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Results for “Learning Disabilities”

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PubMed1990

A follow-up study of recent special education graduates of learning disabilities programs.

This study investigated the postschool vocational and community adjustment of recent special education graduates from a southwestern metropolitan school district. Sixty-four students with learning disabilities (LD) who had attended self-contained classes at 12 high schools were randomly selected. A questionnaire, administered either via the telephone or in person, was the source of data. Thirty-eight of the LD sample were in competitive employment. In general, the LD students received very few community services. For the most part, they received no agency support after graduation. Most of the LD subjects lived with parents or other relatives and most had a driver's license and car. Implications for postsecondary services and future research are discussed.

Adolescent↗
PubMed2004

Levetiracetam in adult patients with and without learning disability: focus on behavioral adverse effects.

Optimal antiepileptic drug treatment in patients with learning disability (LD) represents a particular challenge. These patients are often unable to report toxicity, and side effects may manifest as behavioral problems. The aim of this open study was to compare efficacy and tolerability of levetiracetam (LEV) in patients with LD and those without LD. One hundred eighty-four consecutive adult patients who received LEV were followed for an average of 8.1 months. Fifty-six patients (30%) had LD. Thirty-nine percent of patients with refractory epilepsy (37% with and 40% without LD) had > 50% seizure reduction. Significantly more behavioral side effects (23% vs 10%) and a tendency toward less reported somatic central nervous side effects were found in the LD group. We conclude that LEV is equally effective and well tolerated in both patients with LD and patients without LD. However, behavioral problems are more frequent in patients with LD, whereas the tendency toward seizure increase is not enhanced.

Adolescent↗
PubMedDate not supplied

Development of the community nurse in learning disability: 1.

Many accounts have described the role of the community nurse in learning disability and the nature and purpose of intervention in this situation. This article, the first in a two-part series, discusses the development of community nursing education and the need for more research.

Community Health Nursing↗
PubMedDate not supplied

Eco-maps: facilitating insight in learning-disabled sex offenders.

The assessment of risk in relation to men who have learning disabilities and who sexually offend can be difficult as innovative means for eliciting information or presenting it to them require careful consideration. A risk assessment model has been designed which introduces an interactive tool called an 'eco-map' as a means of gathering important information from the offender as well as presenting the identified risks. The author explores the use and development of the eco-map from its crude beginnings to its use in practice. The tool enables offenders to rationalize and understand the often complicated concepts which contribute to their behaviour and allows them to be actively involved in the risk assessment process.

Adult↗
PubMedDate not supplied

Learning disabilities. Relocating hospital residents: a study.

The emphasis placed on moving people with learning disabilities from hospitals to the community has tended to mask the fact that many patients still remain in hospitals, and will continue to do so for some time. This study concentrated on the impact of moving residents in a small hospital from one ward to another, and the effects this had on their self-care abilities and social behaviour. The results suggest that a move can have deleterious effects on certain individuals.

Community Mental Health Services↗
PubMedDate not supplied

[Learning disabilities (author's transl)].

The author insists on the necessity to set the learning disabilities of written language in the frame of the child's personality and of the family and school environment. A therapeutical intervening which would not take these data into consideration risks to "crystallise" the parents in an attitude which excludes the coming to them of their responsibilities in the child's difficulties.

Adolescent↗
PubMed1996

The challenge for learning disability nurses.

The need for nurses specifically educated to work with people with learning disabilities has been questioned. RNMH skills allow qualified nurses to give holistic care to their clients. To gain recognition as providing a necessary service, RNMHs must become more active in promoting their work and its outcomes.

Clinical Competence↗
PubMed1995

Incidence of persons with a learning disability detained in police custody. A needs assessment for service development.

The aim of this prospective study was to identify the number of people with a possible learning disability suspected of having committed a criminal offence who were taken into police custody during a defined period of time. Between 18 January 1993 and 18 March 1993 992 people were taken into custody at Parkside Police Station, Cambridge, of whom 251 (25.3%) were screened by the custody officer using a brief questionnaire to ascertain the presence or absence of reading and writing difficulties and to see if they had received extra help at school or if they had attended a special needs school. Information on age, sex, suspected offence, disposal, if a solicitor assisted and incidence of homelessness was gathered from the custody reports.

Adolescent↗
PubMed1989

Comparison of two tests of visual-motor development used to assess children with learning disabilities.

To examine the validity and sensitivity of the Test of Visual-motor Skills and the Developmental Test of Visual-motor Integration, 38 students with learning disabilities were administered each test twice over a 6-mo. period. Correlations between age-equivalents, percentile ranks, and zeta-scores ranged from .58 to .71, supporting the construct validity of the Test of Visual-motor Skills. However, mean scores on the Developmental Test of Visual-motor Integration were significantly higher with all three methods of reporting test results and do not support concurrent validity. Subjects made a significantly greater mean change in age-equivalent score on the Test of Visual-motor Skills, suggesting that this score is preferable for measuring change in children receiving remedial programs for visual-motor dysfunction.

Child↗
PubMed1992

A comparison of the effectiveness of sensory integrative therapy and perceptual-motor training in treating children with learning disabilities.

This study compared the effect of sensory integration therapy (SI), perceptual-motor training (PM) and no treatment (NT) on the performance of 103 children with learning disabilities and sensory integrative dysfunction, aged 58 to 107 months, who were randomly assigned to one of the two treatment groups or to no treatment. After receiving a total of 72 1-hour sessions of therapy for 3 hours per week, PM-treated subjects showed significant gains over the other two groups, primarily in gross motor performance. SI-treated subjects showed an advantage in motor planning. There were no accompanying group differences in visual perception, handwriting readiness, copying ability, cognitive, academic, language and attentional skills or in self-concept. These findings demonstrate motor gains resulting from motor treatments without carry-over to functional skills and abilities more directly associated with school performance.

Attention↗
PubMed1997

Cancer and learning disability.

This study was performed in order to complete a 60-year survey of the rate of deaths from cancer in a group of people with a learning disability. It was carried out on an in-patient population, and information was obtained from hospital records of deaths and patient medical notes. During the 10-year period studied, 13.6% of all deaths were from cancer, compared to a rate of 26% in the general population. The ratios of different types of cancer were also markedly different to those in the general population, with a very high proportion (55%) being cancers of the gastro-intestinal tract. Other types of cancer, such as those affecting the bronchus, breast and prostate gland, which cause death most often in the general population, hardly appeared at all in the in-patient population studied. The present paper explores some of the possible reasons for these findings and the implications for the current research in the wider field of cancer in the general population.

Adult↗
PubMed1995

A study of planning and mathematics instruction for students with learning disabilities.

The purpose of this study was to extend research in training the use of cognitive strategies or planning to mathematical computation for 4 students with specific learning disabilities. A cognitive education method utilized in previous research was duplicated. It was expected that students would find the instruction differentially effective based upon their initial scores on a measure of planning. Using the Planning, Attention, Simultaneous, Successive model as a base, a cognitive instruction which facilitated planning was provided to two students with low scores on planning, obtained using an experimental version of the Das-Naglieri Cognitive Assessment System, and two students with average planning scores. All students completed three sessions of baseline and seven sessions of cognitive instruction in addition and multiplication. During the cognitive instruction phase, 5-min. sessions of self-reflection and verbalization of strategies about the mathematics problems were conducted after each initial 10-min. session of mathematics. Scores on addition problems showed that all students improved. On multiplication, however, 2 students with low planning scores improved considerably but not 2 with higher planning scores. Implications are provided.

Child↗
PubMed2006

Mathematics learning disability in girls with Turner syndrome or fragile X syndrome.

Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group, although the likelihood of MLD persisting through the primary school years was comparable for all three groups. In Study 2, formal and informal math skills were compared across the syndrome groups, a normative group, and children from the normative group who had MLD. Few differences were observed between the Turner syndrome and normative groups. Despite having rote counting and number representation skills comparable to those in the normative group, girls with fragile X had difficulty with counting rules (e.g., cardinality, number constancy). However, this difficulty did not distingush them from the MLD group. Overall, counting skills appear to distinguish the Turner syndrome and fragile X groups, suggesting that the specificity of math deficits emerges earlier for fragile X than Turner syndrome.

Child↗
PubMed1994

Long-term stability of individual WISC-R IQS of learning disabled children.

Stability of IQ for race and gender was examined by analyzing the results of two administrations over 3 years of the WISC-R for 402 learning disabled children. About 50% of the variance in Test 2 was accounted for by scores on Test 1. Frequency of positive or negative difference for each IQ from Test 1 to Test 2 was presented. Direction of change in IQ was negative for the Verbal Scale and positive for changes on the Performance Scale.

Adolescent↗
PubMedDate not supplied

Identifying specific learning disability: is responsiveness to intervention the answer?

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. I argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time. Many fundamental issues related to RTI are unresolved, and a better strategy may be to more rigorously implement existing identification criteria (e.g., discrepancy and psychological processing deficits) in a structured psychometric framework. Suggestions on how to modify present procedures are provided.

Aptitude Tests↗
PubMed1992

Investigating the relationship between the Millon Adolescent Personality Inventory and the Personality Inventory for Children with a sample of learning disabled adolescents.

The present study involved a preliminary evaluation of the correlations between subscales on the Personality Inventory for Children and the Millon Adolescent Personality Inventory with 25 learning disabled adolescents. Analysis yielded a number of significant correlations between these two scales, using the Personality Inventory for Children as the anchor scale, and showed that these adolescents as a group scored within clinically acceptable ranges on both diagnostic scales. Both scales need further psychometric and clinical investigation, and as such, the limitations of the study and the research needed are addressed, including the need for more multitrait, multimethod studies.

Achievement↗
PubMed1982

The effect of movement uncertainty on reaction and movement times of learning disabled and normal boys.

This study examined the effect of potential stimuli, as a source of movement uncertainty, on the reaction time (RT) and movement time (MT) of learning disabled (LD) children during a simple running task. The ability of LD children to attend to a process stimuli is known to be inferior. Such a notion is relevant to motor skill development as it imposes on the child's ability to develop from movement consistencies to movement constancies. When confronted with movement uncertainty, LD children showed significant increases in RT and MT over a 4.6 m. run. The performance of normal controls remained constant, thus emphasizing the simplicity of the task. The importance of skill consistency was highlighted, as was the consideration of inferior psychological processes of LD children while implementing movement activities.

Child↗
PubMed2006

Microdeletion encompassing MAPT at chromosome 17q21.3 is associated with developmental delay and learning disability.

Recently, the application of array-based comparative genomic hybridization (array CGH) has improved rates of detection of chromosomal imbalances in individuals with mental retardation and dysmorphic features. Here, we describe three individuals with learning disability and a heterozygous deletion at chromosome 17q21.3, detected in each case by array CGH. FISH analysis demonstrated that the deletions occurred as de novo events in each individual and were between 500 kb and 650 kb in size. A recently described 900-kb inversion that suppresses recombination between ancestral H1 and H2 haplotypes encompasses the deletion. We show that, in each trio, the parent of origin of the deleted chromosome 17 carries at least one H2 chromosome. This region of 17q21.3 shows complex genomic architecture with well-described low-copy repeats (LCRs). The orientation of LCRs flanking the deleted segment in inversion heterozygotes is likely to facilitate the generation of this microdeletion by means of non-allelic homologous recombination.

Adolescent↗