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 1,585 records · Page 88Linked to original sources
PubMed1985

The effect of study skill training on learning disabled students' retelling of expository material.

This research was conducted to determine the effects of a study skill training procedure on oral retelling of printed expository material read by three intermediate-grade learning disabled students. Measures of story retelling, study characteristics, and answers to comprehension questions were obtained during each session. The study skills taught during the intervention phase involved a modified Study, Question, Read, Recite, and Review technique (Robinson, 1941). Findings confirmed the existence of a functional relationship between the use of the study skill procedure and improved retelling. Experimenter directions and assistance were systematically faded so that during postchecks students used the procedure easily and quickly while obtaining their highest scores for retelling.

Child↗
PubMedDate not supplied

Treatment outcomes for students with learning disabilities: how important are internal and external validity?

This study analyzed the magnitude of experimental intervention outcomes as a function of violations in internal and external validity for studies that included students with learning disabilities. The results indicated that treatment outcomes were significantly affected by the following violations: teacher effects, establishing criterion levels of instructional performance, reliance on experimental measures, using different measures between pretest and posttest, using a sample heterogenous in age, and using incorrect units of analysis. Furthermore, the underreporting of information related to ethnicity, locale of the study, psychometric data, and teacher applications positively inflated the magnitude of treatment outcomes. A weighted hierarchical regression analysis revealed that composite scores of the aforementioned high-risk variables accounted for 16% of the total variance in effect size. The implications for interpreting intervention research to practice are discussed.

Analysis of Variance↗
PubMed1994

Advances in learning disabilities.

This review reports recent findings about diagnostic criteria, epidemiology, genetics, neuropsychological underpinnings, neuroanatomy, etiology, outcome, and treatment for the following: pervasive developmental disorder, the developmental language disorders, dyslexia, and dyscalculia. In addition, recent findings about neurological correlates, medical causes, and gender effects of learning disabilities are discussed.

Brain↗
PubMed2000

Language-based cognitive functioning in parents of offspring with ADHD comorbid for Tourette syndrome or learning disabilities.

The parents of children diagnosed with attention deficit hyperactivity disorder (ADHD) were examined for characteristics symptomatic of 2 comorbidities (Co) within their offspring with ADHD: Tourette syndrome (TS) and language-based learning disabilities (LD). A 2 x 2 multivariate analysis of variance design was used; the parents were divided according to whether the offspring with ADHD had TS (Co-TS) or not (No Co-TS) and whether offspring had LD (Co-LD) or not (No Co-LD). Parents (86 mothers and 70 fathers) were administered the short form of the Wechsler Adult Intelligence Scale--Revised (WAIS-R; Wechsler, 1981), subtests of the Woodcock-Johnson Cognitive and Achievement Batteries (Woodcock & Johnson, 1989), and word fluency (semantic and letter; Benton & Hamsher, 1989; Wiig & Semel, 1987). The fathers of offspring with Co-TS were more likely to be diagnosed with LD and had lower WAIS-R Vocabulary, Arithmetic, and Picture Arrangement scores. In addition, when the WAIS-R full scale IQ was used as a covariate, these fathers had lower Woodcock-Johnson Oral Vocabulary, Spelling, and Reading scores (as measured by Letter-Word Identification). The mothers of children with Co-TS had lower WAIS-R Vocabulary scores. Parents of the children with No Co-TS showed a higher proportion of error patterns on the word fluency tasks involving repetitions and rule breaks. The findings show that it was the parents of the children with Co-TS, not the parents of the children with Co-LD, who showed language-based learning problems. In separate discriminant analyses for the fathers and mothers, when the aforementioned significant parental measures were used as predictors, 81% of offspring with Co-TS were correctly classified as having a diagnosis of TS, solely on the basis of characteristics in their parents.

Adult↗
PubMed1995

A comparison between WISC-III and WISC-R scores for learning disabilities reevaluations.

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 students with learning disabilities (LD) at the time of their triennial reevaluations. WISC-III Full Scale, Verbal, and Performance IQs were significantly lower than comparable WISC-R IQs by approximately one-third to one-half of a standard deviation. Correlations among the IQ scores were moderate to moderately strong. Implications of these findings for LD reevaluations are discussed.

Adolescent↗
PubMedDate not supplied

Cognitive functioning as measured by the WISC-R: do children with learning disabilities have distinctive patterns of performance?

Patterns of performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) have been proposed as useful tools for the identification of children with learning disabilities (LD). However, most of the studies of WISC-R patterns in children with LD have been plagued by the lack of a typically achieving comparison group, by failure to measure individual patterns, and by the lack of a precise definition of LD. In an attempt to address these flaws and to assess the presence of patterns of performance on the WISC-R, we examined data from 121 children with typical achievement (TA), 143 children with reading disabilities (RD), and 100 children with a specific arithmetic disability (AD), ages 6 to 16 years. The results indicated that the RD and AD groups had significantly lower scores than the TA group on all the Verbal IQ subtests. Many of the children with AD and RD showed a significant difference between Verbal and Performance IQ scores, but so did many of the typically achieving children. Although there were some children with LD who showed the predicted patterns, typically, 65% or more of the children with LD did not. Furthermore, a proportion of the TA group-generally not significantly smaller than that of the RD and AD groups-showed discrepancy patterns as well. Our results indicate that the patterns of performance on intelligence tests are not reliable enough for the diagnosis of LD in individual children. Therefore, it might be more profitable to base the detection of an individual's LD on patterns of achievement test scores.

Adolescent↗
PubMedDate not supplied

Central auditory processing ability in children with ADHD with and without learning disabilities.

A few studies have shown more central auditory processing deficits in children with attention-deficit/hyperactivity disorder (ADHD) than in nondisabled children. Because these studies failed to screen participants with ADHD for learning disabilities (LD), it is not clear whether these deficits are correlates of ADHD or LD or both. In the present study, the central auditory processing ability of children with ADHD, ADHD with LD, and no disabilities was examined. Results indicated lower central auditory processing ability, and significant correlations between reading and ADHD symptoms and reading and central auditory processing ability in the ADHD with LD group compared with the other two groups. These findings suggest that central auditory processing deficits are more likely to be associated with LD than ADHD.

Attention Deficit Disorder with Hyperactivity↗
PubMed1992

Comorbidity between ADDH and learning disability: a review and report in a clinically referred sample.

A widely variable overlap ranging from 10 to 92% has been reported in the literature between attention deficit disorder with hyperactivity (ADDH) and learning disability (LD), most likely a result of inconsistencies in the criteria used to define LD in different studies. The following study seeks to more accurately determine rates of LD in clinically referred children. Using a psychometrically reliable methodological approach, it was expected that the rate of LD in ADDH children would be far more modest than previously reported. Subjects were referred children with ADDH (N = 60), children with academic problems (N = 30), and normal controls (N = 36) of both sexes with available psychological and achievement testing. Using a liberal definition of LD, significant differences were found between the groups (ADDH = 38% versus academic problems = 43% versus normals = 8%; p = 0.002). In contrast, more modest rates were found using two more stringent methods of assessment (23 and 17%; 10 and 3%; 2 and 0%, respectively; p = 0.02). Arithmetic-based LD appears to be equally identified by both stringent methods, whereas the liberal definition overidentified children in all three groups. These findings show that a liberal definition of LD overidentifies LD not only in ADDH children but also in normal children.

Achievement↗
PubMed1991

The impact of a transitional training program for young adults with learning disabilities.

A study was conducted in 1988-1990 at Lesley College's (Cambridge, Massachusetts) Threshold Program, one of the few campus-based, comprehensive transition programs in the country for young adults with learning disabilities functioning in the low-average intellectual range. The goal of the study was to assess the ability of program graduates from the classes of 1984 to 1987 to successfully manage the demands of independent living and competitive employment after intensive training in Threshold's 2- to 3-year program. From a total of 71 graduates contacted, 45 participated in the study, including 34 females and 11 males. The subjects ranged in age from 21 to 31 with the average age being 24. Information was gathered from all subjects through written questionnaires and personal or telephone contact. Small-group interviews were conducted with a sample of eight subjects. Factors contributing to the stability of competitive employment and independent living, support systems most commonly used, and specific impacts of the Threshold program on the lives of its graduates were studied. The data revealed that 61% of the respondents were currently employed in one of Threshold's fields of training, 52% had held their jobs for at least 1 year, and 42% (excluding cohort '87) held their jobs for at least 2 years. Seventy-five percent were living independently and 84% of those had maintained an apartment for more than 1 year. Subjects found compatibility with roommates and money management to be the biggest challenges. They perceived themselves as being quite independent and felt they would not be as successful without the opportunity of this program model.

Activities of Daily Living↗
PubMed1988

Phonetically inaccurate spelling among learning-disabled, head-injured, and nondisabled young adults.

We applied the Boder and Jarrico (1982, The Boder Test of Reading-Spelling Patterns, New York: Grune & Stratton) criteria to the WRAT spelling list and examined the phonetically inaccurate spelling error patterns of learning-disabled (LD), head-injured (HI), and nondisabled young adults. Phonetically inaccurate (PI) errors were reliably rated (interrater r = .94) and were correlated significantly more strongly with dysphasic errors (r = .33) than with dyscopia (r = .16). ANOVA showed that LD and HI, which did not differ, made significantly more PI errors than both nondisabled and HI. These results indicate that PI errors reflect an underlying language disorder. The results also suggest that PI errors are more frequent in brain-related disorders. Finally, when group differences in cognitive ability are statistically controlled, PI errors are more common only among LD persons.

Achievement↗
PubMed1993

Learning disability nursing: from normalization to materialism--towards a new paradigm.

For almost 2 decades the 'normalization principle' has provided the dominant paradigm for the planning and evaluation of nursing services to people with a learning disability within the United Kingdom. This has reflected the international influence of this philosophy in services to a wide range of disadvantaged and marginalized groups. However, this paper will argue that nurses working with this client group are facing a range of social and political changes which expose the weaknesses in this paradigm. This calls for a new approach to the way the relationship between practitioners and their clients is conceptualized. Here it is argued that a materialist paradigm provides a more realistic framework upon which to base future nursing practice.

Culture↗
PubMed1987

The combining of multiple hemispheric resources in learning-disabled and skilled readers' recall of words: a test of three information-processing models.

Three theoretical models (additive, independence, maximum rule) that characterize and predict the influence of independent hemispheric resources on learning-disabled and skilled readers' simultaneous processing were tested. Predictions related to word recall performance during simultaneous encoding conditions (dichotic listening task) were made from unilateral (dichotic listening task) presentations. The maximum rule model best characterized both ability groups in that simultaneous encoding produced no better recall than unilateral presentations. While the results support the hypothesis that both ability groups use similar processes in the combining of hemispheric resources (i.e., weak/dominant processing), ability group differences do occur in the coordination of such resources.

Cerebral Cortex↗
PubMed2004

Brief cognitive therapy of nightmares and post-traumatic ruminations in a man with a learning disability.

OBJECTIVES: This is a case study of the treatment of two recurrent nightmares, one of which was accompanied by congruent post-traumatic daytime ruminations, in a man with a mild to moderate learning disability. METHOD: Treatment was by a cognitive intervention in which the patient was taught new positive endings to his dream stories. RESULTS: Both of the nightmares, as well as the post-traumatic ruminations, responded to treatment, and gains were maintained at 12-month follow-up. CONCLUSIONS: Cognitive treatment of nightmares can be successful even in a patient with very limited intellectual abilities. The discussion considers the factors that may have been responsible for the success of the intervention in a man who would not be considered an obvious candidate for cognitive therapy.

Adult↗
PubMed1996

The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities.

This study examined the effects of a schema-based direct instruction strategy on the word-problem-solving performance of three third- and fourth-grade students (2 girls, 1 boy) with learning disabilities. An adapted multiple-probe-across-students design was used. Results indicated that the intervention was successful in increasing the percentage of correct solutions to word problems for all 3 students. In addition, maintenance of word-problem solving was seen 2 to 3 weeks after the study. Student interviews indicated that the strategy was beneficial. Further research with different students and problem types (e.g., multistep) and an investigation of the long-term effects of the strategy and its use in novel settings appear warranted.

Achievement↗
PubMed1995

Effects of response and trial repetition on sight-word training for students with learning disabilities.

Alternating treatments designs were used to compare the effects of trial repetition (one response within five trials per word) versus response repetition (five response repetitions within one trial per word) on sight-word acquisition for 3 elementary students diagnosed with specific learning disabilities in reading. Although both interventions occasioned the same number of accurate responses per word during training, the trial-repetition condition, which involved complete antecedent-response-feedback sequences, resulted in more words mastered for all 3 students.

Behavior Therapy↗
PubMed1976

Hyperkinetic behaviors and learning disabilities followed over seven years.

A seven-year follow-up study of 500 children was conducted by teacher questionnaire in the second, fourth, and fifth grades for the presence of behavior problems and learning disabilities. These children represent all the second-graders in a number of rural school districts. The three scores on each child were summed. The 20% of children with the highest scores (i.e., most symptoms or disabilities) showed a rate of behavioral or academic maladjustment in ninth grade of 35%. The 30% of children with the lowest scores (i.e., fewest symptoms or disabilities) did not have a single member functioning poorly in ninth grade. Of the group between the 30th and 70th percentile, 5% were adapting poorly and most of their scores placed them in the upper range. Consistent correlations are also shown when the group is divided according to IQ, grade point average, and school systems.

Adolescent↗
PubMedDate not supplied

Achievement-related perceptions of children with learning disabilities and normal achievement: group and developmental differences.

Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within the and across grades. As predicted, in both grades teacher feedback was the most common criterion children used to judge their academic performance. In both achievement groups, perceived teacher feedback and reading satisfaction were less favorable among sixth than third graders. Hierarchical regression analyses showed that perceived teacher feedback was the best predictor of reading satisfaction; however, in sixth grade, social comparison also contributed significantly to the prediction. The importance of perceived feedback also was demonstrated in the relation to self-worth, which was generally positive among both achievement groups and within each grade. Through its relation to reading satisfaction, perceived teacher feedback contributed significantly to prediction of self-worth. Developmental differences and classroom factors that may explain these findings are discussed.

Achievement↗
PubMedDate not supplied

Job satisfaction of college graduates with learning disabilities.

Job satisfaction, as assessed via five scales that posed questions concerning colleagues, work, supervision, pay, and promotion, as well as overall total job satisfaction, was examined for 55 self-identified college graduates with learning disabilities (LD) and 55 control graduates matched by gender, major, degree, and graduation year. All participants graduated from a competitive midwestern university from 1987 to 1994 and represented advantaged groups when compared to both LD and non-LD populations. The graduates with LD required significantly more time to complete their degrees and showed significantly lower CPAs. Data analysis indicated that the graduates with LD perceived themselves as receiving significantly less pay and promotion opportunities, and reported less total job satisfaction, than graduates without LD. However, no significant salary differences between the groups were found. The implications of these findings are examined.

Adult↗