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PubMedDate not supplied

Taxonomic clustering and frequency associations as features of semantic memory development in children with learning disabilities.

This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory development of children with learning disabilities (LD). Free-recall organization of second- and sixth-grade children with and without LD was analyzed for two types of primary and secondary word lists: (a) items associated with frequency (FA), and (b) items related by category members (CM). In contrast to expected findings, younger, non-disabled children organized words categorically as proficiently as their older nondisabled peers, and the categorization abilities of children with LD were comparable to those of nondisabled subjects, with one exception: Subjects with LD showed less clustering for secondary FA. These results indicate that when individual child-generated word lists (i.e., meaningful and familiar words) are used, children with LD may not be impaired in their ability to recognize and utilize semantic structure to facilitate learning.

Adolescent↗
PubMed1996

The other side of the coin: growing up with a learning disability.

This study is a narrative analysis of the life history of Dale, a 25-year-old man with a learning disability who received sensory integrative treatment in early childhood. The analysis revealed that Dale's self likely developed through occupational engagement with three interconnected themes: "my mother said" and "parental tricks"; "adrenaline surges" and "hell-raising"; and work, "deal making," and self-construction. These themes depict Dale's self-construction, character development, occupation selection, and adaptation. In addition, these themes revealed how his parents used principles based on his sensory needs and learning problems to organize his childhood occupations and assist with his adaptation. The concept of occupational metamorphosis is also proposed to describe a person's search for and selection of occupations that satisfy biological and sensory needs. This study supports the idea that the complex nature of adaptation can be revealed through an occupational history, and that adaptation is multifaceted and not absolute.

Adaptation, Psychological↗
PubMedDate not supplied

Story grammar: effective literature instruction for high school students with learning disabilities.

This study examined the effectiveness of an instructional strategy for teaching comprehension of literature to 8 high school students with learning disabilities. The strategy integrated recent advances in cognitive psychology with empirically derived principles of effective instruction. The texts included short stories from middle school and high school literature anthologies. A modified multiple baseline design was utilized. Results indicated improvements in the students' ability to answer questions based on the stories read.

Adolescent↗
PubMed1996

Biological correlates of learning and attention: what is relevant to learning disability and attention-deficit hyperactivity disorder?

Advances in the related fields of cognitive neuroscience and neuropsychology offer intriguing reformulations of the clinical entities of attention-deficit hyperactivity disorder (ADHD) and learning disabilities (LD). The definition of such terms as attention and learning used in cognitive neuroscience differ from their use in clinical practice and emphasize such processes as intention, working memory, and executive function. Research suggests that neither attention nor long-term memory are the critical cognitive correlates of ADHD or LD. Rather, encoding processes, particularly working memory, are identified as deficiencies for children with these conditions. Furthermore, intention and inhibition appear to be particularly impaired in children with ADHD, who exhibit broader deficits in so-called executive function. Findings from cognitive neuroscience offer explanations of the neuroanatomical and neurophysiological underpinnings of learning problems and the frequent comorbidity of LD and ADHD.

Attention↗
PubMed1995

Middle latency response in children with learning disabilities: preliminary findings.

The objective of this investigation was to determine if auditory middle latency responses (MLR) obtained from children with learning disabilities (LD) differ from those obtained from children without LD. Simultaneous recordings of auditory brainstem and middle latency responses were obtained in both vertex-ipsilateral (V-I) and vertex-contralateral derivations (V-C) in 22 children (11 LD and 11 normal) in the age range of eight to twelve years whose peripheral hearing was within normal limits to bilateral. The results indicate that for specific recording conditions, the latencies of middle latency responses differ significantly between children with LD and a normal group of children.

Acoustic Stimulation↗
PubMed1994

Screening for learning disabilities with teacher rating scales.

The purpose of the study was to investigate the use of teacher assessments in screening for learning disabilities. In a longitudinal study, 603 children were rated by their teachers in the second grade (age 8 to 9 years), and the ratings were correlated with examinations of reading, spelling, and intelligence in the third grade. The third-grade tests for reading, spelling, and intelligence classified children into groups with low achievement and dyslexia, and these two groups were compared with normally achieving children. The accuracy of teacher assessments, measured with correlation analysis, ROC curves, and kappa indices, showed that teachers were quite accurate in their judgment of low achievement, but somewhat less efficient in their judgment of specific reading difficulties.

Achievement↗
PubMed1999

[Developmentally encouraging relations--transfer of psychotherapeutic concepts and methods to pedagogic healing of learning disabled and mentally handicapped children].

The authors how the possibility of integrating psychotherapeutic methods into the therapeutic pedagogical work day by describing the therapy progress of a slightly mentally handicapped boy who suffered under a narcissistic disorder with depressive parts. In this process the authors oriented themselves primarily on depth psychology and client-centered play therapy but also included therapeutic elements. The counselling accompanying the therapy ensures integration into everyday life. On this basis it is possible to reduce the boy's overdimensional self and to build up object constancy. In conclusion, it is shown how individual therapeutic interventions can be integrated additionally into the pedagogical day-to-day life.

Child↗