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PubMed1993

The relationship between parenting stress and social support in mothers of children with learning disabilities: a Chinese experience.

This study examined the relationship between parenting stress and social support in a random sample of 100 mothers with children at a school for children with learning disabilities, and a control group of 75 mothers with similarly aged non-handicapped children. Mothers of children at Zhi Ling school were found to have significantly more stress and significantly less support than those in the control group. Parenting stress in the control group was also found to be relatively high when compared with what are considered to be normal levels in the West. No significant correlation was found between total parenting stress and social support. It is suggested that further studies need to differentiate between satisfaction with support that is actually received and the perceived quality of available support.

Adult↗
PubMed1986

Fifteen-year stability of some neuropsychological tests in learning disabled subjects with and without neurological impairment.

The stability of the WISC/WAIS-R and seven other commonly used neuropsychological tests over a period of 15 years was investigated in 133 learning-disabled subjects, and for subgroups with hard neurological signs, soft neurological signs, and without neurological findings. Results showed high and significant correlation coefficients between time 1 (mean age 10 years) and time 2 (mean age 25 years), even though for some tests a change from the children's to the adult version occurred. Using a repeated-measures multivariate design, the three subgroups did not differ on this limited test battery. The correlation coefficients for the three subgroups provide an estimate of the range of stability in three different samples.

Achievement↗
PubMed2006

Familial association and frequency of learning disabilities in ADHD sibling pair families.

In a sample of 235 families with at least two children with Attention-Deficit/ Hyperactivity Disorder (ADHD), the frequency and familial association of learning disabilities (LD) were assessed. Familiality was examined both between sibling pairs and between parents and their children. Two methods for defining LD, a discrepancy-based and a low-achievement model, were employed to examine the occurrence of LD in this sample. The specific types of LD examined included Reading Disability (RD), Math Disability (MD), and Writing Disability (WD). The prevalence rates were highest for RD, followed by WD then MD. The two definitions of LD yielded similar prevalence rates but identified different groups of children with vastly different IQ scores. Strong familial association was demonstrated for RD both between sibling pairs and between parents and children, with weaker association for WD. There was evidence of nonrandom mating for LD among parents, but not for ADHD or for ADHD + LD. Despite the high comorbidity of ADHD and LD among parents, the presence of ADHD in the parents did not predict child LD supporting independent familial factors underlying ADHD and LD.

Adolescent↗
PubMed1997

Learning disabilities: moving forward--a focus on epilepsy, Birmingham, England, 29 June 1996.

On 29 June 1996 a conference was held in Birmingham to highlight the status of epilepsy in people with learning disabilities. The conference consisted both of seminars and workshops. Dr Tim Betts, Birmingham; Dr Greg O'Brien, Northumberland; and Dr Mike Kerr addressed issues of assessment, diagnosis and drug treatment of epilepsy in this population. This meeting report summarizes the proceedings of the conference.

Anticonvulsants↗
PubMed1992

Factorial structure of the Waterloo Handedness Questionnaire for control and learning-disabled adults.

This study examined the factorial structure of the 32-item version of the Waterloo Handedness Questionnaire (Steenhuis & Bryden, 1989) with a sample of control (n = 325) and learning-disabled (LD) (n = 147) subjects. On the basis of Principal Components Analyses, we have replicated the work of Steenhuis and Bryden (1989) who suggested that hand preference factors for control subjects are multifactorial in nature and are related more to "skilled" and "less skilled" activities rather than on distal/proximal musculature. Further, we have found that the factor structure for hand preference in LD adults is somewhat different than of normally achieving adults. The primary difference occurred within Factor 2. Unlike control subjects, whose Factor 2 items were classified as "less skilled" and preference was less lateralized, items loading on this factor for LD subjects were classified as "skilled" and showed strongly lateralized responses for both left and right handers. Presumably, LD adults show a less marked distinction between "skilled" and "less skilled" unimanual motor activities than control subjects suggesting different degrees of manual laterality between the groups.

Adult↗
PubMed1996

Using technology to enhance the writing processes of students with learning disabilities.

This article reviews the ways that computers can support writing by students with learning disabilities, with an emphasis applications that go beyond word processing. Following an overview of research on word processing is a discussion of software assists with the basic processes of transcription and sentence generation, including spelling checkers, speech synthesis, prediction, and grammar and style checkers. Next, applications that support the cognitive processes of planning are review including prompting programs, outlining and semantic mapping software, and multimedia applications. Finally, the use of computer networks to support collaboration and communication with diverse audiences is addressed.

Child↗
PubMed1998

Challenging communication: people with learning disabilities who challenge services.

This paper describes a project designed to equip direct care workers with the knowledge and skills to address communication as a central factor in the lives of people with learning disabilities who challenge services. The elements of the approach taken--'Challenging Communication'--are described, outcomes discussed and possible implications for the speech and language therapy profession briefly considered.

Caregivers↗
PubMed1997

K-TEA Mathematics scores of learning disabled students in resource and inclusive settings.

The relative effectiveness of mathematics instruction in resource rooms versus inclusive settings was examined with 30 boys in Grades 5 and 6 identified as learning disabled in mathematics. The boys were presented at the beginning of the school year and posttested at the end. Treatment was 45 min. of daily instruction in mathematics provided by six teachers for one school year. K-TEA Mathematics Computation and Application scores, separately compared in 2 x 2 repeated measures analyses of variance, were not significantly different; however, a significant gain was noted across settings for K-TEA Mathematics Application scores.

Achievement↗
PubMed1990

Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities.

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.

Adolescent↗
PubMed1998

Effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities.

This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent.

Child↗
PubMed1986

Self-monitoring of attentional behavior versus self-monitoring of productivity: effects on on-task behavior and academic response rate among learning disabled children.

I investigated the differential effects of self-monitoring of attentional behavior and self-monitoring of productivity on on-task behavior and academic response rate. Subjects were four learning disabled children with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity showing a superior effect for one subject, an equivalent effect for one subject, and less clear results for two subjects.

Attention↗
PubMed1990

A self-advocacy plan for high school students with learning disabilities: a comparative case study analysis of students', teachers', and parents' perceptions of program effects.

This qualitative study examined immediate perceived effects of a self-advocacy plan for students with learning disabilities (LD) in a 4-year comprehensive high school. The study's design was based on information-processing theory and qualitative research techniques, such as participant/observation and interviews. Subjects were 15 ninth- and tenth-grade students with LD, their parents, and their resource teachers. Participants responded to standardized open-ended interview questions upon completing the first step of the Self-Advocacy Plan. The study suggests that the Self-Advocacy Plan is an effective program increasing students' awareness of the vocational and academic services they qualify for, clarifying their perceptions of their roles as learners and individuals with LD, increasing their understanding of LD as a condition that has certain general characteristics, and developing their awareness of career and educational opportunities. The study provides suggestions for future self-advocacy research and for special educators who wish to design programs for students with LD incorporating the concepts of psychosocial development of the individual, information-processing theory, and self-advocacy.

Adolescent↗
PubMed1987

Minor physical anomalies and learning disability: what is the prenatal component?

The authors performed a case-control study of 60 school children who were examined for a constellation of anomalies suggestive of fetal alcohol exposure. Nonretarded learning disabled children were 7.25 times (95%, confidence interval, 1.05 to 50.0) more likely than controls to have signs consistent with alcohol exposure in fetal life. These data suggest an expanded spectrum of fetal alcohol effects. Early recognition of minor physical anomalies could result in prompt evaluation and treatment of these children.

Alcohol Drinking↗
PubMedDate not supplied

Sexuality and learning disabilities.

BACKGROUND: Sexuality and sexual health are issues that have been neglected in nursing practice and in the literature. This literature review discusses how the sexuality and sexual health of clients with learning disabilities are perceived and addressed in contemporary society. CONCLUSION: Sexuality and challenging behaviours, such as self-harm, can be linked and by denying or ignoring the sexual needs of clients there might be a case for professional negligence. The attitudes of staff and carers are important in understanding the sexual needs of clients and the shortfall in the education and training of nurses.

Attitude of Health Personnel↗
PubMed1994

Homework and students with learning disabilities and behavior disorders: a practical, parent-based approach.

This article provides a limited review of the effects of homework on students with disabilities, the essentials of effective homework programs, and variables that affect home-school partnerships. The emphasis is on students with learning disabilities and behavior disorders who are at risk for academic failure and poor school adjustment. The authors introduce the University of Utah Homework Partners series, which highlights three homework packages: a cooperative learning teams-based approach for classrooms, a package to train parents to be positive academic tutors for their children, and a systematic program to train parents in effective homework practices. The latter package is the major focus of this article because it emphasizes home-school partnerships for students with disabilities. Sanity Savers for Parents: Tips for Tackling Homework is a training program that teaches parents how to assess, design, and troubleshoot an effective in-home homework program for their child. The overall emphasis of this program is on practical interventions that are positive and motivating and include a home-to-school link to maximize the generalization of effects for students with learning and behavior disabilities.

Achievement↗
PubMed2006

Non-verbal learning disabilities in children with infantile hydrocephalus, aged 4-7 years: a population-based, controlled study.

The aim of this population-based, controlled study was to investigate non-verbal learning disabilities (NLD) in children with infantile hydrocephalus (IH). For this purpose, the results from subtests measuring either assets or deficits within Rourke's model of NLD were analyzed. Children with myelomeningocele (MMC), intracranial tumors, or IQ < 70 were excluded. Of the 52 IH children included in the study, 46 were shunt-treated, whereas 6 were not shunted. The 44 controls were matched according to age, gender, and geographic variables. The Neuropsychological Assessment of Children (NEPSY) was administered to 52 children (age 4-7) with IH; (F = 17, M = 35), and to 44 controls (F = 17, M = 27). The tests used were classified along each of the dimensions "assets" or "deficits", according to Rourke's model of the elements and the dynamics of the NLD syndrome. Differences between sum scores for the subtests classified as "assets", versus "deficits" were significantly higher in the IH group as compared with the controls (p < 0.005). These findings are compatible with a higher frequency of NLD in the IH group, in which neurological confounding factors have been excluded. In addition, the model of the elements and the dynamics of the NLD syndrome may be useful when analyzing neuropsychological test results obtained with traditional and comprehensive test batteries.

Case-Control Studies↗
PubMed1996

Ability and dependency in adolescents with severe learning disabilities.

In order to investigate the abilities and care needs of adolescents with severe learning disability, the authors conducted structured interviews with parents/carers of 42 males and 29 females aged 11 to 25 years and attending a school or adult training centres in Salford, Manchester. 56 per cent of the subjects could talk in sentences and 82 per cent could walk. The ability to walk and talk well was associated with better social behaviour. Mean onset of shaving and of menarche was earlier in subjects with than without Down syndrome. Five of the females and two of the males had been abused sexually, 24 per cent of the males and 59 per cent of the females were thought by their parents to have received sex education.

Activities of Daily Living↗
PubMedDate not supplied

For which students with learning disabilities are self-concept interventions effective?

We have previously conducted a meta-analysis of outcomes of school-based interventions aimed at enhancing the self-concept of students with learning disabilities (LD). This study extends the previous findings by analyzing intervention effect sizes in relation to students' levels of self-concept prior to intervention. The results of these analyses indicated that only groups of students with documented low self-concept benefited significantly from intervention. For these students, intervention effects were much larger than the effects previously estimated from aggregations that included groups with wide-ranging or unknown levels of self-concept prior to intervention. These findings underscore the need for researchers and practitioners to identify students for self-concept intervention based on their documented need, rather than assuming a need based on the students' identification as students with LD.

Child↗