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PubMed1989

A study of children with learning disabilities and sensorimotor problems or let's not throw the baby out with the bathwater.

The 1986 position statement by the Board of Trustees fo the Council for Learning Disabilities called for a moratorium on the measurement and training of perceptual and perceptual-motor function as a part of services for children with learning disabilities (LD). Estimates in the literature, however, indicate that approximately 13% of children with LD exhibit motor deficits. Such children with motor or perceptual-motor problems are of ten referred to occupational therapy and found to have sensory integrative (SI) dysfunction; subsequently, they are treated with techniques aimed at remediating perceptual or sensorimotor dysfunction. Because the results of research concerned with the efficacy fo sensorimotor therapy are inconclusive and incomplete at this time, the position statement may be premature. Occupational therapists, however, must be aware of the statement and respond appropriately. In order to respond, they must have a better understanding of the nature of this subgroup of children with LD who have motor problems. the purpose fo this study was to assist in the definition of this population. Eighty children with LD between 5 years and 8 years 11 months were examined. They had been referred for occupational therapy at six centres in Southern Ontario. Results indicated that these children were similar to other children with LD in terms of gender and IQ distribution, developmental history, and academic achievement. The study population, however, tended to have less generalized emotional/behavioral disorder than the general population with LD. As expected, these children also had major deficits in gross and fine motor performance. A focus of the paper is on the importance of sensorimotor deficit for learning and self-concept in the child. Implications for both the position statement and practice and research in occupational therapy are discussed.

Journal Article↗
PubMedDate not supplied

Behaviour problems in children with learning disabilities: to what extent do they exist and are they a problem?

The parents of 68 young children with learning disabilities were interviewed to assess the number and type of behaviour problems that their child exhibited. Parents' perceptions of their ability to cope with the behaviours were sought. The average number of behaviour problems was 7.4 per child, with poor concentration and sleep problems occurring most frequently. Fifty-seven per cent of parents who reported that their child hurt themself felt unable to cope with those behaviours. Scores of parents' perceived coping skills and malaise were associated with the number of behaviour problems. Parents who reported that their child hurt themself, hurt others or had a sleep problem were likely to have a higher malaise score.

Adaptation, Psychological↗
PubMed1984

Overt and covert verbalization in normal and learning disabled children's problem solving.

The problem-solving ability of 18 learning-disabled high school students was increased by instructions to verbalize overtly, but not by instructions to verbalize their actions covertly. This suggests that Vygotsky's 1962 "internalization-of-speech" perspective may be as useful in understanding the limitations of disabled learners as it has been in understanding the limitations of young learners.

Adolescent↗
PubMed1990

Can learning disabilities be determined from working memory performance?

This study assumes that children of various academic abilities may be characterized by different patterns of memory function. To test this assumption, subgroups of children were identified through a hierarchical cluster analysis based upon a test battery of sentence span, preload, and concurrent memory demand tasks. One subtype presented a profile of children with learning disabilities showing severe memory performance deficits, while another subgroup yielded high memory and high academic performance. Four additional subtypes had variations in memory performance, which in turn reflected variations in external criteria related to reading, mathematics, and spelling performance. For each subtype, performance strengths and weaknesses were characterized within Baddeley's (1986) working memory model. The study provides partial validation for the classification of children with learning disabilities on psychometric measures according to patterns of memory performance.

Achievement↗
PubMedDate not supplied

Arithmetic education and learning disabilities in Italy.

In the first part of this article, we briefly present the context of mathematics education in Italy and its specific programs, teaching and assessment methods, use of psychological concepts, and policies in favor of pupils with difficulties. We illustrate the importance and the role of mathematics teachers' associations. In the second part, we focus more directly on the issue of arithmetic learning and learning disabilities in Italy. Despite the absence of a specific strong tradition in the field, new perspectives regarding mathematics education are evident in Italy. The preparation of new assessment tools has proceeded together with an effort toward the identification of subtypes of arithmetic learning disabilities. A basic distinction has been made between difficulties in number processing/calculation and problem-solving tasks. Within the area of calculation, a finer distinction between numerical knowledge, speed, and accuracy seems critical, but a more articulated differentiation of subcomponents relying on modern cognitive-neuropsychological models can be used also.

Child↗
PubMedDate not supplied

The differential effects of two systematic reading comprehension approaches with students with learning disabilities.

This study compared two highly dissimilar approaches for teaching students to determine character motive when reading three types of narrative text. The three text types used were textually explicit, textually implicit, and scriptually implicit. The two approaches were an explicit rule-based instruction approach and a basal-reader activity-based approach. Forty students with learning disabilities were randomly assigned to either the explicit rule-based or the basal-reader activity-based instructional group. Daily instructional sessions lasted 45 minutes and were conducted for 2 weeks. The groups were evaluated on four comprehension measures: (a) daily retells of stories, (b) unit tests, (c) a transfer measure, and (d) a maintenance measure. The results suggest that rule-based instruction is superior to an activity-based approach when teaching students with learning disabilities to determine character motives irrespective of text type on short-term measures. However, there were no significant differences between the two instructional groups on the maintenance and transfer tests.

Child↗
PubMedDate not supplied

NCAA college freshmen academic requirements: academic standards or unfair roadblocks for students with learning disabilities?

The National Collegiate Athletic Association (NCAA) has implemented sweeping legislation for all high school students who desire to participate in Division I or II freshman college athletics. Cutoff scores have been set by the NCAA in two areas: grade-point average (GPA) in "core" high school courses, and college-bound tests. High schools must obtain approval from the NCAA Initial-Eligibility Clearinghouse when determining core courses. Unfortunately, minimal attention has been given in the professional learning disability literature to the implications of the NCAA's policies, especially with regard to federal antidiscrimination legislation. Issues are raised regarding (a) the use of test score cutoffs, (b) a minimum GPA for core courses, (c) the responsibility of high schools, and (d) the lack of alternative eligibility procedures for accessing the essential elements of the NCAA's program. Options for consideration are provided in the context of meeting the needs of students with learning disabilities.

Achievement↗
PubMed1993

A cost function analysis of residential services for adults with a learning disability.

Successive UK governments have pursued a policy of community care for people with learning disabilities which, in the past ten years, has led to a marked change in the nature of residential provision. Research evidence on the costs and quality of alternative forms of community provision is inconclusive and contradictory. It is therefore timely to consider whether or not community residential facilities have delivered the expected quality of service at appropriate cost. The paper presents the results of a cost function analysis of a random stratified sample of staffed community facilities in England excluding London. Both costs and quality of care were found to vary greatly amongst community residential facilities. The most important factors explaining differences in cost were case-mix factors relating to client age, dependency and length of stay. Facility characteristics such as the type of building, the internal layout and the structural quality were not significant. Quality of service measures such as the extent to which care-regimes were client orientated and made use of local community services were positively and significantly associated with costs. Type of provider had no impact on costs independent of differences in case-mix and quality of care with the exception of the private for profit sector which appeared less expensive than other agencies. The shortcomings of the methods and implications of these findings for policy makers are discussed.

Activities of Daily Living↗
PubMed2006

Learning disabilities in juvenile offenders.

The article briefly reviews the literature on the association between learning disabilities and conduct problems across correctional communities and clinical settings. It first reviews the literature on the prevalence of learning deficiencies among criminal offenders. It then discusses a number of relevant points from studies of the association between low academic achievement and conduct problems in nonincarcerated population samples. Third, it discusses studies of postrelease academic profiles of juvenile offenders. The article closes with a comment on possible future directions of the research linking reduced levels of academic achievement and delinquency.

Adolescent↗
PubMed2004

Glutaric aciduria type I associated with learning disability.

The authors report a 7-year-8-months-old boy with glutaric aciduria type I who had associated dyslexia, dysgraphia and dyscalculia. The diagnosis of glutaric aciduria type I was confirmed on the basis of characteristic neuroimaging and biochemical findings. Axial T1-weighted magnetic resonance imaging scan of the brain showed fronto-temporal atrophy, open opercula and bat-wing dilatation of the sylvian fissures. Axial T[2]-weighted and FLAIR imaging showed hyperintense signal abnormality in both putamen and in the fronto-parietal deep white matter. Urinary aminoacidogram by thin layer chromatography revealed a generalized aminoaciduria. Urinary organic acid analysis by gas chromatography- mass spectroscopy revealed a marked excretion of glutaric acid. Psychoeducational testing was used to diagnose the learning disability. We postulate that the accumulation of glutaric acid and other metabolites was responsible for the child developing the associated learning disability.

Brain↗
PubMed1997

Differences in depression and self-esteem reported by learning disabled and behavior disordered middle school students.

Although generalizations from research are helpful in guiding problem identification and interventions in a school setting, characteristics of specific groups must not be overlooked if all students are to be served effectively. Differences in the areas of self-reported self-esteem and depression are frequently pertinent to decisions and recommendations educational professionals are called on to make. The current study examined differences in the level of self-reported self-esteem and depression between learning disabled and behavior disordered middle school students. Sixty-one participants completed the Coopersmith Self-Esteem Inventory (CSEI) and the Children's Depression Inventory (CDI). Similarities and differences between learning disabled and behavior disordered students were identified.

Adolescent↗
PubMed1985

Development of learning-disabled and normally achieving children's causal attributions.

The causal attributions of learning-disabled (LD) and normally achieving (NA) children in grades 3 through 8 were compared. Attributions were measured by two scales that asked children to attribute hypothetical academic failure situations to factors that were either within (e.g., insufficient effort) or beyond (e.g., insufficient ability, blaming others) their control. Consistent with a learned helplessness hypothesis. LD girls, regardless of age, were more likely than NA children to attribute their failures to factors beyond their control. In contrast, LD boys' explanations for their failures paralleled those of NA children. That is, with increasing age the LD boys were more likely to attribute their failures to insufficient effort. Explanations and implications of sex differences in developmental patterns of LD children's causal attributions are discussed.

Achievement↗
PubMed1990

Story grammar and comprehension and production of narrative prose by students with learning disabilities.

This study investigated both quantitative and qualitative differences between subjects with and without learning disabilities (LD) across three grade levels on two tasks requiring active processing of story grammar. There was no evidence, for either task, of developmental differences in relation to either story comprehension or production. However, there were significant differences between students with LD and normally achieving students in the amount as well as the type of information included in the retellings and written stories. The results provide support for the hypothesis that students with LD have acquired a rudimentary but not fully developed schema for narrative prose.

Achievement↗
PubMed1993

More and better services for people with learning disabilities.

A prevalence study of disability, use of and need for services was undertaken to estimate the need for NHS and other forms of residential, day and respite care for people with severe learning disabilities. Subjects aged 20 or more were drawn from the Leicestershire Learning Disabilities Register (n = 1887). Information was collected by interview with a professional career. The age-specific prevalence was 2.9 per 1000 and the response rate was 88 per cent. A disability rating predicted consultant opinion on need for NHS residential care with a sensitivity and specificity of 82 per cent. Predictive disability factors included problems with behaviour, toileting, speech, epilepsy, postural deformity and use of a wheelchair. Planning targets per 100,000 population aged 20 or more were estimated as follows: NHS residential care--47 places; other residential care--103 places; respite care--36 people; day care--224 places. The need for residential care and medical support remains eminently predictable within the new philosophical framework of provision. Since 1971 the need for NHS residential places has decreased but remains important for people with high dependence. Day care targets have increased and diversified.

Activities of Daily Living↗
PubMed2004

Making sense in a fragmentary world: communication in people with autism and learning disability.

The communicative capabilities of people with autism are impaired and limited in significant ways. The problems are characterized by a lack of intentionality and symbol formation, which indicates that the deviant development of communication in autism is associated with a specific cognitive style. The central coherence theory can offer insight into the specific communication problems of people with autism, since a weaker drive for central coherence leads to problems in sense-making and, consequently, in communication. In the case of the comorbidity of autism and learning disability, the communication problems are aggravated. The crucial point is the determination of the level of sense-making, taking this comorbidity into account. Assessment and intervention have to be tuned to individual needs, in order to increase the communicative competence of people with autism and learning disability.

Autistic Disorder↗
PubMed1990

Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students.

Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study 1 in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group.

Achievement↗
PubMedDate not supplied

Two decades of research on learning disabilities in India.

This paper describes a range of research studies relating to learning disabilities in India during the last two decades. Attention is called to the existence of many different languages within India. Standardized and teacher-made tools have been developed for assessment and remediation purposes. The paper ends by making some suggestions for further research.

Child↗
PubMed1989

A validity study of the Stanford-Binet: Fourth Edition with students with learning disabilities.

This study compared the performance of 18 elementary-age students with learning disabilities on the Stanford-Binet Intelligence Scale: Fourth Edition and the Kaufman Assessment Battery for Children. Correlations (corrected for restriction of range) between the two instruments were strong, r = .74, p less than .001 for Test Composite/Mental Processing Composite and r = .85, p less than .001 for Test Composite/Achievement.

Child↗