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Results for “Learning Disabilities”

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PubMed1986

Narrative discourse: spontaneously generated stories of learning-disabled and normally achieving students.

Spontaneously generated oral stories were obtained from 93 learning-disabled (LD) and normally achieving (NA) students, 14 to 16 each at 8:0-9:11, 10:0-11:11, and 12:0-13:11 age levels. The stories were analyzed using an adapted version of Stein and Glenn's (1979) story grammar. The results showed significant group and age differences. The stories told by the LD subjects contained fewer propositions and complete episodes and contained significantly fewer Minor Setting statements than those of their NA peers. Within an episode, the LD subjects were less likely to include Response, Attempt, and Plan statements than the NA counterparts. Group differences were also found in the area of interepisode relations. The major age-related findings were an increased occurrence of complete episodes and a greater frequency of embedded episodes as a function of increasing age. Findings are discussed with regard to the development of oral narration abilities. Explanations are offered to account for the storytelling deficits exhibited by the LD subjects.

Adolescent↗
PubMed2003

Learning disabilities, professionalism, and the practice of medical education.

The authors use the interface of learning disabilities (LDs) and medical education to explore several issues relevant to medical professionalism and the training of future physicians. First, they examine arguments given by Little (in the preceding article) that a successful suit for accommodations on a state bar exam is generalizable to LDs and medical education, and suggest ways in which this may not be true. They then explore two frameworks for understanding medical education: (1) as a process of academic achievement linked to degree attainment, and (2) as a process of professional acculturation linked to competencies. Within this dichotomy, they then explore (1) the legitimacy accorded to different types of accommodations, (2) differing meanings of a "level playing field," and (3) the legal standard of "otherwise able." They also examine the use of intermediaries (e.g., a reader) as a "leveling" strategy and how, in clinical settings, this might violate core standards of autonomous decision making. The authors investigate the nature of "technical standards" in training across medicine and nursing and find a number of differences, particularly in the intent and levels of detail of standards. Across these two domains, they observe a status hierarchy, medical hubris, and the emergence of a "right to fail" as one travels down that hierarchy. The authors also examine medicine as an undifferentiated degree and consider arguments that medical school course requirements should be unbundled. They close by insisting that medical schools have a social responsibility to shift their pedagogic gaze from identifying handicaps in individuals to understanding how the education of physicians can become, quite literally, "handicapping."

Clinical Competence↗
PubMed1996

Transition to living: the neglected component of transition programming for individuals with learning disabilities.

The purpose of this article is to document the need for assisting individuals with learning disabilities (LD) to transition to adult life, with particular emphasis on aspects of adult life other than employment and postsecondary education. The adult roles emphasized are maintaining a home, becoming appropriately involved in the community (including recreation and leisure activities), and experiencing satisfactory personal and social relationships. The first section of this article reviews the results of major studies on the adult adjustment of individuals with LD, and discusses these individuals' learning characteristics. The second component briefly highlights existing models of career education and life skills education. The third section focuses on current practices in programming for adolescents with LD; and the final section proposes steps that must be taken if we are to more effectively help these individuals in their transition to all aspects of adult life.

Adolescent↗
PubMed1982

Learning disability: an inability to sustain attention.

Administered a complex reaction time task to 47 learning-disabled and 41 control children, aged 8 to 10 1/2. The preparatory interval between a warning and act light was manipulated for length and regularity. Groups differed only as a function of number of trials. It appears that the inability to sustain attention over time, rather than momentary inattentiveness, distinguished the two groups.

Attention↗
PubMed1984

The selective attention of learning-disabled children: three studies.

Three studies were performed to assess the selective attention of learning-disabled (LD) children. In the first study, 10 LD and 16 non-LD children were given the Speeded Classification task. LD children sorted cards more slowly than non-LD children, and children in both groups had trouble ignoring irrelevant information. Non-LD children became more accurate across trials, while LD children did not. In the second study, one group of 13 LD children was taught to accompany their Speeded Classification sorting verbally in an attempt to improve their performance; the other group of LD children (n = 12) received no such instruction. The experimental group, however, showed poorer performance across trials compared with the control group. In the third study, the children from Experiments 1 and 2 were given the Central-Incidental Learning Task. Older children learned more central memory items than younger children and, LD children learned more incidentally than non-LD children.

Age Factors↗
PubMed1999

Narrative discourse productions in older language impaired learning disabled children: employing stricter reliability measures.

This study aimed to describe narrative discourse productions of older language impaired learning disabled (LILD) children, using stringent reliability measures. Coherence and cohesion were the measures of analysis employed. Content and clarity ratings provided a subjective analysis of narrative productions. Interrater and intrarater reliability measures were calculated and testing for stability of scores across three testing sessions were undertaken. The results indicated subtle differences in the coherence and cohesion of narrative productions in the LILD compared with controls. The findings of this study support past literature, which calls for greater research in this area using stricter reliability measures.

Adolescent↗
PubMed1981

Dance therapy: effects of motor performance of children with learning disabilities.

This investigation studied effects of dance therapy on motor performance of children who have learning disabilities. An experimental group of five subjects who received dance therapy was compared with a control group of five subjects who received their usual sensory integrative therapy. Pretests and posttests of motor performance were given before and after a four-week treatment period to assess changes. Results indicate improved motor performance for both the experimental and control groups, with slightly greater gains made by the experimental group. Results of the study indicate that dance therapy could serve as a form of vestibular stimulation comparable to the usual play activities in a sensory integrative therapy program.

Child↗
PubMed1992

Computerized cognitive training with learning disabled students: a pilot study.

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

Adolescent↗
PubMed1994

Elderly people with learning disabilities in hospital: a psychiatric study.

In a study of 124 hospital residents with a learning disability aged 60 years and over, DSM-III-R diagnostic criteria were used to determine the prevalence of dementia (12.9%), mood disorder (8.9%) and schizophrenia (6.5%). The figure for dementia confirms the prevalence given in previous studies, but the figures for mood disorder and schizophrenia are higher. It was found that mood disorder was commoner in the age group 60-69 years (P > 0.01) and dementia was commoner in the age group 70-79 years (P > 0.01). There were no significant differences in the prevalence of schizophrenia with age.

Aged↗
PubMed1995

Assessing health needs in people with severe learning disabilities: a qualitative approach.

The nursing assessment, and the contribution it makes to the identification of an individual's health needs, is often a complex and multidimensional process. This is always true when the individual concerned has a severe learning disability. The nurse should develop the assessment in partnership with individuals who may experience major communication difficulties, or have unappreciated levels of perceptual or cognitive dysfunction. They may also live with the ongoing possibility that their affective or behavioural responses may be misinterpreted as 'challenging behaviour'. This case study focuses upon one particular young man with a severe learning disability living in a community home. Drawing upon the principles of qualitative research methods, especially those of 'grounded theory', this study aims to demonstrate how these can be used to develop a uniquely person-centered assessment. A systematic process of observation, analysis and reflection produces a detailed picture of the individual and his or her particular health states. The strength of this approach is threefold. Firstly, the person is considered as an active participant and remains the central focus. Secondly, in contrast to many other forms of assessment, the person is viewed as dynamic with ever changing needs. Thirdly, the process of nursing judgement is made explicit and integrated into the assessment process.

Health Services Needs and Demand↗
PubMed1987

Research note: a learning disability index (LDI) derived from the WISC-R: age differences in referred children.

A learning disability index (LDI) based on a principal components analysis of the WISC-R normative data has been developed to depict verbal or nonverbal deficits on that test. This index was calculated for the individual test performance of a total of 1371 children referred to a school-board psychology service because of educational difficulties. These children, categorised by sex and age, returned mean scores on this index that were reliably different from the scores of the normative population only after the age of 8 years in the case of the boys, and 7 years in the girls. This cross-sectional age effect was confirmed by longitudinal data obtained from the test-retest scores of a subset of these children.

Adolescent↗
PubMed1986

Effects of gross motor training on attention-deficit behavior in one learning-disabled child.

The effects of gross motor training on attention-deficit behavior of one learning disabled boy were studied. An A-B-A-B reversal design was used with motor training administered during B phases and no motor training administered during A phases. At the end of each phase, data on motor coordination, self-concept, locus of control, and attention deficit were collected. Motor coordination, self-concept, locus of control, and teacher's ratings of attention-deficit behavior were more positive at the end of B phases than at the end of immediately previous A phases. Mother's ratings of attention-deficit were also more positive at the end of the first B phase than at the end of the first A phase but worsened from the end of the second A phase to the end of the second B phase.

Attention Deficit Disorder with Hyperactivity↗