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Results for “Learning Disabilities”

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At least 1,621 records · Page 90Linked to original sources
PubMed1990

Use of a pictorial scale of perceived competence and acceptance with learning disabled boys.

The purpose of this study was to examine the psychometric properties of the Pictorial Scale of Perceived Competence and Acceptance for use with young handicapped children (M age = 8.2 yr.) with severe reading problems. Subjects were 30 learning disabled boys from four private schools located in the Dallas/Ft. Worth metroplex. Data were collected through test-retest administration of the scale and individual interviews with each child. Validity of the physical subscale was established by showing that subjects' reasons for their feelings of physical competence could be classified into one of five categories 89.2% of the time. For the four subscales, alpha coefficients ranged from .56 to .82, and test-retest reliability ranged from .76 to .92.

Achievement↗
PubMed1978

Identifying vestibular procession dysfunction in learning-disabled children.

The purpose of this investigation was to identify neurobehavioral functions of the vestibulo-proprioceptive system that would aid the clinician in evaluating vestibular processing dysfunction in learntibulo-proprioceptive function were subjected to multiple regression analysis. Data analysis revealed that four variables shared significant variance with Southern California Postrotary Nystagmus Test scores. It is suggested that these variables can provide additional information in evaluating vestibular processing dysfunction in learning-disabled children.

Child↗
PubMed1997

[Neurocognitive treatment for learning disabilities].

The present study examines the viability of an intervention model intended to develop cognitive and metacognitive strategies, by sel-instructional procedures. Furthermore the results of programs that explore the efficiency of this model in the interventions for students with learning disabilities (LD) are discussed. Finally, a number of guidelines for the future research in this area are included, underlining the importance of contextualizing the programs aimed in teaching to thinking.

Cognitive Behavioral Therapy↗
PubMed2006

Follow-up study of learning-disabled children treated with neurofeedback or placebo.

This report is a 2-year follow-up to a previous study describing positive behavioral changes and a spurt of EEG maturation with theta/alpha neurofeedback (NFB) training in a group of Learning Disabled (LD) children. In a control paired group, treated with placebo, behavioral changes were not observed and the smaller maturational EEG changes observed were easily explained by increased age. Two years later, the EEG maturational lag in Control Group children increased, reaching abnormally high theta Relative Power values; the absence of positive behavioral changes continued and the neurological diagnosis remained LD. In contrast, after 2 years EEG maturation did continue in children who belonged to the Experimental Group with previous neurofeedback training; this was accompanied by positive behavioral changes, which were reflected in remission of LD symptoms.

Biofeedback, Psychology↗
PubMedDate not supplied

Spontaneous talkers among students with learning disabilities: implications of right cerebral dysfunction.

Experimental studies and clinical observations have indicated that right-hemisphere lesions produce impulsive talkative behavior. An exploratory study was conducted to investigate whether right-cerebral dysfunction would be evident in the intelligence test scores of talkative students with learning disabilities. Limitations and implications of the study are discussed.

Attention↗
PubMed1995

Community care for people with challenging behaviours and mild learning disability: an evaluation of an assessment and treatment unit.

This paper reports a three-year evaluation of the Mental Impairment Evaluation and Treatment Service (MIETS). MIETS, a hospital-based unit, seeks to prepare clients with a mild learning disability and challenging behaviours for resettlement in the community. The evaluation focuses on the progress of 34 clients from preadmission to six months post-discharge. The majority of clients came from hospitals or prisons, were on medication and were referred for serious challenging behaviours. For a subsample of the clients the Vineland and the Adaptive Behaviour Scale, Part II were used to assess changes in behaviour and a general trend of statistically significant decreases in maladaptive behaviour was observed. In contrast to the comprehensive assessment and treatments, behavioural observations on eight clients show that levels of participation and social engagement are not high. Twenty of the 34 clients were resettled in the community and maintained a community placement for a least six months. Some districts were unable to implement the placement recommendations; had they done so the rate of community placement would have been 80 percent. It is concluded that community care is a viable option for people with challenging behaviour; without the specialist inputs of MIETS few of the clients would have achieved community placements, but questions are raised about the length of admission.

Adolescent↗
PubMedDate not supplied

Learning disability, attention-deficit disorder, and language impairment as outcomes of prematurity: a longitudinal descriptive study.

A longitudinal study of mildly preterm children and full-term comparison children found a higher-than-expected percentage among preterm children of learning disabilities, attention-deficit disorder (ADD), language impairment, mild neurologic impairment, and general school concerns by Grade 5. Seventy-five percent of the preterms fell into the above outcome diagnostic categories. Examination of early developmental patterns reflected differences in attention deployment at ages 13 months and 15 months, manifesting as increased engaged time on the part of the children with ADD, with a greater number of attentional shifts, and as decreased engaged time for the other outcome diagnostic categories. At 20, 24, and 30 months, mothers' perceptions of their children's competence revealed generally strong assessment of competence among children later identified as ADD, and weak competence in the other outcome diagnostic categories. Variability distinguished the identified groups at all ages and is evident in the Stanford-Binet subscale scores at age 3.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Developing decision making skills for people with learning disabilities.

A qualitative research methodology was used to identify the influences on the involvement of people with learning disabilities in day to day decision making. This paper describes the part of the study which revealed that some key workers appeared to have unmet training needs, which influenced clients' involvement in decision making and the learning of decision making skills. It suggests that staff responsible for key worker supervision and support ensure they are fully aware of any difficulties experienced by key workers in carrying out their role, and that these are addressed by appropriate training.

Decision Making↗
PubMed1992

The effects of computer-based attribution retraining on the attributions, persistence, and mathematics computation of students with learning disabilities.

The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous.

Achievement↗
PubMed1998

Gross deletions of the neurofibromatosis type 1 (NF1) gene are predominantly of maternal origin and commonly associated with a learning disability, dysmorphic features and developmental delay.

Mutation screening in neurofibromatosis type 1 (NF1) families has long been hampered by the complexity of the NF1 gene. By using a novel multi-track screening strategy, 67 NF1 families (54 two-generation, 13 three-generation) with a de novo mutation in the germline of the first generation were studied with two extragenic and 11 intragenic markers. The pathological lesion was identified in 31 cases. Loss of heterozygosity (LOH) in the affected individual revealed a gross gene deletion in 15 of the two-generation families; in 12 (80%) of them, the deletion was maternally derived. Eleven patients with a gross deletion exhibited developmental delay, ten had dysmorphic features and six manifested a learning disability. No gross deletion was apparent in any of the 13 three-generation families, suggesting that such lesions are subject to more intense selection. In these families, the new mutation was of paternal origin in 11 kindreds and the underlying mutational event could be characterised in three of them.

Adolescent↗
PubMed1996

Depot neuroleptic usage in adults with learning disabilities.

Most previous surveys of depot neuroleptic usage have monitored the consumption of oral psychoactive medications by heterogeneous mental handicap hospital populations. The present study assessed the prevalence, patient, practice and service delivery factors associated with depot neuroleptic usage in community learning disabilities services. The total of 79 adult subjects receiving depot neuroleptics roughly represented 0-5% of local service users. Several significant differences emerged between the factors associated with usage in the 61 (77%) subjects with psychotic disorders and 18 (23%) other subjects. Fitting backward elimination regression models accounted for 67-75% of the depot dosage variance. Comparison of these results with data from previous depot research studies suggested several methodological, clinical, ethical and research issues for future consideration.

Adult↗
PubMed1995

A study of the effects of an inclusion model on students with specific learning disabilities.

The effects of an inclusion program in Grades 2 to 5 were examined in a three-part study focusing, respectively, on the academic and affective outcomes of fifth-grade students who were normally achieving (NA) or showed specific learning disabilities (SLD); teacher and parent perceptions of SLD and NA students' growth in an inclusion context for Grades 2 to 4; and an analysis of anecdotal records. Findings suggested that students with SLD made some academic and affective gains at a pace comparable to that of NA students; parent and teacher surveys indicated improved self-esteem in students with SLD, and, in some cases, improved motivation. Anecdotal data suggested reduced stigma for students with SLD.

Affect↗
PubMed1986

[Intelligence training of handicapped patients. An experimental evaluation study of constructive training for the promotion of general intelligence in learning disabled students in a school for patients with speech disorders].

Starting out from a curricular analysis of Klauer's "G-V"-tree structure (1984), a training scheme for developing central intellectual performance is set out and evaluated. The training consists of operations to determine sameness (G = Gleichheit) or differentness (V = Verschiedenheit) of features or relationships. As suggested by the theory of the G-V algorithm, and after only four training units of 45 minutes each, significant gains in general intelligence were found in the two training groups of slow learning students from a special school for the speech disordered, gains that the two control groups did not demonstrate. Meichenbaum's cognitive modelling with subsequent verbal self-instruction served to facilitate task solution procedures. The findings are discussed within the theoretical framework of the G-V system, emphasizing in particular its relevance for modifying and enhancing information processing functions in learning disabled students.

Child↗
PubMedDate not supplied

Locus of control in children with learning disabilities and hyperactivity: a subgroup analysis.

The Nowicki-Strickland Locus of Control Scale (Nowicki & Strickland, 1973) was administered to 51 boys, ages 7 to 9 years. Children were classified into four separate diagnostic groups: (a) attention deficit disorder with hyperactivity (ADDH), (b) learning disabled (LD), (c) ADDH-LD, and (d) controls. Results of a 2 X 2 (ADDH X LD) analysis of variance indicated that the LD diagnostic dimension was associated with heightened externality. Locus of control scores were not found to be significantly related to scores on a variety of other descriptive and diagnostic measures with the exception of IQ-academic achievement discrepancy scores. Results are contrasted with previous findings for ADDH and LD samples and highlight the vulnerability of children who are experiencing even relatively minor learning problems. Implications for intervention and future research are discussed.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

The special/general education integration initiative for students with specific learning disabilities: a "snapshot" of program change.

As part of a broader investigation, this study sought to (a) provide a statewide "snapshot" of educators' views regarding the current status of and process associated with increased integration efforts for serving students with specific learning disabilities (SLD) in Virginia, and (b) document factors serving as the basis of or creating reluctance toward such efforts. Survey respondents included the population of special education supervisors and samples of general education supervisors, building principals, general secondary and elementary education teachers, and LD teachers (N = 788). Results suggest active efforts to increase the amount of time students with SLD spend in general classroom settings; however, limited program change-related guidelines or category-specific outcome-monitoring measures were reported. Across groups, participants expressed doubts regarding the adequacy of general education teachers' skills for making needed instructional adaptations. Over half of the respondents tended to disagree or disagreed that general education teachers were willing to make needed adaptations for students with SLD. Differences in the views expressed by the different respondent groups were examined.

Data Collection↗
PubMed2000

Apple peel atresia in association with bilateral colobomatous malformation of the optic nerve heads, dysmorphic features, and learning disability - a new syndrome?

Apple peel atresia of the small bowel is a rare congenital cause of intestinal obstruction. This case report describes a male patient with apple peel atresia and bilateral colobomatous malformation of the optic nerve heads in association with dysmorphic features and learning disabilities. In the absence of a positive family history, we propose that this collection of clinical findings could be due to a new dominant mutation or chromosomal microdeletion.

Child↗
PubMed1993

Traditional IQ is irrelevant to learning disabilities--intelligence is not.

This investigation examined the relationship between intelligence and phonological coding when ability was redefined according to the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model. This study directly tested the hypothesis that traditional IQ tests may be irrelevant to the definition of learning disabilities, but a different theory of intelligence may be more sensitive to deficiencies related to reading failure. Normally achieving students (n = 30) and students with reading disabilities (n = 30) ranging in age from 7.7 years to 15.3 years (mean = 11.9 years, SD = 2.4 years) were administered measures of the PASS cognitive processes, the Woodcock-Johnson Psycho-Educational Battery-Revised pseudoword reading, and the Wide Range Achievement Test-Revised (WRAT-R) reading recognition tests. Results showed that the sample with reading disabilities earned significantly lower scores on the WRAT-R Reading (mean = 69.3) than the nondisabled subjects (mean = 91.4) and, similarly, on pseudowords those with reading problems earned a mean of 78.9 while the nondisabled earned a mean of 96.3. For the sample with reading disabilities, pseudoword reading scores were significantly predicted by successive processing scores (R2 = .267), but no other processing variable added to the prediction; successive scores (R2 = .212) and the combination of successive and planning (R2 = .296) were significant predictors of WRAT-R Reading scores.

Achievement↗
PubMed2000

Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability.

Based on the stability and level of performance on standard achievement tests in first and second grade (mean age in first grade = 82 months), children with IQ scores in the low-average to high-average range were classified as learning disabled (LD) in mathematics (MD), reading (RD), or both (MD/RD). These children (n = 42), a group of children who showed variable achievement test performance across grades (n = 16), and a control group of academically normal peers (n = 35) were administered a series of experimental and psychometric tasks. The tasks assessed number comprehension and production skills, counting knowledge, arithmetic skills, working memory, the ease of activation of phonetic representations of words and numbers, and spatial abilities. The children with variable achievement test performance did not differ from the academically normal children in any cognitive domain, whereas the children in the LD groups showed specific patterns of cognitive deficit, above and beyond the influence of IQ. Discussion focuses on the similarities and differences across the groups of LD children.

Concept Formation↗