Questionnaire-Revised for use with people with learning disabilities. Results demonstrated significant gains in knowledge which were durable over a short follow-up period (1 month). "Epilepsy and You" was found to be suitable for use with a wide range of individuals and subjects' opinions demonstrated they enjoyed taking part. This study is a preliminary investigation from which other research can develop. Therefore, criticisms and suggestions for further research have been made.
The misinterpretation and overuse of significance testing in the social sciences has been widely criticized. This criticism is reviewed, along with several recommendations found in the literature, including the use of effect size measures to enhance the interpretation of significance testing. A review of typical effect size measures and their application is followed by an analysis of the extent to which effect size measures have been applied in three prominent journals on learning disabilities over a 10-year period. Specific recommendations are offered for using effect size measures to improve the quality of reporting on quantitative research in the field of learning disabilities.
The relationship between cognitive tempo and selective attention in 29 learning disabled children was investigated. The performance of the 9 reflective and the 9 impulsive children on selective-attention tasks was compared. An examination of t tests and correlations between variables for each task showed a relationship between cognitive tempo and selective attention. This relationship was stronger for central than for incidental recall.