Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Learning Disabilities”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,549 records · Page 86Linked to original sources
PubMed1994

Behavioral characteristics of children with Turner syndrome and children with learning disabilities.

Children with Turner syndrome (TS) are at increased risk for cognitive deficits and behavioural problems. Although cognitive skills are similar to those found in children with nonverbal learning disabilities (NLD), comparisons of behavioral patterns in children with TS to those in children with NLD have not been reported. The purpose of this research was to describe behavioral patterns in school-aged females with TS and to determine if these patterns differed from those exhibited by females with NLD as measured on the Pediatric Behavior Scale, a parental report of childhood behaviors. Behavioral characteristics were identified in 10 children with TS, 10 with NLD, and 10 healthy children. Those with TS and with NLD were found to have increased levels of social isolation. In addition, children with TS had behavioral problems in the areas of impulsivity and medical noncompliance. Identification of behavioral characteristics of specific conditions is essential to guide counseling and interventions provided by nurses and other health professionals.

Analysis of Variance↗
PubMedDate not supplied

[Phonological awareness in child with attention deficit disorder without learning disabilities].

INTRODUCTION: Phonological awareness problems have been reported in children with attention deficit/hyperactivity disorder (ADHD). However, other researches found that phonological awareness problem appear only in children with learning disabilities (LD). OBJECTIVE: To analyze the performance on phonological awareness tasks of children aged 7 to11 years with ADHD combined type (ADHD/+H), and inattentive type (ADHD/-H) compared with one control group. PATIENTS AND METHODS: A non-randomized sample consisting of 96 children of both genders was selected. Children were attending to school in Medellin, Colombia. The sample was classified into three groups of 32 participants: ADHD/+H, ADHD/-H and control. LD was excluded using a standardized questionnaire for teachers (CEPA). Groups were sorted using a T score (3) 60 for cases and T score pound 50 for controls on a standardized questionnaire with DSM-IV-ADHD criteria, and on an ADHD-DSM-IV checklist. The performances of the three groups on phonological awareness tasks, as auditory discrimination, visual recognition, sequential repetition, oral segmentation, syllable inversion, similar words reading and writing, and pseudo-words reading and writing, were compared. RESULTS: Differences between ADHD and control children on phonological awareness tasks scores were not found. CONCLUSION: Children with ADHD without LD performed similarly to controls on phonological awareness tasks.

Attention Deficit Disorder with Hyperactivity↗
PubMed2003

Do children with myelomeningocele and hydrocephalus display nonverbal learning disabilities? An empirical approach to classification.

As a group, children with myelomeningocele (MM) and early-onset hydrocephalus demonstrate many of the features of the syndrome of nonverbal learning disabilities (NLD). However, the frequency with which individual children display a pattern of neuropsychological functioning consistent with the NLD syndrome is unknown. We addressed this question by comparing the prevalence of NLD in 32 children with MM and shunted hydrocephalus to that in a group of 27 healthy siblings. Participants, who were between 8 and 15 years of age, completed a neuropsychological test battery that included 11 measures of possible assets and 17 measures of possible deficits that define the NLD syndrome. As a group, children with MM and shunted hydrocephalus displayed many of the specific assets and deficits. However, they also displayed significantly more variability in their patterns of assets and deficits than siblings, reflecting the substantial individual differences that characterize children with MM. About 50% of the children with myelomeningocele displayed a pattern of assets and deficits consistent with the NLD syndrome. Classification as NLD was weakly related to cumulative medical risk, as well as to left-handedness. The findings suggest a need for caution in making generalizations regarding the applicability of the NLD model to children with MM and early-onset hydrocephalus.

Adolescent↗
PubMed2000

Verb and noun morphology in the spoken and written language of children with language learning disabilities.

The purpose of this study was to investigate the use of verb and noun morphology in school-age children's spoken and written language. Sixty children, with and without language learning disabilities (LLD), each produced 2 spoken and 2 written language samples. The children's accuracy in using morphemes that mark verb finiteness (regular past tense, 3rd person singular present tense, copula, and auxiliary BE) was compared with their accuracy in using noun morphology (regular plural, possessive, articles). As would be expected, the typically achieving children, who were aged 7 to 12 years, had mastered the verb and noun morphology in spoken and written samples. The children with LLD, aged 10 to 12 years, also showed high accuracy in the spoken samples. On the other hand, they showed substantial difficulty in the written samples with the regular past tense, with errors in 26% of obligatory contexts. However, the children with LLD also had difficulty with the regular plural, with errors in 12% of obligatory contexts. For both the regular past tense and plural, all errors were errors of omission. These results indicate that finiteness marking remains an area of relative difficulty, but perhaps not the only grammatical difficulty, for children with language impairments in the school years.

Child↗
PubMed1990

Are regular education classes equipped to accommodate students with learning disabilities?

This study examined educational practices in regular education classes in grades K-5 to determine changes required to facilitate a full-time mainstreaming program for students with learning disabilities. Data collected during the planning year of a mainstreaming project permitted a detailed analysis of the elementary school and the extent to which it accommodated individual differences. Data from informal and structured observations, interviews, and surveys of students, parents, and teachers suggested that fundamental changes in instruction are necessary for the regular education initiative to work in this school.

Achievement↗
PubMed1989

The development of working memory in normally achieving and subtypes of learning disabled children.

Working memory has been proposed as an important component of reading and arithmetic skills. The development of working memory was studied in normally achieving and subtypes of learning disabled children. The performance of reading disabled (RD), arithmetic disabled (ARITHD), and attentional deficit disordered (ADD) children, age 7-13, was compared to normal achievers (NA) on 2 working memory tasks, 1 involving sentences and the other involving counting. There was a significant growth of working memory as a function of age. In addition, the RD children had significantly lower scores on both tasks. The ARITHD children had significantly lower scores only on the Working Memory--Counting task, and the ADD group had scores similar to the normally achieving children except at the youngest age level in the Working Memory--Sentences task. Thus, a reading disability appears to involve a generalized deficit in working memory. Children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information. As children with ADD did not have deficits in these tasks, working memory may not have significant attentional components. An important component of the development of reading and computational arithmetic skills appears to be the growth of working memory for language and numerical information.

Achievement↗
PubMed2004

Dietary omega-3 fatty acids normalize BDNF levels, reduce oxidative damage, and counteract learning disability after traumatic brain injury in rats.

Omega-3 fatty acids (i.e., docosahexaenoic acid; DHA) regulate signal transduction and gene expression, and protect neurons from death. In this study we examined the capacity of dietary omega3 fatty acids supplementation to help the brain to cope with the effects of traumatic injury. Rats were fed a regular diet or an experimental diet supplemented with omega-3 fatty acids, for 4 weeks before a mild fluid percussion injury (FPI) was performed. FPI increased oxidative stress, and impaired learning ability in the Morris water maze. This type of lesion also reduced levels of brain-derived neurotrophic factor (BDNF), synapsin I, and cAMP responsive element-binding protein (CREB). It is known that BDNF facilitates synaptic transmission and learning ability by modulating synapsin I and CREB. Supplementation of omega-3 fatty acids in the diet counteracted all of the studied effects of FPI, that is, normalized levels of BDNF and associated synapsin I and CREB, reduced oxidative damage, and counteracted learning disability. The reduction of oxidative stress indicates a benevolent effect of this diet on mechanisms that maintain neuronal function and plasticity. These results imply that omega-3 enriched dietary supplements can provide protection against reduced plasticity and impaired learning ability after traumatic brain injury.

Animals↗
PubMed1996

Headaches of recent onset and long-term learning disability.

In the evaluation of headaches, history is everything! Usually. However, sometimes the headaches are associated with unrelated conditions simply because of their frequency. The evaluation of a child with a learning disability is also a common exercise and the trick, with both conditions, is to recognize the occasional patient who warrants further evaluation.

Adolescent↗
PubMed2004

From research to policy to practice: prescription for success for students with learning disabilities.

As a community, physicians with expertise in child development and an appreciation of school-related challenges are uniquely positioned to enhance the well-being of children with specific learning disabilities. Efforts in such areas as differential diagnosis, enhancing communication between home and school and among parents and related service providers, accountability for effective and timely intervention, advocacy, and the application of scientific approaches to instruction and progress monitoring are among the ways in which the medical community can support children with special learning needs.

Adolescent↗
PubMed1982

Patterns of postrotary nystagmus in three learning-disabled children.

This study explores the effect of a program of sensory integration therapy, with emphasis on vestibular stimulation activities, on the duration of postrotary nystagmus in three learning-disabled children. The single-subject methodology employed allowed a more individualistic and longitudinal investigation of nystagmus patterns in the three subjects. The graphic and statistical analysis of the data revealed that two of the three subjects evidenced significant changes in postrotary nystagmus durations over the 25-week period of the study. Subject 1, with initially low nystagmus durations, displayed an increase in duration, whereas subject 2, with initially normal postrotary nystagmus durations, exhibited a response decline in nystagmus durations. The postrotary nystagmus durations of subject 2 remained relatively stable across both the baseline and intervention periods. The therapeutic implications of the findings are discussed, and areas in need of additional investigation are highlighted.

Child↗
PubMed1985

The univariate and multivariate relationships among environmental, sociocultural, biological, and developmental variables and the identification of learning disabled children.

Multivariate techniques were used to study the relationships among environmental, sociocultural, biological, and developmental variables, and their ability to discriminate between learning disabled (LD) and regular education students. Univariate analyses were employed to identify variables that were included in a discriminant analysis. Through this combination of analyses, variables that might be considered as risk factors were isolated. Variables which contributed to the separation of LD children from those not placed in special education were developmental delays, baby's length at birth, and sex of child. Developmental delays and serious illness of the child were variables most contributing to the separation of LD from low achieving children. While not increasing the accuracy of classification, these antecedent variables appear to predict probability of LD placement as accurately as academic performance or clinical decision, thus allowing early intervention rather than procedures used after learning problems have been identified.

Body Height↗
PubMedDate not supplied

Verbal retelling abilities in adolescents with and without language-learning disabilities for social studies lectures.

Verbal retelling abilities for social studies lectures were examined and compared in 20 adolescent boys, ages 12-5 to 14-7, with language-learning disabilities (LLD) and 29 with normal language abilities (NL). Participants viewed one videotaped social studies lecture with a comparison expository discourse structure and one with a causation discourse structure. Following each lecture presentation, participants verbally retold the lecture. Results of several repeated-measures analyses of variance indicated that the group with LLD produced a significantly smaller number of T-units, subordinate clauses, subordinate clauses per T-unit, T-units per second, lecture components per second, and percentage of lecture components in their retellings, compared with the group with NL, regardless of lecture type. Both groups produced a significantly greater number of T-units and subordinate clauses for the comparison lecture. By contrast, both groups recalled a significantly greater number of lecture components per T-unit and per second for the causation lecture. Results indicated that the comparison discourse structure facilitated more substantive and elaborate retellings, whereas the causation discourse structure facilitated more efficient, concise retellings in both groups. Research and instructional implications are discussed.

Adolescent↗
PubMed2001

Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are important.

The purpose of this investigation was to explore the relationship between working memory (WM) and mathematical problem solving in children with learning disabilities (LD). Children with LD (age 11.5 years) were compared to chronologically age-matched (CA-M) and younger comprehension/computation achievement-matched children (age 8.9 years) on measures of verbal and visual-spatial WM, phonological processing, components of problem solving, and word-problem solving accuracy. The results showed that (1) children with LD were inferior on measures of word solution accuracy, components of problem solving, phonological processing, domain-general WM, and verbal WM when compared to children who were CA-M, (2) children with LD were comparable to younger children on all processing measures, except measures of domain-general WM, visual-spatial WM, phonemic deletion, and identifying problem goals, (3) measures of verbal and visual-spatial WM contributed significant variance to solution accuracy independent of phonological processing, and (4) the influence of WM on solution accuracy was mediated by long-term memory (LTM) processes related to the knowledge of algorithms. The results support the notion that information activated from LTM, rather than phonological processing, mediates the relationship between executive processing and solution accuracy in children with LD.

Child↗
PubMed2001

A study looking at the effectiveness of developmental screening in identifying learning disabilities in early childhood.

This is a retrospective study of children under six years of age referred to the Brothers of Charity Early Intervention Services in County Galway, a service that caters for children under 6 years with learning disabilities. The aim in doing this study was to assess the value of routine developmental screening in identifying children with learning difficulties. This study also investigates the patterns and sources of referral to the remedial services provided by the Brothers of Charity and highlights possible avoidable delays in referral. The results showed that many children were referred for remedial services late. The reasons for late referral included late identification of some children with problems, insufficient co-ordination of community-based services and a lack of awareness of the importance of early intervention in some cases. As some communication disorders such as autism, autistic spectrum disorders and specific language delay may not express themselves until the later part of the second year of life, the 18-24 month developmental assessment is of vital importance. However identification of these disorders can present difficulties and may call for additional training for professionals involved in the developmental screening of children in that age group. The interval between initial identification and referral for remedial care in many cases was more than twelve months. We propose that, in order to minimize this time, children requiring a more in-depth assessment should be assessed by a community-based multidisciplinary team, enabling integrated assessment by the different disciplines and thus speedier referral to remedial services.

Child, Preschool↗
PubMedDate not supplied

The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities.

Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.

Adaptation, Psychological↗
PubMed1992

Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting.

This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.

Achievement↗
PubMed1999

[Neuropsychological approach to the learning disability: the correlation between neuropsychological findings and rCBF].

We investigated the relationship between a disorder of higher brain function and the area of reduced regional cerebral blood flow (rCBF) in learning disabled (LD) children. Subjects consisted of two LD children with a specific Kanji writing disorder, one with dyslexia and dysgraphia and two with a specific verbal semantic disorder. Neuropsychological assessment batteries were used to detect higher brain disorders, and single photon emission tomography to measure rCBF. We found that the area of reduced rCBF in LD children correspond to that in adults with an acquired brain damage showing similar symptoms. These results suggest that LD is caused by a localized brain dysfunction.

Adult↗
PubMed1989

Cross-sectional comparisons of the mathematical performance of children with learning disabilities: are we on the right track toward comprehensive programming?

This study examines the mathematical performance of 220 children from 8 years through 17 years of age diagnosed as having learning disabilities. Student records were searched for data indicating performance on standardized test instruments relating to mathematics. Data for the Woodcock-Johnson Psycho-Educational Achievement Battery math subtests and for the IQ scores from the Wechsler Intelligence Scale for Children-Revised were obtained. Comparisons were made among children at different ages and among specific age clusters. Primary attention was directed toward calculations and applications of math concepts and principles. Developmental patterns across the ages studied were discovered. Implications for long-term comprehensive programming are presented.

Achievement↗