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PubMed1989

A rural-based transition model for students with learning disabilities: a demonstration.

This article presents a project that provides and coordinates transition services to high school students with learning disabilities. The Central Nebraska Goodwill Industries Transition Model is a four-phase process initiated during the freshman year of high school. Involvement begins with assessment and evaluation activities that culminate in the development of a transition planning component to the Individualized Education Plan. A variety of service providers offer assistance to satisfy identified transition needs. Unique features of this model include the development of a regional transition advisory council, personal growth groups for participants, and a private, nonprofit rehabilitation center as the coordinator of transition services.

Adolescent↗
PubMed2002

Learning disability subtypes: classification of high functioning hyperlexia.

This study examined 30 children with hyperlexic reading patterns and average intelligence to determine if established learning disability subtypes could be applied to these children with hyperlexia. Two groups emerged. One type showed language learning disorder patterns with good visual memory. This group also showed a high percentage of phonetic word errors. A second hyperlexic group showed signs of nonverbal learning disorder with visual spatial deficits and impaired visual memory. This latter subgroup showed few phonetic errors with more sight word errors. These findings suggest subtypes of high functioning hyperlexia, one showing language deficits characteristic of dysphasia and one showing patterns similar to visual spatial dyslexia.

Adolescent↗
PubMed1998

To engage or not to engage? Affecting the interactions of learning disabled adults.

An intervention, termed 'Individualised Sensory Environment' (ISE), was developed for use with adults with profound and multiple learning disabilities (Bunning 1996). The aim was to affect positively the interactive behaviours displayed by clients in the natural environment: specifically; to reduce the level of non-purposeful engagement, characterised by stereotypic actions, self-injury and neutral behaviour and to increase the levels of purposeful interaction with people and objects. Momentary time sampling was the chosen method of assessment. The results showed that the clients emitted high levels of non-purposeful behaviour at baseline. Post ISE intervention assessment revealed a decline in the level of non-purposeful behaviour and an increase in purposeful interactions.

Adult↗
PubMedDate not supplied

Cognitive, academic, and attitudinal predictors of the grade point averages of college students with learning disabilities.

This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among college students with learning disabilities (LD). The study population included 84 youth who attended a large private university in the midwestern United States. Measures of cognitive and academic functioning, along with a self-report measure of study habits and study attitudes, were used to predict college GPA. The results indicated that Full Scale IQ and one factor on the self-reported study habits scale accounted for a significant amount of variance in students' college GPA. These findings suggest that variables other than traditional cognitive and academic skills are important for determining the performance of youth with LD during college. The implications of these findings for future research efforts and practice are discussed.

Achievement↗
PubMed1982

Self-instruction and learning disabilities: maintenance, generalization, and subject characteristics.

The present study assessed the effects of self-instructional training on learning-disabled children's perceptual deficits. Twenty-nine children (M age = 9.70 years) were assigned randomly to a control (n = 10), an attention-placebo control ( = 9), and self-instruction group (n = 10). Analyses of covariance (with the pretest score as the covariate) yielded significant treatment effects at post- and maintenance testing, although there was no evidence whatsoever of any generalization to academic performance of classroom behavior. Analysis of the frequency of overt self-verbalizations at post- and maintenance testing further suggested the efficacy of self-instructions for direct treatment effects. Finally, the importance of S characteristics in self-regulation programs was emphasized: Children with an internal locus of control orientation tended to use overt self-verbalizations most frequently.

Adolescent↗
PubMed1990

First impressions formed of boys with learning disabilities and attention deficit disorder.

The present study examined the first impressions that are formed of boys with either learning disabilities (LD), attention deficit disorder (ADD), or both disorders, in an effort to understand better why they are so often unpopular with and rejected by their peers. The intent of the study was to remedy methodological problems of previous first-impression studies to determine whether devaluation of boys with either LD or ADD after a brief exposure is a reliable and valid finding. To this end, physical attractiveness data were gathered, children were employed as judges, subgroups of stimulus children were formed, and situational demands were varied. Results indicated that the boys with either LD or ADD were devalued relative to controls on a variety of dependent variables, including popularity. Both situational demands, as well as judgments of physical attractiveness, appeared to play a role in accounting for these differences.

Attention Deficit Disorder with Hyperactivity↗
PubMed1990

Learning disabilities and behavioural problems in children with epilepsy.

Children with epilepsy, as a group, are at special risk of developing learning and behavioural problems, but many individual biological and environmental factors are contributary. In general, 60% of children with epilepsy have normal intelligence. The intellectual capacities are determined by genetic factors, by frequency of fits and type of epilepsy, and, especially by the presence of brain damage. In cases with learning disabilities, difficulties with written or spoken language memory disorders or behavioural disturbances, left temporal lobe epilepsy is found to a greater extent than expected. Many behavioural traits described in the so-called epileptic personality can also be encountered in non-epileptic persons, and, therefore, are non-specific. Confronted with learning and behavioural problems in children with epilepsy it can be stated that, in general, brain damage is more important than transient epileptic dysfunctions. Because many aspects of cognitive and emotional behaviour are more or less influenced by antiepileptic drug treatment, one should be very careful in prescribing drugs for chronic use in a developing individual. As important as the organic aspects are the many non-organic or psychological factors. Non-acceptance, misunderstanding and frustration of the parents have a direct impact on the self-concept of the child with epilepsy.

Child↗
PubMed2004

Psychiatric adverse events in patients with epilepsy and learning disabilities taking levetiracetam.

PURPOSE: To investigate the prevalence and psychopathological features of psychiatric adverse events (PAEs) in patients with learning disabilities (LD) in therapy with levetiracetam (LEV). METHOD: From a population of 517 consecutively patients with epilepsy started on LEV, we identified 118 patients with epilepsy and LD. RESULTS: Fifteen patients (12.7%) experienced PAEs during LEV therapy. Two (1.7%) developed an affective disorder, nine (7.6%) aggressive behaviour, two (1.7%) emotion lability and two (1.7%) other personality changes such as agitation, anger and hostile behaviour. We observed a significant association with a previous history of status epilepticus and a previous psychiatric history. We did not find a statistically significant association with epilepsy diagnosis, age at onset or duration of the epilepsy, EEG or MRI features. The titration schedule of LEV appeared not to be relevant. CONCLUSIONS: LEV therapy was well tolerated in patients with epilepsy and LD and the main problems were related to aggressive behaviour. The titration schedule of LEV was not relevant and a subgroup of patients appeared to be biologically more vulnerable.

Adult↗
PubMed2004

Organisational simplification and secondary complexity in health services for adults with learning disabilities.

This paper explores the role of complexity and simplification in the delivery of health care for adults with learning disabilities, drawing upon qualitative data obtained in a study carried out in NE England. It is argued that the requirement to manage complex health needs with limited resources causes service providers to simplify, standardise and routinise care. Simplified service models may work well enough for the majority of clients, but can impede recognition of the needs of those whose characteristics are not congruent with an adopted model. The data were analysed in relation to the core category, identified through thematic analysis, of secondary complexity arising from organisational simplification. Organisational simplification generates secondary complexity when operational routines designed to make health complexity manageable cannot accommodate the needs of non-standard service users. Associated themes, namely the social context of services, power and control, communication skills, expertise and service inclusiveness and evaluation are explored in relation to the core category. The concept of secondary complexity resulting from organisational simplification may partly explain seemingly irrational health service provider behaviour.

Adult↗
PubMed1992

Similarities in the social competencies of learning disabled and low achieving elementary school children.

This study sought to examine distinctions in social competencies between children with learning disabilities (LD) and other children who also experience academic difficulties. Eighty-five children with LD (54 male, 31 female) in Grades 3 through 6 from a large urban school district were compared to a group of low achieving (LA) peers matched on achievement as well as sex, race, and grade. The samples were 42% black, 39% Hispanic, and 19% Anglo. Both groups completed two self-concept questionnaires, a loneliness scale, and a measure of their social relationships outside of school. In addition, their classmates completed a peer rating scale and their teachers completed two ratings of the child's social skills. The results indicated that children with LD and LA children were comparable on most measures, although children with LD reported themselves as being less lonely than LA children. In addition, regular-class children rated children with LD as more likable than LA children. The results highlight similarities in the social competencies of children with LD and LA children and suggest that special education classes may offer some social advantages to children with mild handicaps.

Child↗
PubMedDate not supplied

The accuracy of academic self-evaluations in adolescents with learning disabilities.

The purpose of this study was to document the degree of overestimation of academic skills among students with learning disabilities (LD) and to evaluate the role of reference group and metacognitive awareness in such overestimation. High school students with (n = 52) and without (n = 49) LD in Grades 9 through 12 completed a self-concept scale and a survey requiring them to rate their own academic skills in 17 specific skill areas. Students were further asked to predict their performance on two academic tasks prior to actually performing the tasks. The students' mothers or fathers, their English teachers or academic advisors, and (in the case of the students with LD) their special education case managers also completed the skill rating inventory and predicted student performance on the two tests. Despite reporting significantly lower academic self-concepts, students with LD overestimated their academic skills relative to the ratings of others and to their actual test performance. Such overestimation was less pronounced among the students without LD. All participants reported using similar reference groups in making their judgments. Analyses of item-by-item accuracy judgments from the two tests revealed evidence of group differences in metacognitive awareness that may be related to the overestimation. These findings have implications for realistic goal setting and effective self-advocacy.

Adolescent↗
PubMed1994

Learning disability subtypes and the effects of auditory and visual priming on visual event-related potentials to words.

Three learning-disability (LD) subtype groups and a normal control group of children were compared in their visual event-related potentials (ERPs) to primed and unprimed words. The LD subtypes were defined by deficient performance on tests of arithmetic (Group A), reading and spelling (Group RS), or both (Group RSA). The primed words were preceded by pictures or spoken words having a related meaning, while unprimed words were preceded by non-associated pictures or spoken words. For normal controls, N450 amplitude was greater to unprimed words than to words primed by pictures and spoken words. For Group A, N450 amplitude was reduced by spoken-word primes, but not by picture primes, an effect that demonstrates a deficit in processing visual-spatial information. For Group RS and Group RSA, neither picture nor spoken-word primes reduced N450 amplitude. These effects can be understood in terms of deficiencies in processing auditory-verbal information. Normal controls displayed a greater left- than right-hemispheric asymmetry in frontal N450 amplitude to unprimed words, an effect that is consistent with the association of skilled reading with hemispheric specialization. This asymmetry was absent in the ERPs of all the LD subtypes. The distinct ERP effects for the groups endorses the value of defining LD subtypes on the basis of patterns of deficits in arithmetic and reading and spelling.

Adolescent↗
PubMed2005

Learning disabilities in a population-based group of children with hydrocephalus.

AIM: To assess cognitive functions in a population-based group of children with hydrocephalus and to analyse differences between children with and without myelomeningocoele (MMC); with hydrocephalus already present at birth and those who developed it later; children born at full term and those born preterm. METHODS: Of 103 children with hydrocephalus born in the western-Swedish region in 1989-1993, 73 were assessed using the Wechsler Intelligence Scales or the Griffith Developmental Scales. RESULTS: One-third of the children were normally gifted (IQ >85), another 30% had a low average IQ of 70-84 and 37% had learning disabilities with an IQ of <70. The median IQ was 75, verbal IQ 90 and performance IQ 76 (p<0.001). An IQ of <70 was found in 19 of 45 (42%) children without MMC and in 8 of 28 (29%) of those with MMC. Children born preterm had a lower IQ of 68 than those born at full term with an IQ of 76, while children with hydrocephalus present at birth but without MMC had a lower IQ of 60 than the others with an IQ of 77. Children with cerebral palsy and/or epilepsy (n=22) had a lower IQ of 66 than the IQ of 78 in those without these impairments (p<0.01). CONCLUSION: Cognitive functions in children with hydrocephalus need to be carefully assessed before school age to ensure adequate support and education. Even the one-third near normally gifted children with an IQ of 70-85 require special attention, due to the profile of relatively well-preserved verbal functions but greatly impaired perceptual and non-verbal abilities.

Child↗
PubMed1995

Protective effect of basic fibroblast growth factor-heparin and neurotoxic effect of platelet factor 4 on ischemic neuronal loss and learning disability in gerbils.

Platelet factor 4, which has a potent affinity for heparin, has been shown to inhibit the binding of basic fibroblast growth factor to the cell surface receptor and to counteract the biological activities of basic fibroblast growth factor in certain peripheral tissues. In the present in vitro [125I]basic fibroblast growth factor binding experiments, platelet factor 4 consistently inhibited the binding of iodinated basic fibroblast growth factor to cell membranes of the gerbil hippocampus. To investigate the in vivo function of endogenous basic fibroblast growth factor and/or basic fibroblast growth factor receptor possibly activated in the ischemic gerbil brain, we infused platelet factor 4 continuously into the left lateral ventricle with an osmotic minipump. When platelet factor 4 infusion was started within three days after a 3-min ischemic insult, it significantly enhanced ischemia-induced learning disability and ischemic neuronal loss in the CA1 region of the hippocampus, as demonstrated by the results of the step-down passive avoidance task and by subsequent histological examinations. Infusion of platelet factor 4 into the cerebral ventricle of intact gerbils did not affect learning ability or CA1 neuron number. Basic fibroblast growth factor-neutralizing antibody, when infused continuously in the cerebral ventricle, also exhibited a neurotoxic effect in ischemic but not intact gerbils. Basic fibroblast growth factor co-infused with heparin, but not basic fibroblast growth factor alone, rescued a significant number of ischemic neurons which were destined to degenerate without the infusion of heparinized basic fibroblast growth factor, and it prevented ischemia-induced learning disability.(ABSTRACT TRUNCATED AT 250 WORDS)

Animals↗
PubMedDate not supplied

Health action plans for people with learning disabilities.

This article describes the design of a health action plan included in a care package for a person with learning disabilities. It provides working knowledge and guidance to students, nurses and service providers who are currently undertaking similar interventions. The rationale for developing the health action plan is explained and the intervention is detailed in relation to the person's circumstances.

Activities of Daily Living↗
PubMedDate not supplied

Self-advocacy in learning disabilities.

This article examines the complexities of helping people with a learning disability to develop self-advocacy skills and accordingly proposes that self-advocacy should take an explicit place in the RNMH curriculum.

Curriculum↗
PubMedDate not supplied

Client attachment in learning disabilities nurse education.

This paper describes the method by which the learning disabilities branch programme in Southampton has been adapted to reflect educational and practical changes. Emphasis is placed on integrating theory and practice through giving students extended contact with a caseload of patients with the support of a tutor and mentors. The authors report on the initial difficulties and benefits resulting from the new programme.

Community Health Nursing↗