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PubMed1991

A comparison of memory and attention in Turner syndrome and learning disability.

Compared short-term verbal memory, sustained attention, and impulsivity in 13 children with Turner syndrome to 13 females and 14 males with learning disability who had neuropsychological patterns similar to the children with Turner syndrome. Similar patterns of short-term memory deficits were found in all three groups. There were no significant differences among the groups on computer measures of sustained attention and impulsivity. However, extreme variability of the attention and impulsivity scores for the Turner syndrome group may reflect atypical attention deficit disorder in some of these children.

Attention↗
PubMed1989

Educational interventions in learning disabilities.

Child psychiatrists and other mental health professionals play a key role in recognizing, diagnosing, and planning treatment for children and adolescents with learning disabilities. A review of educational issues related to diagnosis and educational interventions for the preschooler, elementary school child, and adolescent is presented.

Adolescent↗
PubMed1997

A follow-up study of prescribing for people with learning disabilities previously in National Health Service care in Leicestershire, England.

A 6-year follow-up was undertaken of 486 people with learning disabilities who in 1990 had lived in institutional care. Despite changes to the nature of accommodation and an extensive drug review programme, the overall proportion of people receiving the different categories of psychotropic drugs remained similar in 1990 and 1996. Only the prescribing of antidepressants was markedly changed. Contrary to expectations the prevalence of prescribing of many psychotropic drugs rose in the community settings.

Central Nervous System Agents↗
PubMedDate not supplied

The relationship between phonological codes on memory and spelling tasks for students with and without learning disabilities.

The purpose of the study was to determine the degree to which 31 (23 boys and 8 girls) 13-year-old children with learning disabilities from Grades 7, 8, and 9 were comparable to younger (9-year-old) reading- and spelling-matched controls in (a) phonological similarity effects, (b) phonetically based misspellings, and (c) relationships between memory and spelling performance. Children with reading disabilities and reading-recognition-matched controls, subgrouped by spelling ability, were compared on their memory for phonetically similar and dissimilar word lists and types of spelling errors. The results indicate that children with reading disabilities who are matched to younger children on both reading recognition and spelling ability exhibit normal phonological effects on memory and spelling measures. Within each reading group, low spellers produced more semiphonetic errors than high spellers, and high spellers produced more phonetic errors than low spellers. Significant correlations between memory and spelling error measures were more frequent for children with reading disabilities when compared to controls matched on reading and spelling ability. It was concluded that the phonological performance of reading/spelling-matched children with reading disabilities is characterized by an overreliance on phonological codes, whereas their counterparts' performance reflects independent and less generalizable use of phonological substrates across tasks.

Adolescent↗
PubMed1998

Factor analyses of WISC-R and K-ABC in a Dutch sample of children referred for learning disabilities.

This study examined correlations between WISC-R and K-ABC subtests in a sample of 101 children referred for learning disabilities. A considerable overlap between the two instruments was found. Separate factor analyses of the WISC-R and K-ABC were conducted. By and large, the WISC-R factor structure was similar to that found for standardization samples. Three factors emerged, namely Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility. In line with earlier findings, the K-ABC factor analysis resulted in two factors: Simultaneous and Sequential Processing. A shorter battery combining subtests from both instruments is discussed.

Adolescent↗
PubMed1980

Differentiation of learning disabled children from normal children using four coordination tasks.

Fifty 8-year-old children, 25 classified as normal and 25 as learning disabled, participated in a study to determine whether they could be differentiated into their respective groups by using four tasks from the Devereux Test of Extremity Coordination: opposition, foot patting, finger wiggling, and heel-toe walking with the eyes closed. Each chilld received numerical scores based on the number of times he could perform a task in 10 seconds. A stepwise discriminant function analysis revealed that two tasks, opposition and foot patting, were significant discriminating variables. A resulting discriminant function prediction equation showed that, according to the results of the tasks tested, 78 percent of the sample had been correctly classified by previous methods.

Child↗
PubMedDate not supplied

Role of the lecturer practitioner in learning disability nursing.

The BA (Hons) Nursing course at Oxford Brookes University aims to develop reflective practitioners. The role of the lecturer practitioner has become established in order to bridge the theory-practice divide. Lecturer practitioners contribute to the common foundation programme in years 1-2 and to the specialist branch in years 3-4. Lecturer practitioners facilitate learning by working with students and mentors in practical and theoretical settings. Learning contracts containing evidence of achievement are used by students as a focus for reflection and demonstration of clinical competence. Lecturer practitioners have core responsibilities in their practice areas, e.g. practice input and formulation of policies, and in the School of Health Care Studies, e.g. module leadership and committee membership. In the field of learning disability, lecturer practitioners have contributed to the dissemination of ideas and developments locally and nationally. These include leadership of the Clinical Practice Development Unit and presentation of research papers and information about services in Oxfordshire at national conferences.

Humans↗
PubMed1995

The career success of an adult with a learning disability: a psychosocial study of amnesic-semantic aphasia.

B.I. is a 39-year-old, intellectually gifted (IQ = 130) man with learning disabilities who, without known cause, demonstrated symptoms of amnesic-semantic aphasia at age 13. This led to placement in a public school class for students with mild mental retardation and to his dropping out of school after repeating Grade 9. His aphasia is associated with a severe deficit in speech comprehension, poor reading and writing, spatial confusion, and episodic memory loss. We studied the remarkable behavioral and cognitive adjustments that have enabled him to lead a fulfilling life and become a highly successful business executive. Implications are discussed in the context of patterns of successful functioning and current views of the neuropsychological and neurological bases of such disorders.

Adaptation, Psychological↗
PubMed1991

A review of social interventions for students with learning disabilities.

Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping, group size, intervention duration, intervention procedures, subject selection, and type of interventional model are examined to find patterns that reflect intervention success. Several intervention characteristics and components are associated with social intervention effectiveness: selecting subjects who had social skills difficulties or low peer acceptance, using cognitive-behavioral intervention procedures, providing individual or small group instruction, and applying long-term intervention and training. Discussion focuses on difficulties in comparing studies to determine intervention effectiveness through the examination of outcome measures, a call for revisions in future reporting of social interventions in the literature, and those intervention factors that relate to increases in peer acceptance.

Adolescent↗
PubMed1992

Adults with learning disabilities: current and future research priorities.

This article presents a review of current research, or what is currently known about adults with learning disabilities. The review is organized under different settings, including the community, postsecondary, and employment environments, and is followed by a review of longitudinal studies. Based on the review of the current status of the literature, research priorities for the 1990s are presented, including (a) identifying and conducting research with specific individuals or samples within the adult (LD) population; (b) identifying successful intervention techniques within the cognitive, social, personal, and vocational domains; (c) conducting research in a variety of environments, including community, employment, and postsecondary settings and across critical periods of an individual's lifespan (such as movement from postsecondary environments into employment and from employment to retirement); and (d) examining alternative methodologies, such as single-subject, case study, group research, and so forth, in future investigations. The priorities are followed by a description and comparison of various research methodologies.

Activities of Daily Living↗
PubMed1981

The uses of hypnotherapy with learning disabled children.

Explored the impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled (LD) children. Three hypnotic training sessions and instructions for 6 weeks of daily self-hypnotic practice that contained suggestions for imagery related to improvement in these areas were given to 15 children (12 males and 3 females, ages from 7 to 13), their reading teacher, and both their parents, and their responses were compared to a similar but untreated control group of 18. No overall differences were observed between groups. A multiple regression analysis revealed important predictors of self-esteem improvement for the experimental group. The child's hypnotic susceptibility score and self-hypnotic practice by children and parents were the most relevant. These LD children were at least as hypnotically susceptible as a normative sample. Hypnotherapy is seen as feasible in group administration by persons only moderately trained in hypnosis and of potential benefit to self-esteem improvement in LD children, depending on individual difference factors.

Adolescent↗
PubMedDate not supplied

Differences between learning disability subtypes classified using the revised Woodcock-Johnson Psycho-Educational Battery.

This study examined the characteristics of students with specific learning disabilities in either reading and spelling or arithmetic. Based on scores obtained using the revised Woodcock-Johnson Psycho-Educational Battery, students with a marked weakness in arithmetic relative to reading and spelling were designated as Group A. Group R-S showed the opposite pattern. Each group included 30 participants ranging in age from 7 to 16 years, with a mean age of 10 years. The boy-to-girl ratios were 16:14 and 19:11 in Group A and Group R-S, respectively. Comparisons using measures from the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) indicated that Group A was weaker in nonverbal skills than Group R-S, despite equivalent overall IQ scores between the two groups. Group R-S showed a within-group strength in nonverbal versus verbal skills. Group A students were more likely than Group R-S students to have counseling provided as part of their Individualized Education Program, suggesting greater socioemotional difficulty among Group A students. The present study supports the connection between nonverbal skills and socioemotional functioning noted by previous researchers, and generalizes findings from earlier studies to more current test editions.

Adolescent↗
PubMed1996

The aetiology of learning disability in preschool children with special reference to preventability.

The aims of the study were to determine the aetiology of moderate and severe learning disability in preschool children in Cape Town, to consider the causes by race and to assess the degree of preventability. All children under the age of 6 years who presented to the Developmental Assessment Clinics at the Red Cross Children's Hospital with a developmental quotient of less than 50 over a 1-year period were included. The Development Assessment Clinics form a regional multidisciplinary service for the evaluation of preschool children with development disabilities. Over the 12-month period, 232 children were identified, of whom 65% were Coloured, 32% African and the remaining 3% white. This roughly corresponds with teh breakdown of births by race in the region. Regarding the aetiology, in 45% the disability was prenatal in origin, in 17% perinatal, in 9% postnatal and in a quarter it was idiopathic. In the Coloured and white children, the cause in over a half arose prenatally and in 8.3% postnatally. In contrast, the cause in less than a third of the African cases arose in the prenatal period, but 36% resulted from perinatal complications. More of the African children had multiple disabilities and additional disabilities were more common in the perinatal and postnatal categories. Forty per cent of all cases were considered to be preventable, 16% with existing knowledge and current practice. There was no significant difference in preventability between the races.

Black People↗
PubMedDate not supplied

Passive and active processes in visuo-spatial memory: double dissociation in developmental learning disabilities.

The distinction between passive and active visuo-spatial memory has been useful to interpret various pattern of deficits reported in individual differences studies. However, this interpretation raises the issue of task difficulty, since active tasks could be failed simply because more complex and the corresponding deficit could reflect a reduced capacity of the system. We describe two children with Nonverbal Learning Disability whose performance provides evidence of a dissociation between passive and active memory processes. One of the children showed a selective impairment in passive tasks and performed flawlessly in active tasks, whereas the second child displayed the opposite pattern. These data suggest that a qualitative difference between passive and active processes does exist and that differences in performance do not reflect a lower/higher level of task difficulty. Further, these data underlie the importance of formulating theoretical models of visuo-spatial memory including both material-related (i.e., visual vs spatial) and process-related (i.e., passive vs active) distinctions.

Adolescent↗
PubMed1987

Inferred brain hemispheric preference and behavior of learning disabled students.

Correlations between teachers' ratings of behavior and a paper-and-pencil score for brain hemispheric preferences were generated for 38 learning disabled and 38 nonlearning disabled children in Grades 3 to 6, to identify previously described relationships for nonhandicapped children. Also, the children were compared on scores for brain hemispheric preference. Only one correlation between the teachers' ratings of behavior and hemispheric preference was noted for each group. Also, F tests indicated no difference in hemispheric preferences between the groups.

Attention↗