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PubMed2000

College teachers' perceptions of English language characteristics that identify English language learning disabled deaf students.

Deaf individuals typically experience English language difficulties at all levels of linguistic knowledge. Hearing individuals with English language learning disabilities (LD) can exhibit the same kinds of English language difficulties as deaf individuals. Although the existence of deaf individuals who also have LD has long been recognized, no definite criteria for identifying them exist, partly because of the confounding effects of deafness and LD on English language development. Despite the confound, previous surveys suggest that teachers believe atypical English-language behavior is a potential diagnostic marker for LD in deaf individuals. In the present study, a survey solicited the intuitions of experienced teachers and tutors of English to deaf college students regarding the degree of difficulty deaf students with and without LD might be expected to have in dealing with 30 specific English language phenomena. Spelling knowledge and a variety of English discourse, lexical syntactic, and morphological phenomena emerged as candidates for further study as potential markers of LD in the deaf population.

Adolescent↗
PubMed1999

Distinguishing serious and playful fighting by children with learning disabilities and nondisabled children.

The ability to distinguish serious from playful fighting by two groups of children with learning disabilities (LD) (mean age = 9.3 and 11.8 years) and non-LD children (mean age = 10.1 years) was examined. Children with LD were generally able to make this distinction, with older children being more accurate. However, the performance of children with LD was not as high as that of non-LD children: they used a smaller range of criteria; some criteria were used significantly less; and they were much more likely not to give any reason for the judgements made. On the other hand, the order in frequency of those criteria cited was similar for both non-LD children and children with LD. Physical actions of the participants, and inference about actions and/or intent were the most frequently cited criteria. These findings indicate that although children with LD use fewer social cues, and are less accurate in making judgements about the nature of behavioural episodes, the acquisition of the meaning of particular cues may follow the same sequence as for non-LD children. Possible delays in the social cognitive development of children with LD, and their implications for the social adjustment of these children, are discussed.

Aggression↗
PubMed1996

The effects of antecedent color on reading for students with learning disabilities and co-occurring attention-deficit/ hyperactivity disorder.

The effects of color on the reading recognition and comprehension of 3 students with learning disabilities and attention-deficit/hyperactivity disorder were assessed in a single-subject design. Color did not enhance sight-word learning; for longer reading comprehension tasks, color had an immediate effect across and within sessions.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Sexuality: meaning and relevance to learning disability nurses.

The author posits the view that, while there has been considerable growth in the quantity of published material on the subject of sexuality, few authors have attempted to define what is meant by "sexuality". It is suggested that because the concept is intangible and ill defined many nurses find it difficult to approach this aspect of holistic care. In an attempt to address this problem, the main body of this article seeks to explore the concept of sexuality and in so doing seeks to provide the reader with clarification as to what the concept entails. The latter part of the article considers the concept of sexuality in relation to the author's client group, namely persons with learning disabilities. In doing so, the author seeks to demonstrate the relevance of the subject to nurses working with people with learning disabilities.

Attitude of Health Personnel↗
PubMed2001

Learning disabilities and executive dysfunction in boys with attention-deficit/hyperactivity disorder.

The effect of comorbid reading or arithmetic learning disabilities (LDs) on neuropsychological function in attention-deficit/hyperactivity disorder (ADHD) was studied. Participants were young males diagnosed with ADHD, with and without LD, and non-ADHD, non-LD male controls of similar age. LD was defined by combined regression-based and low-achievement classifications. Analyses adjusted for the effect of psychiatric comorbidity, age, and socioeconomic status on neuropsychological function. Children who had both ADHD and LD were significantly more impaired on both executive and nonexecutive functions than ADHD children without LD. Neuropsychological performance was most impaired in ADHD with combined arithmetic and reading disability. These data indicate that comorbid LD, especially arithmetic disability, significantly increases the severity of executive function impairment in ADHD.

Adolescent↗
PubMed2004

Lateralization of temporal lobe epilepsy and learning disabilities, as defined by disability-related civil rights law.

PURPOSE: Epilepsy research has identified higher rates of learning disorders in patients with temporal lobe epilepsy (TLE). However, most studies have not adequately assessed complex functional adult learning skills, such as reading comprehension and written language. We designed this study to evaluate our predictions that higher rates of reading comprehension, written language, and calculation disabilities would be associated with left TLE versus right TLE. METHODS: Reading comprehension, written language, and calculation skills were assessed by using selected subtests from the Woodcock-Johnson Psycho-Educational Tests of Achievement-Revised in a consecutive series of 31 presurgical patients with TLE. Learning disabilities were defined by one essential criterion consistent with the Americans with Disabilities Act of 1990. Patients had left hemisphere language dominance based on Wada results, left or right TLE based on inpatient EEG monitoring, and negative magnetic resonance imaging (MRI), other than MRI correlates of mesial temporal sclerosis. RESULTS: Higher rates of reading comprehension, written language, and calculation disabilities were associated with left TLE, as compared with right TLE. Nearly 75% of patients with left TLE, whereas fewer than 10% of those with right TLE, had at least one learning disability. CONCLUSIONS: Seizure onset in the language-dominant hemisphere, as compared with the nondominant hemisphere, was associated with higher rates of specific learning disabilities and a history of poor literacy or career development or both. These results support the potential clinical benefits of using lateralization of seizure onset as a predictor of the risk of learning disabilities that, once evaluated, could be accommodated to increase the participation of patients with epilepsy in work and educational settings.

Adult↗
PubMedDate not supplied

Imagery deficits in nonverbal learning disabilities.

This study reports the observations gathered from 11 children referred to consulting services because of learning difficulties at school and diagnosed with nonverbal learning disabilities (NVLD). These children had an average verbal IQ, but a WISC-R performance IQ lower than the verbal IQ by at least 15 points and experienced difficulties especially in mathematics and drawing. The children completed a battery of four tasks requiring visuospatial working memory and visual imagery: a memory task composed of pictures and their positions (Pictures task), a task that required them to memorize the positions filled in a matrix (Passive Matrix task), a task that required them to imagine a pathway along a matrix (Active Matrix task) and a task that required them to learn groups made up of three words, using a visual interactive imagery strategy (TV task). In comparison to a control group of 49 children, children with NVLD scored lower in all the tasks, showing deficits in the use of visuospatial working memory and visual imagery. By contrasting subgroups of children of different ages in the control group, it was possible to show that some tasks did not show a clear developmental trend. Thus the deficits shown by the children with NVLD cannot simply be attributed to a developmental delay of these children, but seem to reflect a more severe disability.

Adolescent↗
PubMedDate not supplied

Specificity of treatment effects for learning disabilities in a boy prenatally exposed to dilantin.

The present case study provides evidence that a specific deficit can be improved by a treatment specific intervention in a boy who was prenatally exposed to Dilantin and presented with a learning disability. After implementation of a focused intervention for reading, standardized test scores revealed that the child demonstrated a dramatic improvement in reading performance, but remained consistent in other academic areas. This indicated that his reading improvement was the direct effect of specific training in reading, but did not generalize to other content areas. This finding is significant because it provides support for treatment specificity in contrast to treatment generalizability.

Anticonvulsants↗
PubMed1989

The effects of central processing strategies on learning disabled, mildly retarded, average, and gifted children's elaborative encoding abilities.

The purpose of these studies was to examine potential central processing strategy differences among subgroups of children on a series of elaborative encoding tasks. To this end, two experiments included four ability groups (slow learners, learning disabled, average, and intellectually gifted children) who recalled words embedded in sentences. In general, the results suggest that lower verbal and learning ability subgroups recalled less information during elaboratorive encoding conditions than higher ability groups. More importantly, however, the results indicated that lower ability groups differed from higher ability groups in how they shared, discriminated, and selectively allocated resources between the central and secondary recall tasks. The results were discussed within a framework that views individual differences in encoding as reflecting central processing (i.e., resource monitoring) deficiencies.

Aptitude↗
PubMed2003

Adults with learning disabilities: differences between The Netherlands and Flanders.

In this paper, similarities and differences are outlined between adults with self reported learning disabilities (SRLD) drawn from the International Adult Literacy Survey (IALS) data on adult literacy in The Netherlands and Flanders. These results are discussed in terms of striking differences in the educational context within which the adults developed. The literacy skills of SRLD adults in The Netherlands are superior to SRLD adults in Flanders. This is interpreted in terms of societal acceptance of disability.

Adolescent↗
PubMed1988

Encoding and retrieval processes in learning-disabled, head-injured, and nondisabled young adults.

Using a multi-trial, free-recall paradigm (Rey Auditory-Verbal Learning Test; Lezak, 1983), the acquisition and retention by learning disabled (LD) young adults with a Halstead Impairment Index less than or equal to 0.3 (low LD) or greater than or equal to 0.4 (high LD) was compared with that of nondisabled and head-injured (HI) young adults. Significant group differences, particularly during the last three acquisition trials, confirmed the effectiveness of this method in revealing subtle learning and retention deficits. Analyses of Trial 1 recall showed group differences in the prerecency but not the recency portion of the serial position curve, thus implicating long-term but not short-term memory differences between the groups. Analyses of pair frequency (Sternberg & Tulving, 1977) data showed that the three clinical groups had difficulty organizing the to-be-learned material for effective retrieval. Following an interpolated task, retention was poorer for the clinical groups than for the nondisabled and varied inversely with the degree of neuropsychological impairment. Finally, during retention, the nondisabled and low LD groups retained and used the list organization established during acquisition whereas the high LD and HI groups did not.

Adolescent↗
PubMed1999

Specific intervention for multiplication skill with learning-disabled students.

A multiple baseline design was used to assess the intervention of individual tutoring to help two learning-disabled students (15 and 16 years old) improve their multiplication of 1-digit numbers over nine days of 10-min. instruction. Observation or visual analysis indicated 40 to 50% improvement after the intervention, and a nonparametric test of randomization showed that the students' improvement was retained during the 2-wk. follow-up.

Adolescent↗
PubMed1979

Function of color in learning an assembly task by learning disabled adolescents.

This study examined the effect of color on responses by 20 14- to 17-yr-old learning disabled students in a probation facility to a puzzle assembly task. Prior to the task, one of two randomly constituted groups of 10 viewed a black and white film illustrating a puzzle assembly, the other group viewed an identical film of the puzzle being assembled in color. Analysis indicated that color does not enhance performance in some cases and may inhibit performance.

Adolescent↗
PubMed1991

Variables related to the type of postsecondary education experience chosen by young adults with learning disabilities.

This article examines selected variables related to the type of postsecondary education experience chosen by young adults with learning disabilities (N = 225). A one-way analysis of variance was utilized to identify significant differences between groups participating in alternative postsecondary education experiences. Variables related to use of community resources, community mobility, participation in vocational education while in high school, autonomy, peer influence, and gender were found to be significant factors that differentiate among groups. Recommendations for further research are discussed.

Adolescent↗
PubMed1994

Preparing high school students with learning disabilities for the transition to postsecondary education: teaching the skills of self-determination.

Increasing numbers of students with learning disabilities (LD) are looking to postsecondary education and training to help them achieve success in career development and eventual job placement. Unfortunately, research suggests that many of these students are having difficulty staying in and completing postsecondary programs. A number of self-determination skills have been identified that are related to students' making a successful transition to postsecondary education. These include stating one's disability and its impact on school performance, and identifying instructional accommodations and strategies for arranging those accommodations with their regular classroom teachers. The purpose of this study was to examine whether these self-determination skills could be acquired through direct instruction, and subsequently generalized to general education classrooms. The results of the effectiveness of this self-determination training are reported and their implications for teachers, parents, and students discussed.

Adolescent↗
PubMed1983

Communication through physical activity for learning disabled children.

To measure the extent to which an integrated program of motor and cognitive tasks might enhance the learning disabled children's motor and basic cognitive skills, a treated group of 8 had three 1/2-hr. sessions per week for 6 mo. 8 control subjects continued regular physical education and reading programs with their classroom teacher. All subjects were tested before and after 6 mo. Over-all the treated group showed greater improvement on tests of both motor and cognitive skills than the control group. This study suggests a physical activity program can influence basic cognitive skills as well as motor skills.

Child↗
PubMed1998

Learning disabilities, dyslexia, and vision: a subject review. Committee on Children with Disabilities, American Academy of Pediatrics (AAP) and American Academy of Ophthalmology (AAO), American Association for Pediatric Ophthalmology and Strabismus (AAPOS).

Learning disabilities are common conditions in pediatric patients. The etiology of these difficulties is multifactorial, reflecting genetic influences and abnormalities of brain structure and function. Early recognition and referral to qualified educational professionals is critical for the best possible outcome. Visual problems are rarely responsible for learning difficulties. No scientific evidence exists for the efficacy of eye exercises ("vision therapy") or the use of special tinted lenses in the remediation of these complex pediatric developmental and neurologic conditions.

Adolescent↗
PubMed1996

Transition planning assessment for secondary-level students with learning disabilities.

This article presents a survey of and recommendations for transition planning assessment for secondary teachers of students with learning disabilities. The author makes a case for redirecting assessment practices in secondary instructional programs to obtain present-level-of-functioning information for IEP planning that extends beyond high school graduation as a single outcome. Critical outcomes in adult adjustment requiring transition planning are presented. Current standardized and nonstandardized assessment procedures that focus on adult outcomes, as well as preferences and interests in planning for the future, are described. The author gives recommendations for planning and conducting transition-needs assessment for secondary schools.

Adolescent↗