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Results for “Learning Disabilities”

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PubMed1980

A comparison of the reliability and validity of the standard MFF and MFF 20 with learning-disabled children.

A direct comparison was made of the reliability and validity of the standard Matching Familiar Figures Test (MFF) to a recent longer version of the task (MFF20). Subjects comprised two samples of learning-disabled children, matched on age, sex, IQ, and SES. The Salkind and Wright (1977) formulation was used to generate continuous data, and IQ was statistically controlled. Internal reliability estimates showed the MFF20 to be more consistent that the standard version on both error and latency scores. Validity was addressed by comparing the two versions of the task in their ability to predict cognitive and behavioral skills of conceptual relevance to impulsivity. Results indicated that the MFF20 is a more sensitive predictor of academic achievement and attention as observed in a natural setting than is the standard version of the task.

Achievement↗
PubMedDate not supplied

Validity of alternative approaches for the identification of learning disabilities: operationalizing unexpected underachievement.

This article reviews the validity of models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intraindividual differences, and (d) response to instruction for the classification and identification of learning disabilities (LD). Models based on aptitude-achievement discrepancies and intraindividual differences showed little evidence of discriminant validity. Low achievement models had stronger discriminant validity but do not adequately assess the most significant component of the LD construct, unexpected underachievement. All three of these status models have limited reliability because of their reliance on a measurement at a single time point. Models that incorporate response to instruction have stronger reliability and validity but cannot represent the sole criterion for LD identification. Hybrid models combining low achievement and response to instruction most clearly capture the LD construct and have the most direct relation to instruction. The assessment of students for LD must reflect a stronger underlying classification that takes into account relations with other developmental disorders as well as the reliability and validity of the underlying classification and resultant identification system.

Aptitude Tests↗
PubMed1999

Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?

This investigation explores the contribution of two working memory systems (the articulatory loop and the central executive) to the performance differences between learning-disabled (LD) and skilled readers. Performances of LD, chronological age (CA) matched, and reading level-matched children were compared on measures of phonological processing accuracy and speed (articulatory system), long-term memory (LTM) accuracy and speed, and executive processing. The results indicated that (a) LD readers were inferior on measures of articulatory, LTM, and executive processing; (b) LD readers were superior to RL readers on measures of executive processing, but were comparable to RL readers on measures of the articulatory and LTM system; (c) executive processing differences remained significant between LD and CA-matched children when measures of reading comprehension, articulatory processes, and LTM processes were partialed from the analysis; and (d) executive processing contributed significant variance to reading comprehension when measures of the articulatory and LTM systems were entered into a hierarchical regression model. In summary, LD readers experience constraints in the articulatory and LTM system, but constraints mediate only some of the influence of executive processing on reading comprehension. Further, LD readers suffer executive processing problems nonspecific to their reading comprehension problems.

Child↗
PubMed1991

Self-hypnosis, sensory cuing, and response prevention: decreasing anxiety and improving written output of a preadolescent with learning disabilities.

In this case study we describe a hypnobehavioral procedure used in the successful treatment of a 10 1/2-year-old boy who suffered from an adjustment disorder with academic inhibition, manifested by an anxiety reaction secondary to learning disabilities that affected his written-language output. Treatment consisted of three self-management techniques: self-monitoring and charting of conditions that preceded anxiety-related behaviors; self-hypnosis and a progressive-muscle-relaxation induction technique; and response-prevention training. The hypnobehavioral procedure decreased anxiety and increased written-language output. We discuss the results in relation to the specific benefits obtained by the preadolescent studied, the advantages of the hypnobehavioral procedure over previous methods to resolve anxiety, the role of self-hypnosis in problem resolution, and future research directions.

Anxiety↗
PubMed1992

Cluster analysis of children and adolescents with brain damage and learning disabilities using neuropsychological, psychoeducational, and sociobehavioral variables.

The purpose of the study was to employ psychoeducational, neuropsychological, and sociobehavioral (Conners Rating Scale) variables in determining if definable subtypes exist within a diverse population of subjects with learning disabilities (LD) and documented brain damage. The sample of 95 subjects (27% female and 73% male) had been referred for neuropsychological assessment at a large, Midwestern medical center. Mean age was 10.6 years. Brain damage (BD) was documented for 45% of the sample. The first cluster analysis employed neuropsychological, psychoeducational, and sociobehavioral data and revealed four interpretable clusters. A second cluster analysis excluded sociobehavioral data and yielded two interpretable clusters. In neither analysis did a cluster consist exclusively of BD or LD subjects. Results were interpreted as supporting the importance of the sociobehavioral component in LD subtyping, as well as supporting the contention that parallels may exist in cerebral function and/or structure between the LD and BD classifications.

Adolescent↗
PubMedDate not supplied

Teaching secondary students with learning disabilities to self-manage classroom survival skills.

This multiple baseline study investigated the effectiveness of a cognitive-behavioral self-management training package on the consistent use of specific classroom survival skills. Participants were three adolescent males with learning disabilities in Grades 7 and 8. The training package involved a multicomponent strategy focused on the improvement, maintenance, and cross-classroom generalization of targeted classroom preparedness skills. Following intervention, the training procedures were systematically faded. Results demonstrated more consistent use of targeted classroom survival skills by all three students in both learning support and mainstream generalization settings. Long-term maintenance of the intervention effects was observed for two students in both settings. Three social validity measures revealed positive results. Implications for self-management in secondary education settings are discussed.

Achievement↗
PubMed1993

Test-retest reliability of the test of visual perceptual skills with children with learning disabilities.

This study examined the test-retest reliability of the Test of Visual Perceptual Skills (nonmotor) (TVPS). The sample consisted of 30 first- and second-grade children (aged 6 years through 8 years) with identified learning disabilities. The TVPS was administered on two separate occasions that were 1 to 2 weeks apart. The intraclass correlation coefficient for the total test standard scores was .81. The intraclass correlation coefficients for the subtests ranged from .33 (Sequential Memory) to .78 (Form Constancy). The primary finding from this study is that TVPS scores on the total test show adequate test-retest reliability for use in clinical settings. The scores on the subtests, however, should be used with extreme caution, as the test-retest reliability estimates were low.

Child↗
PubMed1996

Research in self-monitoring with students with learning disabilities: the present, the prospects, the pitfalls.

The amount of research in the use of self-monitoring intervention with students has increased steadily. This article reviews the literature to date on self-monitoring with students with learning disabilities. First, it discusses the results of self-monitoring studies in terms of major dependent measures, such as on-task behavior and academic productivity and accuracy. Next, it analyzes studies comparing the effects of self-monitoring of attention and self-monitoring of performance on on-task behavior and academic responding. Finally, it discusses areas for future research and potential conceptual pitfalls.

Humans↗
PubMed1996

An examination of youth with attention-deficit/hyperactivity disorder and language learning disabilities: a clinical study.

This study examined the performance of 96 youth hospitalized at an acute-care psychiatric hospital on a battery of language measures. The participants were separated into four groups: (a) participants with language learning disabilities (LLD; n = 14), (b) participants with attention-deficit/hyperactivity disorder (ADHD; n = 26), (c) participants with both ADHD and LLD (ADHD/LLD; n = 18), (d) participants with neither ADHD nor LLD (Neither; n = 38). Participants with ADHD/LLD performed significantly more poorly than did the ADHD group or the Neither group on measures of phonology and syntax, but not semantics. However, participants with ADHD/LLD did not significantly differ from participants with LLD on a majority of language-based measures. This finding suggests that participants with ADHD/LLD have profiles more similar to those of participants with LLD than participants with ADHD. Educational implications for instruction for students with ADHD/LLD are presented.

Adolescent↗
PubMedDate not supplied

Offenders who have a learning disability.

This article examines aspects of the criminal justice system in relation to offenders with learning disabilities. Questions relating to the vulnerability and responsibility of suspects are explored in the light of recent literature. The legal rights of detainees are considered with reference to the Police and Criminal Evidence Act 1984. The role of the 'appropriate adult' is reviewed and implications for service workers are explored. Future directions are considered with reference to innovative developments in services. Victims and witnesses will be considered in a subsequent article.

Civil Rights↗
PubMedDate not supplied

'Getting in touch' with people with severe learning disabilities.

This article explores innovative and interactive ways of working with people who have severe learning disabilities, special needs and/or challenging behaviour who, despite the efforts of those who support them, are not able to respond to attempts to interact with them. It examines the possibilities of communicating by using people's own behaviours and outlines how these methods of interaction can be developed into a 'language' which people with these disabilities recognize and find motivating. Entering into a person's world in a way that is not confusing or threatening may allow him/her to move from solitary self-stimulation to shared activity. People with these disabilities will then become aware of a world outside their own (sometimes they are aware of this but are unable to make a connection between what they perceive and themselves), and begin to understand their relationship to it. Surprise is an important element as it shifts attention from the inner space to the source of the intervention. A number of examples illustrate a range of person-centred approaches and the variety of disabilities that may be assisted.

Communication Barriers↗
PubMedDate not supplied

Learning disability: promoting health equality in the community.

A project to discover if people with a learning disability would benefit from a pop-in health clinic has shown that a needs-led service, co-ordinated by a health professional, can reduce gaps and inequalities within healthcare provision.

Adolescent↗
PubMedDate not supplied

Palliative care and learning disabilities.

This article explores the problems nurses may come across when a client with a learning disability develops a terminal illness. The client's understanding of illness and death is discussed. Also explored is the client's need for relationships, as well as the family's needs. Close cooperation between carers and all professionals involved is essential for providing maximum and appropriate support.

Breast Neoplasms↗
PubMed1989

Teaching adolescents with learning disabilities to generate and use task-specific strategies.

The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular classroom. Measures were taken in three areas: (a) metacognitive knowledge related to generating or adapting strategies, (b) ability to generate problem-solving strategies for novel problems, and (c) the effects of the intervention on students' regular classroom grades and teachers' perceptions of the students' self-reliance and work quality. A multiple baseline across subjects design was used. The intervention resulted in dramatic increases in the subjects' verbal expression of metacognitive knowledge and ability to generate task-specific strategies. Students' regular class grades increased; for those students who did not spontaneously generalize use of the strategy to problems encountered in these classes, providing instruction to target specific classes resulted in improved grades. Teacher perceptions of students' self-reliance and work quality did not change, probably because baseline measures were already high in both areas. Implications for instruction and future research are discussed.

Adolescent↗
PubMed1989

Effects of goal structures and performance contingencies on the math performance of adolescents with learning disabilities.

This study assessed the effects of assigned versus self-selected goals and contingent versus noncontingent gameplay conditions, delivered during computer-assisted math computation drill-and-practice sessions. Participants were 20 high school pupils with learning disabilities who had active Individualized Education Plan (IEP) goals that targeted the improvement of computational skills. Students were assigned randomly to goal conditions and, within goal conditions, to contingency groups. Math computation performance was measured pre-, mid-, and posttreatment. Analyses of variance indicated that students who selected their goals performed better than pupils with assigned goals. No differences existed between the contingency groups. Implications for practice are discussed.

Adolescent↗
PubMedDate not supplied

Mathematics learning disabilities: a view from developmental psychology.

U.S. education suffers from shortcomings that put even children possessing adequate intellectual abilities at risk for low mathematics achievements. Consequently, identifying and understanding children whose academic failure is influenced by a genuine learning disability requires a complex "developmental" research agenda. This perspective suggests the use of sensitive research methods--clinical interviews, ethnographies--to examine the development of children's construction of knowledge in the context of schooling. Researchers should consider such factors as the adequacy of classroom instruction, the availability in children of informal knowledge, the role of motivation, the effects of specific interventions, the role and operation of different cognitive processes in constructing mathematical understanding, children's difficulties across different areas of mathematics, and the development of children's thinking throughout the school years.

Adolescent↗
PubMed1990

A comparison of language deficits in learning-disabled, head-injured, and nondisabled young adults: results from an abbreviated Aphasia Screening Test.

This study used an Aphasia Screening Test (AST) abbreviated to its naming, pronunciation, and sentence interpretation items to compare groups of 60 learning-disabled (LD), 30 head-injured (HI), and 30 nondisabled (ND) young adults matched for FISQ and balanced for gender composition. The LD and HI, who did not differ, made significantly more AST errors than the ND. One-quarter to one-third of the LD and HI subjects exhibited language deficits. For the clinical groups only, AST errors, particularly pronunciation errors, were related negatively to WRAT reading and spelling scores. The Reitan and Wolfson (1988) severity ratings for AST items did not improve group discrimination.

Achievement↗
PubMed2004

Ectopic neurons in the hippocampus may be a cause of learning disability after prenatal exposure to X-rays in rats.

The relationship between an impairment of spatial navigation and an incidence of ectopic neurons in the dorsal hippocampus was investigated in adult rats that were prenatally exposed to X-ray irradiation. Adult rats which had received 1.5 Gy X-rays at embryonic day 15 (E15) showed significant learning disability in the water-maze task. According to the mean value of the swimming time, we categorized the irradiated adult rats into the following three groups: slightly damaged group, mildly damaged group and severely damaged group. No significant difference in the brain weight was found between the three categorized groups. Ectopic neurons appearing at abnormal places were prominently observed in the dorsal hippocampus of the severely damaged group with a remarkable learning disturbance, while no ectopia in the hippocampus was observed in the slightly damaged group. This may suggest that the cognitive dysfunction induced by prenatal exposure to X-ray irradiation may be, at least in part, attributable to ectopic neurons of the hippocampus.

Animals↗