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PubMed1987

Concurrent validity of equilibrium tests in boys with learning disabilities with and without vestibular dysfunction.

Six equilibrium measures were administered to 50 boys with learning disabilities, 25 with and 25 without suspected vestibular system dysfunction. Pearson product moment correlations were computed between test scores for the total sample and for each subgroup to establish concurrent validity between tests. Four correlations for the total sample and three for each of the subgroups were statistically significant. However, only 3 of the 10 correlation coefficients mentioned were greater than r = 0.5. The relatively low magnitude of many of the correlations obtained demonstrates that different tests of equilibrium measure different balance-related competencies, and that competence in one area does not indicate competence in another. Therapists evaluating equilibrium should administer more than one test. The tilt test used in this investigation did not correlate significantly with any other test. This suggests that tilt tests should routinely be included in the evaluation of equilibrium.

Adolescent↗
PubMedDate not supplied

Psychological adjustment and family functioning of boys with learning disabilities.

This study examined parent reports of behavioral and family functioning for 59 boys with learning disabilities (LD) and 65 nondisabled boys (NLD) of ages 6 to 12 years. Parents completed the Child Behavior Checklist (CBCL) and the Family Adaptability and Cohesion Evaluation Scale (FACES III). Boys with LD were reported as having significantly more behavior problems of both the Internalizing and Externalizing types than NLD boys. Individual scales yielded group differences indicating higher scores (more problems) for the group with LD on the Hyperactive, Schizoid or Anxious, Depressed, and Obsessive Compulsive scales, but no differences on the Aggressive or Social Withdrawal scales. Furthermore, families of boys with LD tended to score more frequently in the extreme (disturbed) range of family functioning. However, boys of families in the extreme range did not have more behavior problems than the boys of other families. The findings suggest that a greater than average proportion of boys with LD are at risk for developing psychological adjustment problems.

Activities of Daily Living↗
PubMed2003

Age-related differences in learning disabled and skilled readers' working memory.

This study determines whether age-related deficits in learning disabled (LD) readers' working memory performance reflect delays in retrieval efficiency and/or storage capacity. The study compared LD and skilled readers' working memory performance (N=226) across four age groups (7, 10, 13, and 20) for phonological, visual-spatial, and semantic information under initial (non-cued), gain (cues that bring performance to an asymptotic level), and maintenance conditions (asymptotic conditions without cues). The important results were that LD readers' working memory performance was inferior to skilled readers on verbal and visual-spatial working memory tasks across all age groups and these differences increased on gain and maintenance conditions when compared to initial conditions. These reading group differences remained when age, reading, and mathematics were partialed from the analysis. The results support a general capacity explanation of reading group differences that is not totally dependent on reading skill. These differences in capacity reflect demands placed on both the accessing of new information and the maintenance of old information that extend beyond the phonological system.

Adolescent↗
PubMed2005

Specific learning disabilities in children: deficits and neuropsychological profile.

The public is gradually becoming aware of specific learning disabilities (SLDs), which are very often the cause of academic difficulties. The aim of the study was to assess the SLDs in the clinic population at the Child and Adolescent Psychiatry Clinic at the Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh using the National Institute of Mental Health and Neurosciences SLD index and subsequently to assess the children's neuropsychological functions using a battery of tests. Thirty-five children in the age range of 7-14 years (both boys and girls) were recruited as the cohort, diagnosed clinically and assessed using the battery of tests for SLDs and neuropsychological tests consisting of the PGIMER memory scale for children, the Wisconsin card sorting test, the Bender visuo-motor gestalt test and Malin's intelligence scale for Indian children. The study revealed deficits in language and writing skills and impairments in specific areas of memory, executive functions and perceptuo-motor tasks. Identification of SLDs is useful in drawing up a treatment plan specific for a particular child.

Adolescent↗
PubMed1990

Sustained and selective attention in children with learning disabilities.

Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibiting impulsive responding. Subjects with LD made more errors than controls on a selective attention task when letter distractors were adjacent to the target letter but not when they were distant, and more correct responses than controls when facilitating letters were adjacent to the target, suggesting that students with LD are less able to narrow the focus of their attention. Longer response times by students with LD indicate that they have slower information-processing skills than controls. Regrouping students according to teacher ratings for attention deficit-hyperactivity disorder (ADHD) yielded the customary impulsive response set on the CPT and more errors on the selective attention task, but no differences on response times for students with ADHD. LD students with ADHD made more errors than LD students without ADHD when letter distractors were adjacent to the target letter.

Adolescent↗
PubMedDate not supplied

Motor control alteration in posturography in learning-disabled children.

BACKGROUND: Some authors have mentioned that intersensory integration is damaged in children with learning disabilities (LDs), and other investigators point to motor control alterations in the same patients. Thus, we decided to study these hypotheses by means of posturographic recordings. METHODS: A highly selected group of 27 children with LDs was compared with 27 children of control group without LDs. Patients and controls were placed on the Equitest equipment platform. Sensory organization tests evaluated different test conditions that systematically vary visual, vestibular, and foot somatosensory cues available to subjects while they attempt to maintain a stable, quiet stance. Movement coordination test involved sudden posterior and anterior translations of the patient support surface. RESULTS: No significant correlations between scholastics and posturographic performance were observed. No difference in the six conditions and in sensory organization ratios or in visual preference between both groups was disclosed. Motor control test on children with LDs showed significant higher values in latencies in averages of large translations. CONCLUSIONS: Our data suggest that vestibular-visual-somatosensory organization for posture control are not abnormal in children with LDs; instead, motor controls show higher latencies with large translation movements, which suggest abnormal rate and timing precision motor coordination.

Child↗
PubMed1992

Maturation of the coherence of EEG activity in normal and learning-disabled children.

The age effect on coherence has been studied in control (98) and learning-disabled (LD, 54) school-aged children (from 6.0 to 16.8 years old). The EEG recordings were made at rest in 15 leads, and 105 pairwise combinations for coherence were calculated (each lead was compared with all the rest) for delta, theta, alpha, beta and total frequency bands. A significant increase of coherence with age was found in both groups, with a different pattern of maturation. In the control group, a significant increase with age was found in the coherences between posterior regions and vertex (Cz). A significant decrease with age in the coherence between frontal areas was observed, especially in the theta band. The LD group showed a different pattern: no significant relation with age was found in the coherence between any lead and vertex. A high effect of age on coherence between temporal regions was observed with a predominance of the left side in comparison with the contralateral and the ipsilateral. No decrease in frontal coherence was found: in the same region where the control group showed negative values with age, the LD groups had no age effect. The results obtained are discussed as differences in brain organization, in myelogenesis and synaptogenesis and an explanation of the etiology of LD is proposed.

Adolescent↗
PubMed1982

Learning disabilities theory and Soviet psychology: a comparison of basic assumptions.

Critics both within and outside the Learning Disabilities (LD) field have pointed to the weaknesses of LD theory. Beginning with the premise that a significant problem of LD theory has been its failure to explore fully its fundamental assumptions, this paper examines a number of these assumptions about individual and social development, cognition, and learning. These assumptions are compared with a contrasting body of premises found in Soviet psychology, particularly in the works of Vygotsky, Leontiev, and Luria. An examination of the basic assumptions of LD theory and Soviet psychology shows that a major difference lies in their respective nondialectical and dialectical interpretation of the relationship of social factors and cognition, learning, and neurological development.

Child↗
PubMed2001

Are people with learning disabilities able to contribute to focus groups on health promotion?

AIM: This paper shows the differences between the success of three focus groups in promoting group discussion on health promotion and also the detailed effects of individual members with speech and language difficulties in participating. BACKGROUND: Conducting focus groups with people with learning disabilities can promote their social inclusion. CONCLUSIONS: We conclude that focus groups are an effective method of conducting exploratory research with adults with learning disabilities in the community, however, ability to participate with other members may be a limiting factor. Furthermore, special arrangements may need to be made for groups to be successful, including the use of an interpreter. The preparation of the moderator is also an important factor in group success.

Adult↗
PubMed1993

Cross-validation of the discriminative effectiveness of the Luria-Nebraska Neuropsychological Battery for learning disabled adolescents.

This study was a cross-validation of the discriminative effectiveness and diagnostic accuracy of the Luria-Nebraska Neuropsychological Battery (LNNB). Subjects were a group of 31 LD adolescents and a matched group of 31 non-learning disabled students whose achievement fell within the low average to average range. Multivariate analysis of variance (MANOVA) confirmed that the LNNB was sensitive to group differences in analyses with either the basic or localization scales. Discriminant function analyses with 12 basic scales yielded overall rates of diagnostic accuracy ranging from 87.1% to 98.4%. A classification rule, based on the number of basic scale elevations, yielded 95% overall accuracy. Rates of overall accuracy for the eight localization scales ranged from 82.26% to 85.48% in discriminant function analyses. A classification rule, basedon the number of localization scale elevations, yielded 81% overall accuracy. The significance and accuracy of various indicators of dysfunction were investigated. Implications for the diagnosis of learning disability are discussed

Journal Article↗
PubMed2002

Sources of EEG activity in learning disabled children.

The sources of different EEG frequencies were studied in 25 normal children and 46 learning disabled (not otherwise specified) children between 7 and 11 years old. The EEG sources were computed using Frequency-domain Variable Resolution Electromagnetic Tomography which produces a three dimensional picture of the currents at each EEG frequency. Significant differences between groups were observed. LD children showed more theta activity (3.5 to 7.02 Hz) in the frontal lobes and control children more alpha (9.75 to 12.87 Hz) in occipital areas. These results may support the maturational lag hypothesis, as the neurobiological cause of learning deficiencies not otherwise specified.

Alpha Rhythm↗
PubMed1995

An outbreak of scabies in a school for children with learning disabilities.

An outbreak of scabies was detected in autumn 1992 at a school for children with learning disabilities. Because of the scale of the outbreak all the children at the school, and their contacts, were treated on one 'mass treatment day'. Scabies is still widely misunderstood and carries a social stigma, which makes investigation and control more difficult than it would otherwise be.

Age Factors↗
PubMed2003

Learning-disabled brains: a review of the literature.

In this paper, we review the literature investigating the neurophysiological correlates of learning disabilities (LD). The focus is placed on the developmental presentations of LD and not on learning difficulties that arise as a result of some form of acquired neurological insult. Following a brief historical overview of research in this area, we examine evidence from investigations of brain morphology and of functional brain systems in individuals with LD. The studies reviewed include those that have employed postmortem examinations, neuroimaging techniques, or electrophysiological procedures. We summarize the major morphological and functional distinctions between individuals with LD and nonimpaired individuals. Finally, we make recommendations for future studies in this area, including the adoption of more widespread methodological conventions, and a greater consideration of nosological/classification and developmental issues.

Brain↗
PubMed1995

The learning disabled optometry student: compliance with Section 504 of the Rehabilitation Act of 1973.

Section 504 of the Rehabilitation Act of 1973 is an antidiscrimination law that covers those persons with handicaps who are otherwise qualified to participate in and benefit from the programs or activities receiving Federal financial assistance. This article discusses the qualified handicapped applicant, especially individuals who have been identified as learning disabled, who meets the academic and technical standards requisite to admission to a school or college of optometry. The learning characteristics and handicaps that have been associated with this disability are discussed. The "reasonable accommodations" that educational institutions are expected (and not expected) to provide students are explained. Results of a survey of 15 colleges of optometry revealed that there are numerous inconsistencies in compliance with Section 504 involving reasonable accommodations in the classroom, clinic, and testing procedures involving learning disabled professional students. Recommendations to improve required services are proposed.

Persons with Disabilities↗
PubMed1996

Interleukin-6 prevents ischemia-induced learning disability and neuronal and synaptic loss in gerbils.

Interleukin-6 (IL-6) has been shown to have potent neurotrophic activity on peripheral and central neurons in vitro. However, it remains to be determined whether or not IL-6 rescues hippocampal CA1 neurons from lethal ischemia and prevents ischemia-induced learning disability. In the present in vivo study, we infused IL-6 continuously for 7 days into the lateral ventricle of gerbil starting 2 h before 3-min forebrain ischemia. IL-6 infusion prevented the occurrence of ischemia-induced learning disability in a dose-dependent manner as revealed by a 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, radiatum and oriens of the region were significantly more numerous in gerbils infused with IL-6 than in those receiving vehicle infusion. These findings suggest that IL-6 has a trophic effect on ischemic hippocampal neurons.

Animals↗
PubMed1985

The effects of time compression on the auditory processing abilities of learning disabled children.

This study measured the ability of ten 8- and ten 12-yr-old learning disabled (LD) children of normal intelligence (WISC-R) to discriminate phonemic contrasts in sentential stimuli (Subtest 13 of the Carrow Auditory Visual Abilities Test) presented at a 50% time-compression rate. Their group responses were compared statistically to similar data gathered earlier (May et al, J. Aud. Res., 1984, 24, 205-211) from 6-, 8-, and 10-yr-old normal children and young adults. LD Ss exhibited auditory processing capacities reminiscent of an earlier level of operation (e.g., the group of LD Ss with mn age of 12.8 yrs yielded group performance equivalent to that of normal 6- and 8-yr-olds), and also manifested marked differences in their feature- and frequency-processing abilities. These data indicate that contributing to the learning difficulties of LD children may very well be delays in auditory development and anomalies in auditory-feature processing.

Age Factors↗
PubMed1986

Standard and modified administrations of the Iowa Tests of Basic Skills with learning disabled students.

The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.

Achievement↗
PubMed1994

A holistic transition programme for persons with learning disabilities in Israel.

This paper describes a two year holistic transition programme for persons with a learning disability in Israel and a follow-up of the first cohort of trainees. The programme which was initiated by the National Insurance Institution and 'Nitzan' a parent voluntary organization was developed to provide these persons with the vocational, personal and social skills required for successful independent living and vocational adjustment. The training was carried out in a residential setting and included vocational training, activities of daily living, educational activities and personal adjustment counselling. The results indicated that two years after completing the programme the trainees were generally meeting the expectations of the goals of the project.

Activities of Daily Living↗