Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Learning Disabilities”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,315 records · Page 73Linked to original sources
PubMed2006

Right to sight: accessing eye care for adults who are learning disabled.

The existing uptake of eye care services by 146 learning disabled adults was investigated using a telephone questionnaire. It was found that 39 percent were receiving less eye care than the general population; those living either with families or independently were significantly less likely to have had an examination than people living with paid support staff; 30 percent of those previously examined had been diagnosed with eye problems; and 43 percent of those previously prescribed glasses were reported as unable to tolerate them. Eye examinations were offered to all participants and were found to be possible for all who attended.The implications for service provision and development are discussed.

Adult↗
PubMed1990

Demographic characteristics and mean profiles of Learning Disability Index subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised.

The Learning Disability Index (LDI) was validated by an examination of the mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum, however, was found to measure Third Factor strengths/weaknesses as much as verbal-performance discrepancies.

Child↗
PubMed1996

Multimedia: enhancing instruction for students with learning disabilities.

This article includes an introduction to the terminology and different types of formats of current multimedia technologies. Integration opportunities and challenges for using multimedia for students with learning disabilities are discussed in the framework of learning environments. Multimedia used as a demonstration station, learning research station, and creation station offers teachers and students possibilities for enhancing the teaching-learning environment.

Achievement↗
PubMed1995

Responsible inclusion for students with learning disabilities.

The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.

Humans↗
PubMed1999

[Basic patterns of learning disability: follow-up study of very low birth weight children].

The purpose of this study was to characterize learning disability (LD) in low birth weight children (VLBW). Longitudinal mental development of VLBW without major handicap was investigated using several neuropsychological tests (ITPA, BGT, WISC-R) suitable for their ages. The tests at ages of 5-6 years demonstrated delays in visual perception and visual motor integration. In the school-age, impairments of language understanding and abstraction were suggested. The process of mental development in VLBW with LD was reported in detail on the cases requiring special education. Some cases with a pervasive developmental disorder (PDD) were also presented to show difference from LD.

Child↗
PubMed1983

Genetic influences on learning disabilities and speech and language disorders.

This paper is a comprehensive review of known examples of genetically influenced learning disabilities (LDs) and speech and language disorders (SLDs). The review is divided between 2 broad classes of studies: (a) those which begin with an LD or SLD phenotype that appears to be familial and attempt to learn more about the specifics of genetic transmission, if any; and (b) those which begin with a group of individuals, all of whom share a given documented genetic risk factor, to see if it leads to a specific LD or SLD. Included in the first category are familial dyslexia, stuttering, and other speech and language disorders. In the second category are included sex chromosome anomalies, treated PKU, and minor autosomal anomalies. Issues of definition, variability, and developmental changes in the cognitive phenotype are discussed throughout. The implications of this work for our understanding of cognitive development and its bases in brain development and genetics are also discussed.

Adolescent↗
PubMed1998

Teaching multiplication facts to students with learning disabilities.

Multiple baseline designs were used to examine the effects of an instructional package on accuracy of performance in solving multiplication facts by 3 students with learning disabilities. The instructional package included the following components: (a) a modified instructional sequence in which multiplication facts were grouped into the zeros, ones, doubles, fives, and nines categories, and those remaining; (b) identification of the category in which each fact belonged; (c) mnemonic strategies associated with solving facts in each category; and (d) steps to be completed for solving facts in each category. Results indicated that the instructional package produced substantial and immediate effects. After receiving instruction, a participant's accuracy was often 100%, and this was maintained throughout the evaluation even as other strategies were introduced. Comparable results occurred across students, demonstrating replication of the effects of the instructional package.

Black or African American↗
PubMedDate not supplied

Examining the instructional contexts of students with learning disabilities.

This review of the literature examines how instructional contexts for elementary and secondary level students with learning disabilities have been studied in the past 10 years through a variety of methodological approaches and observation instruments. These studies employed some direct measure of classroom ecology, as well as some measure of the teacher or students' classroom behavior. Information included the time that students were engaged in different activities in different settings, interactions between teachers and students, and students' classroom behavior.

Adolescent↗
PubMedDate not supplied

The effect of five proofreading conditions on the spelling performance of college students with learning disabilities.

This study investigated the effect of five proofreading conditions on the spelling performance of 12 college students with learning disabilities on a composition activity. The proofreading conditions investigated were handwriting with no additional assistance, handwriting with a conventional print dictionary, handwriting with a handheld spelling checker, word processing with no additional assistance, and word processing with an integrated spelling checker. A repeated measures ANOVA was used to analyze the results, with proofreading condition used as a within-participants factor. Except for handwriting alone, all of the techniques resulted in significant reductions in the number of spelling errors in the students' written work; however, none of the techniques enabled the students to produce compositions with a mean level of spelling accuracy comparable to that of their nondisabled peers.

Achievement↗
PubMed2004

Alternative approaches to the definition and identification of learning disabilities: some questions and answers.

Recent consensus reports concur in suggesting major changes in the federal regulatory approach to the identification of learning disabilities (LD). These reports recommend abandoning the IQ-discrepancy model and the use of IQ tests for identification, and also recommend incorporation of response to instruction (RTI) as one of the identification criteria. These changes are also recommended to states in the current reauthorization of the U.S. Individuals with Disabilities in Education Act (IDEA). While not mandatory, states that follow these recommendations will experience major changes in identification and treatment of students served under the LD category. This paper reviews the basis for these recommendations, summarizing four recent consensus group reports on special education that concur in suggesting these changes. Seventeen commonly asked questions about these changes are presented, with responses. In order to ensure adequate instruction for students with LD, it is essential that identification practices focus on assessments that are directly related to instruction, that any services for students who are struggling prioritize intervention over eligibility, and that special education be permitted to focus more on results and outcomes and less on eligibility and process. Identification models that incorporate RTI represent a shift in special education toward the goals of better achievement and behavioral outcomes for students identified with LD, as well as those students at risk for LD.

Child↗
PubMed1999

A systematic review of the evidence base for lifestyle planning in adults with learning disabilities: implications for other disabled populations.

OBJECTIVE: To carry out the first systematic review of the evidence base for lifestyle planning (LP) approaches in adults with learning disability/developmental disorder and to discuss implications for other handicapped/disabled groups. METHOD: Exhaustive review of relevant electronic databases, supplemented by appropriate hand-searching of journals and correspondence with key researchers. We gathered information from any papers reporting clear outcome measures. Quantitative and qualitative aspects of relevant studies are appraised. RESULTS: There are no randomized controlled trials of lifestyle planning in adults with learning disability/developmental disorder. There was one controlled trial. Five studies, with a total of 108 subjects clearly identified, report on some outcome data. CONCLUSIONS: There is surprisingly little evidence to support any form of lifestyle planning or lifestyle planning in general in the learning disability population. No statistically significant findings on positive outcomes with good statistical power exist. Limited data are presented to suggest certain desirable features of some methods of lifestyle planning in terms of process or outcome. However, there may be good ethical reasons for pursuing lifestyle planning with certain patient groups. Suggestions are made as to how further research may add to the evidence base for or against effective outcomes in different forms of lifestyle planning.

Adult↗
PubMed2000

Periventricular leukomalacia (PVL): an identical twin case study illustration of white matter dysfunction and nonverbal learning disability (NLD).

This paper discusses the implications of Periventricular Leukomalacia (PVL) lesions for the development of Nonverbal Learning Disabilities (NLD) as illustrated through an identical twin case study. PVL lesions were identified in an 8-year-old child, but were not detected in his identical twin brother who served as a matched comparison. While the nonclinical twin displayed a largely unremarkable neuropsychological profile, the clinical twin evidenced a distinct pattern of social, intellectual, academic, and neuropsychological test results often identified among children with PVL and those with the NLD syndrome. The clinical and theoretical implications for this case study are discussed.

Brain↗
PubMed1984

Preliminary investigation into the Rorschach response patterns of children with documented learning disabilities.

Since the introduction of the Rorschach Inkblot Test, no normative data have been obtained on learning-disabled (LD) children. Indeed, there is little or no mention in the Rorschach literature on differences in perceptual accuracy, Self-concept and reaction to emotion-laden stimuli of LD children as compared with non-patient, withdrawn, and behavior-problem children. This study with a relatively small N of 20 compares the LD child with Exner (1978) norms on non-patient, withdrawn, and behavior-problem children. The findings show clearly differences in perceptual accuracy, affective ratio, egocentricity index, and reaction to emotion-laden stimuli.

Affect↗
PubMed2002

Recent developments in the application of the nonverbal learning disabilities model.

Since the original work of Myklebust et al., the concept of a syndrome of nonverbal learning disabilities (NLD) has undergone considerable development and expansion, most notably in the work of Rourke. These authors have proposed a model of white matter dysfunction, predominantly in the right cerebral hemisphere, which is thought to underlie the cognitive and behavioral impairments seen in individuals with NLD. Recent research has focused on assessing the applicability of Rourke's conceptualization of the NLD syndrome and the white matter model to various neurologic, neurodevelopmental, and genetic disorders. This paper highlights recent investigations of the NLD model with respect to velocardiofacial syndrome, Klinefelter syndrome, high functioning autism, neuro-fibromatosis type I, and metachromatic leukodystrophy, and also provides a brief discussion of recent conceptualizations of the NLD model in the broader context of disorders of social and emotional functioning, and of other novel avenues of NLD research.

Brain↗
PubMed1996

Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays.

A total of 38 problem learners comprising adolescents with learning disabilities and low achievers participated in this study. Of these, 20 were untrained control participants; the remainder were trained to plan, write, and revise opinion essays. Trainees were randomly divided into pairs and taught to collaboratively use interactive dialogues to plan and revise their essays (but they wrote their essays separately). The results from multivariate analyses of variance (MANOVAs) and effect sizes indicated that trainees improved significantly from pretest to posttest in clarity and cogency of written opinion essays, and maintained such gains. Additional analyses indicated that they surpassed the untrained control group. Questionnaire data indicated trainees improved in self-efficacy of writing only. The same finding held true in comparison with untrained participants. The discussion integrates the trainees' performance data with the questionnaire data and considers the research implications and limitations of the study.

Achievement↗
PubMed1991

An empirical subgrouping of Finnish learning-disabled children.

The internal and external validity of a subgrouping of 82 Finnish children with relatively mild learning disabilities and 84 Controls was explored. The sample was selected from a total population of 1607 second grade pupils. Eight neuropsychological measures from four function areas were selected as classification criteria in cluster analysis. Six consistent and clinically meaningful subgroups were derived. These subgroups were designated as follows: (1) Normal, (2) General Language, (3) Visuo-Motor, (4) General Deficiency, (5) Naming, and (6) Mixed. Most of the LDs were clustered in subgroups (2) through (6); and most of the Controls, in subgroup (1). Several internal and external validation procedures indicated at least moderate validity in the subgroups, with the exception of the Mixed subgroup. The five valid subgroups encompassed 82% of the LDs and 90% of the Controls, and moreover, resembled subgroups which previously have been found among English-speaking children. This suggests that language differences exert no significant effect on the types of the emerging subgroups.

Aging↗
PubMed2005

The dilemmas of residential care staff working with the challenging behaviour of people with learning disabilities.

OBJECTIVES: To investigate residential care staff beliefs and feelings about the challenging behaviour of adults with learning disabilities in their care, and how they perceive these beliefs and feelings to have developed over time. DESIGN: A qualitative study using thematic analysis. METHODS: A group of 18 staff from 10 different residential services participated in indepth semi-structured interviews. Transcripts were analysed according to thematic analysis techniques drawn from interpretative phenomenological analysis (IPA) and grounded theory. The analysis was then subjected to scrutiny by participants using a respondent validation survey. RESULTS: Staff talked of dilemmas about whether challenging behaviour should be seen as a 'communication' of need or as a 'behaviour problem', how to balance a 'firm' response with 'kindness', and how to deal with unpleasant feelings evoked by the work, especially fear and frustration. Over time, staff reported overcoming initial fears of the client by 'getting to know them', or alternatively, avoiding the client, 'cutting off' emotionally, or protecting themselves with safety procedures. CONCLUSIONS: The analysis suggests that staffs are troubled by the limitations of a narrow behavioural discourse. Staff development and training based on richer approaches that integrate behavioural ideas with a value-based philosophy, might allow staff to respond to needs expressed by behaviour without fear of reinforcing it. Services should attend to staff emotional reactions to their work, to help them maintain nonavoidant coping strategies.

Adaptation, Psychological↗