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PubMed1989

Nationwide survey of postsecondary education services for students with learning disabilities.

Postsecondary services for students with learning disabilities vary a great deal from campus to campus, and published guides to postsecondary education services are often inaccurate and incomplete. A nationwide survey was conducted to investigate student service provisions in 2-year colleges and 4-year colleges and universities. The purpose of the study was to identify and catalog postsecondary education service goals and options for students with learning disabilities, and to determine differences between the goals service providers have for these students and services actually provided. The findings and their implications for service providers at both high school and college levels are discussed.

Data Collection↗
PubMed1976

The relationship between occupational therapy and physical therapy test scores in children with learning disabilities.

Twenty-seven children with learning disabilities associated with perceptual deficits were studied in order to determine what relationship might exist between occupational therapy and physical therapy test scores. Intercorrelations were computed and multivariate models were developed for the occupational therapy test items. Numerous positive relationships were demonstrated between the two groups of test items, consistent with previous clinical and experimental data. One test, however, did not duplicate the other, and both are essential in the evaluation of the learning-disabled child with perceptual deficits. Negative correlations also emerged, which might have been caused by compensation for deficits.

Child↗
PubMedDate not supplied

A Canadian perspective on learning disabilities.

Canadian practice and research with children and adults with learning disabilities are described and analyzed. After an examination of the historical basis for current practice, the societal and cultural factors affecting education of children with learning disabilities, services for adults, and research are discussed. It was found that policy and legislation regarding special education vary considerably from province to province, and identification practices and service delivery models vary even within provinces. The fact that Canada has two official languages (English and French), a large multicultural community, and a Native population with special needs often arising from poverty has an impact on the education of children with learning disabilities and on sample description in research. Although school-age children are relatively well served, services for preschool children and adults with learning disabilities are minimal. The positive features of Canadian service delivery are that most programs are publicly funded, decision making tends to be nonadversarial and collaborative, and the needs of the whole child are typically considered.

Adult↗
PubMed1986

Syntactic decoding times of learning disabled children.

Syntactic decoding reaction times of 20 learning disabled children comprising two groups of subjects (mean age of 8 and 13 yr., respectively) were compared to the responses of normal controls matched for age and sex. An analysis of variance procedure showed that the learning disabled children and their normal peers did not differ significantly in responses to the experimental stimuli. This held true regardless of linguistic complexity, suggesting that delays in processing elementary syntactic constructions are not a concomitant of learning disabilities.

Adolescent↗
PubMed1982

An hypothesis regarding the commonality of right-hemisphere involvement in learning disability, attentional disorder, and childhood major depressive disorder.

Learning disability, attentional disorder, and childhood major depression are frequent clinical diagnoses for children who show behavioral disturbances and impaired school performance. We suggest that all three of these conditions may be associated with dysfunction of the right cerebral hemisphere. Anatomical disturbance of right-hemisphere function is often associated with learning disability or attentional deficits. The physiological disturbance of right-hemisphere function by a major depressive episode may produce or exacerbate learning disability or attentional disorder.

Attention↗
PubMed1988

The effects of hemispatial and asymmetrically focused attention on dichotic listening with normal and learning-disabled children.

The effects of hemispatial and focused attention were examined with 50 normal and learning-disabled children to determine the extent of these two attentional strategies influenced perceptual laterality as reflected by the dichotic listening right-ear advantage (REA). Twenty-five normal children (8 females, 17 males, mean age 9.10 yr) matched with 25 learning-disabled children (8 females, 17 males, mean age 10.1 yr) were administered a dichotic consonant-vowel (CV) and consonant-vowel-consonant (CVC) syllable task. The two types of stimuli were compared across focused attention (free report, focused left, focused right) and hemispatial (central, left hemispace, right hemispace) conditions implemented independently and in systematic combinations. A four-factorial analysis of variance (groups x stimuli x conditions x ears) resulted in a significant REA for normal children across all attentional conditions whereas learning-disabled did not produce a consistent REA across all attentional conditions, and in several instances, produced equivalent left and right hemisphere processing. Right hemispatial orientation increased the magnitude of the REA (i.e., left hemisphere processing) for both groups, whereas left hemispatial orientation increased the magnitude of the left ear report (i.e., right hemisphere processing) only in learning-disabled subjects. Focused attention to the right ear also increased left hemisphere efficiency for both groups of children; however, focused attention to the left ear produced symmetrical functioning by learning-disabled subjects. Congruent combinations of focused attention and hemispatial orientation were not found to enhance the REA beyond its magnitude when each strategy was assessed independently. When focused attention and hemispatial conditions were employed in opposing directions, normal children were more susceptible to the "rightward" direction regardless of the strategy whereas learning-disabled subjects were more susceptible to the "verbal" nature of the strategy. Higher overall processing performance was exhibited for CVC stimuli when compared to CV stimuli. These findings lend support to the hypothesis that hemispatial and asymmetrically focused attention strategies interact with structural mechanisms in producing the observed REA in dichotic listening and do so differentially for normal and learning-disabled children.

Adolescent↗
PubMed1992

American Academy of Pediatrics Committee on Children with Disabilities: American Association for Pediatric Ophthalmology and Strabismus, and American Academy of Ophthalmology: Learning disabilities, dyslexia, and vision.

Dyslexia and other related learning disabilities are serious problems. The American Academy of Pediatrics, through its Committee on Children with Disabilities and the Section on Ophthalmology, the American Academy of Ophthalmology, and the American Association for Pediatric Ophthalmology and Strabismus strongly support the need for early diagnosis and educational remediation. There is no known eye or visual cause for dyslexia and learning disabilities, and no effective visual treatment. Multidisciplinary evaluation and management must be based on proven procedures demonstrated by valid research.

Child↗
PubMed1993

Salivary testosterone in children with and without learning disabilities.

Previous studies have indicated that the sex steroids have organizational effects upon neural tissue and that abnormal secretion during development may lead to functional anomalies. In this study, we explore the possibility of prepubertal steroid hormone involvement in the etiology of learning disabilities. Salivary testosterone levels in 264 children without learning disabilities (133 males, 131 females) were measured and compared to that in 32 children with learning disabilities (25 males, 7 females). The presence of learning disabilities was significantly associated with higher salivary testosterone. Data from equivalent samples of learning-disabled and control subjects also were compared separately because of disparities in sample size and variable distribution in the total group analysis. A 32-member sample of nonlearning-disabled children was created by randomly selecting individuals who exactly matched the age, race, and sex characteristics of the learning-disabled group. The matched analysis further substantiated the association between testosterone secretion and learning disabilities. Thus, it is possible that some learning disabilities may be associated in part with abnormal testosterone levels.

Adolescent↗
PubMed1983

Learning disabled boys' performance and self-assessments on physical fitness tests.

30 learning disabled boys drawn from a segregated private school for learning disabled children and 22 from a public school mainstream program and 22 nondisabled boys performed two physical fitness tests, sit-ups and shuttle run in one of two conditions. While normal achievers performed significantly better on one of the tests, there were no differences between the two samples of learning disabled youngsters. However, students' comparisons of their performance with classmates' indicated that learning disabled youngsters in the private school ranked themselves more favorably than those in mainstream classrooms.

Adolescent↗
PubMed1993

Dysrationalia: a new specific learning disability.

The concept of selective deficit is the foundation of most conceptual definitions of learning disability. Such definitions have tended to implicate the construct of intelligence in the conceptualization of learning disability and have led to the use of IQ test scores to operationalize the notion of aptitude-achievement discrepancy. The learning disabilities field is only beginning to grapple with the implications of its reliance on the concept of psychometrically defined intelligence. For example, discrepancy-based definitions of learning disabilities guarantee that such disabilities will become more or less prevalent depending on the comprehensiveness of the set of skills assessed on IQ tests. Unlike the vernacular concept of intelligence--which is quite broad--psychometric operationalizations reflect only a thin slice of the mental domain that might be considered cognitive. Thus, it is possible that we have not exhausted the potential set of discrepancy-based disabilities. As a demonstration proof, a new discrepancy-based disability category is proposed and defended in this paper. The disability is one that may force more careful consideration of the role that intelligence plays in conceptual and operational definitions of learning disabilities.

Child↗
PubMed1995

Podiatric disorders among children with Down syndrome and learning disability.

This study investigated podiatric pathology in seven- to 14-year-old children with Down syndrome (DS) and non-Down syndrome learning-disabled and non-learning-disabled age-matched controls. Several conditions, including pes planus, fissures, split toenails, increased plantar flexed first ray and a wide hallucal cleft were found to be more common in the DS group. Pes cavus and foot rigidity were more common in the non-DS learning-disabled group. In all groups the majority of children wore laced shoes, which were most ill-fitting among children with a learning disability. Approximately one-third in each group had abnormal foot-pressure prints. Greater care and professional awareness of podiatric pathology in children with learning disability is recommended.

Adolescent↗
PubMed1980

Excessive postrotary nystagmus duration in learning-disabled children.

The Southern California Sensory Integration Test results of 109 learning-disabled children were reviewed and analyzed to investigate the hypothesis that learning-disabled children with excessive postrotary nystagmus durations display greater neuropsychological impairment than learning-disabled children with normal or depressed postrotary nystagmus. The findings supported the hypothesis that learning-disabled children judged to have relatively greater neuropsychological involvement exhibited significantly longer postrotary nystagmus durations. Data analysis revealed that six Southern California Sensory Integration Tests assumed to measure cortical level functions shared significant variance with excessive Southern California Postrotary Nystagmus Test (SCPNT) scores. A similar relationship was not found for normal or depressed SCPNT scores. A connection between cortical level versus brain-stem level central nervous system dysfunction, nystagmus, and learning disorder is discussed.

Child↗
PubMed1981

Social perspective-taking and adjustment in emotionally disturbed, learning-disabled, and normal children.

Preadolescent emotionally disturbed, learning-disabled, and normal boys were compared on social perspective-taking and behavioral measures to examine possible contributions of social cognitive deficits to children's adjustment problems. Antisocial-prosocial and withdrawn-gregarious behavior dimensions were studied through subscales derived from teacher ratings. Results indicated that across all groups, high perspective-taking was associated with significantly less withdrawal than was low perspective-taking; within groups, this finding was significant only for the emotionally disturbed boys. Contrary to theoretical assumptions, antisocial behavior was not significantly related to perspective-taking across the sample. Among emotionally disturbed boys, relatively higher affective perspective-taking was significantly correlated with higher antisocial behavior. This positive correlation for the emotionally disturbed group was significantly different from the nonsignificant negative correlation between antisocial behavior and perspective-taking among normals. Findings for learning-disabled boys were intermediate between results for emotionally disturbed and normal boys on both perspective-taking and behavioral measures, and the learning-disabled group generally did not differ significantly from either other group. Theoretical and clinical implications of the findings are discussed.

Affective Symptoms↗
PubMedDate not supplied

The postschool adjustment of persons with learning disabilities: current status and future projections.

Recent research on the adult status of individuals with learning disabilities was reviewed. It was found that learning disabilities persist into adulthood, that manifestations of learning disabilities in adulthood are different than in childhood, and that many adults with learning disabilities are not independent or self-sufficient. These findings are related to the changes American society is currently undergoing, particularly changes in the workplace. Implications for teachers are discussed.

Activities of Daily Living↗
PubMedDate not supplied

A report of cognitive, academic, and linguistic profiles for college students with and without learning disabilities.

A comparison of cognitive, academic, and linguistic profiles for 74 college students with learning disabilities and 37 college students without learning disabilities resulted in significant differences in achievement for reading, writing, listening, and speaking. No significant differences were found for gender or the presence of a Verbal-Performance split in cognitive ability. Instruments for measuring academic and linguistic skills were similar in their ability to classify students with and without learning disabilities. These findings support the importance of using measures of multidimensional attributes, including language, for making decisions concerning the criteria for learning disabilities.

Achievement↗
PubMed1979

Association between nystagmus hyporesponsivity and behavioral problems in learning-disabled children.

This study explored the hypothesis that an association exists between postrotary nystagmus hyporesponsivity and behavioral problems in learning-disabled children. Supporting this conclusion was the finding that the learning-disabled boys rated by teachers as displaying the most socially inappropriate behaviors had significantly lower postrotary nystagmus durations than other learning-disabled boys. In addition, near significant associations were obtained between subnormal nystagmus functioning and socially inappropriate responding for boys and girls combined. Learning-disabled girls were evaluated as responding significantly more appropriately than learning-disabled boys, while having significantly shorter postrotary nystagmus durations; thus, sex of a child may be an important variable in determining relationships between psychological characteristics and hyporesponsive nystagmus. Additional research is needed in this area because of a number of limitations to this study; however, these results present further suggestive evidence that learning-disabled children can be categorized according to characteristics of their postrotary nystagmus.

Child↗
PubMed1991

Attitude, anxiety, and social readjustment toward learning disabilities by student teachers.

84 student teachers from undergraduate classes at a western university in Kansas completed a 9-question checklist of learning disabilities before interacting with a behavioral disordered/learning disabilities teacher, a paraprofessional, and a high school learning-disabled student. After the dialog, the student teachers completed a Social Readjustment Rating Scale, Breskin Rigidity Test, the Self-evaluation Questionnaire: State and Trait Anxiety, and the same 9-question checklist with one additional question ("Now that you have seen a learning-disabled student has it affected your opinion of learning disabilities?"). The dialog affected 63% of the students' opinions while 31% stated the presentation did not affect their opinion (6% were missing or not completed). Persons who experienced more life-changes and problems tended to rate or view learning disabilities more negatively. The more trait anxiety experienced by the students, the lower they rated learning disabilities after the presentation.

Adolescent↗
PubMed1991

Interpretation of emotion from facial expressions in children with and without learning disabilities.

The accuracy and time required for children with and without learning disabilities to interpret emotions when restricted to information from facial expressions, and the accuracy of those interpretations, were investigated. Ninety-six children participated; an equal number of males and females were included in both learning categories and age levels. Accuracy and response time on a modified version of Pictures of Facial Affect were recorded for the emotions of fear, sadness, surprise, anger, happiness, and disgust, as well as for the entire task. Three-way ANOVAs revealed children with learning disabilities to (a) be less accurate interpreters of emotion and (b) spend more time identifying specific emotions. Both age and sex influenced response time: Younger subjects required more time to interpret the emotions of fear and anger; males spent more time interpreting happiness. Younger females with learning disabilities displayed difficulty in interpretation, and older children with learning disabilities (particularly males) were rapid, but often inaccurate, interpreters of emotion.

Adolescent↗