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PubMed1987

Electroencephalographic characteristics of children with learning disabilities.

Normal, borderline and abnormal EEG findings were investigated in 122 children with no evidence of active neurological or psychiatric disorder, or perceptual or behavioral alterations. All children had a normal IQ. Sixty-one children had a good academic achievement (Controls) and 61 were considered as learning disabled (LD). The great majority of the children had pathological antecedents considered as risk factors for brain damage. The main findings observed were: Abnormal signs were significantly more frequent in LD than in control children. Atypical high amplitude alpha, and abnormal focal paroxysmal and nonparoxysmal activities were found only in LD children with risk factors. No significant differences in the resting EEG were found between presence or absence of pathological antecedents, or between males and females, when the children were compared as a group against the 4 EEG categories. Paroxysmal reactivity to eye-closure was only observed in children with a pathological history. Excessive response to hyperventilation (Grades II and III) was found significantly more frequently in girls than in boys.

Brain Damage, Chronic↗
PubMed1994

Teaching multiplication facts to students with learning disabilities: teacher-selected versus student-selected material prompts within the delay procedure.

This study evaluated the effectiveness of the constant time delay procedure, while comparing the efficiency of using teacher-selected and student-selected material prompts, in teaching multiplication facts to 4 male students with learning disabilities ranging in age from 9 years 6 months to 13 years 10 months. The two prompting strategies were compared in the context of a multiple-probe design across groups of multiplication facts, in which the sequence of strategies was counterbalanced across students. Results indicated that although the constant time delay procedure used with material prompts was effective, instruction was more efficient when students were allowed to select the material prompt.

Adolescent↗
PubMedDate not supplied

Instructing adolescents with learning disabilities: converting a meta-analysis to practice.

A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice.

Adolescent↗
PubMedDate not supplied

The impact of adults' communication clarity versus communication deviance on adolescents with learning disabilities.

Research has demonstrated that confusing styles of parental communication--"communication deviances" (CD)--are associated with cognitive disorder in offspring. The present study examined the immediate effects of adult communication clarity versus deviance on sixty-one 11- to 15-year-old male and female adolescents with learning disabilities (LD). Subjects were randomly assigned to complete the Rorschach Arrangement Task (RorAT) under conditions of either clear (n = 30) or unclear (n = 31) instructions from an adult. Immediately thereafter, the adolescents were administered a test of abstract thinking--The Twenty Questions Task (TQT). Strategies used to solve the task were assessed. As hypothesized, adolescents in the clear communication condition performed significantly better on the RorAT and used more efficient cognitive strategies on the TQT than did adolescents in the unclear communication condition. A new theory with implications for teaching and parenting is proposed for understanding the influence of adult communication on students with LD.

Adolescent↗
PubMed1990

Developing intelligible signs with learning-disabled students: a review of the literature and an assessment procedure.

The use of sign language as an augmentative medium of communication is a well-established approach in working with client groups who are handicapped in their effective use of verbal language. However, students with physical and learning disabilities may continue to experience problems in making themselves understood, because of inaccuracies in sign production which may be considered as analogous to phonological errors in speech. It is suggested in this paper that the evaluation and remediation of sign production errors is most usefully approached through an understanding of the phonological structure of sign language. The paper presents a review of the literature concerning the development of (1) motor patterns involved in sign production, and (2) the four major parameters of handshape, location, movement and orientation, in hearing-impaired and hearing children whose first language is sign, and in students with mental handicaps. A framework for assessing and monitoring sign production is suggested, and possible approaches to the development of intelligible signing are discussed. It is argued that the analysis and remediation of sign errors should always be related to the communication needs of the individual, rather than developed in isolation.

Child Development↗
PubMed1978

A new syndrome involving cleft palate, cardiac anomalies, typical facies, and learning disabilities: velo-cardio-facial syndrome.

This report describes a pattern of similarities among 12 patients which are felt to represent a newly recognized congenital malformation syndrome. The symptoms shown most consistently by the 12 patients were overt or submuscous clefts of the secondary palate, ventricular septal defects, typical facies, and learning disabilities. Other symptoms were noted with varying frequency. The occurrence of velopharyngeal insufficiency in all twelve patients reflected poor motion in the lateral pharyngeal walls, thus necessitating specific forms of treatment. Treatment was often dependent on the extent of cardiac lesions.

Abnormalities, Multiple↗
PubMedDate not supplied

Collaborative speech and language services for students with learning disabilities.

Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with models that have been adopted by SLPs, learning disabilities specialists (LDSs), and classroom teachers. The characteristics of students served, and the areas of speech and language (i.e., language, articulation, fluency, voice) targeted in the classroom, are reviewed. Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment; Individualized Education Program development; teaching listening, speaking, reading, and writing skills; and teaching students the language of the classroom, are described.

Cooperative Behavior↗
PubMed1996

The neuropsychological profile of cri du chat syndrome without significant learning disability.

The clinical picture typically associated with cri du chat syndrome is one of profound intellectual impairment, severe motor delay and increased morbidity. In contrast to this picture, the present case report describes the cognitive and behavioural profile of a young female with cri du chat syndrome who displays no evidence of severe learning disability. Cognitive performance indicated good verbal skills with specific strengths on those tasks that require the ability to store and retrieve verbal information in comparison to poor non-verbal, spatial skills and weaknesses on those tasks that require multi-step manipulation of spatial stimuli and the ability to form whole percepts from fragmentary parts. The finding underlies the importance of assessing the wide range of cognitive potential of individuals with cri du chat syndrome.

Child↗
PubMedDate not supplied

Learning disabilities in children with very low birthweight: prevalence, neuropsychological correlates, and educational interventions.

This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, <1500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders who had at least low average IQ. Participants included 31 children with <750 g birthweight, 41 with 750-1499 g birthweight, and 52 controls. The <750 g group obtained lower scores in math, IQ, and perceptual-organizational skills than the term-born group. The < 750 g group also had higher rates of past and present LD than the controls. Despite these differences, the groups did not differ significantly in rates of special education or tutorial/remedial assistance. These findings suggest that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers and that further efforts are needed to improve identification and treatment of these learning problems.

Child↗
PubMed1996

The effects of inclusion on the social functioning of students with learning disabilities.

The purpose of this study was to provide data on the social functioning (i.e., the degree of peer acceptance, self-concept, loneliness, and social alienation) of students in second, third, and fourth grade who participated in an inclusive classroom for an entire year. The social functioning of students identified as learning disabled (LD; n = 16), low achieving (LA; n = 27), and average/high achieving (AHA; n = 21) was assessed at the beginning and end of the school year. The students with LD were less well liked and more frequently rejected than AHA students. Although students' overall self-worth did not differ by achievement group, the students with LD demonstrated significantly lower academic self-concept scores. The students with LD did not differ on ratings of loneliness, and they demonstrated increases in the number of within-class reciprocal friendships from fall to spring. Discussion focuses on the effects of inclusion on the social functioning of students with LD.

Adolescent↗
PubMed1998

The treatment of six men with a learning disability convicted of sex offences with children.

This paper describes a cognitive therapy for men with a learning disability convicted of sex offences against children. Methods are described which focus the session, emphasize confidentiality, ensure that the patient accepts responsibility for the offence, and deal with issues of intent, harm done to the victim and sequences of offending behaviour. Methods for producing cognitive change are described. Patients were assessed regularly and data are presented in detail. While all six men showed improvement, there were several variables which interfered with the course of treatment. The study attempts to address two major problems in work with sex offenders: the difficulty of employing a controlled treatment design and the importance of a long follow-up period.

Adult↗
PubMedDate not supplied

The case for village communities for people with learning disabilities.

This article puts forward the arguments for the establishment of village communities for some people with learning disabilities (mental handicap) and shows how they can provide a safe living environment for residents, while at the same time enhancing their quality of life.

Community Health Services↗
PubMedDate not supplied

Effects of resettlement on people with learning disabilities.

This article describes a small-scale study of the quality of life for people with learning disabilities after moving from a large group home with institutional features to community settings. The Life Experiences Checklist was chosen to provide objective measures of their quality of life before and after the move, and a semi-structured questionnaire was used to gain a more personal view of their life satisfaction. The results showed that the overall quality of life for the service users improved following resettlement. In particular, the home environment, leisure facilities, freedom and opportunities for service users had all increased significantly. Participants also reported having more choices and were more likely to take part in leisure and household activities. However, the range and quality of personal relationships experienced by the service users showed slight but not significant changes. These findings are discussed in relation to previous research, and the importance of quality evaluation is considered.

Community Health Services↗
PubMed1987

Physical and psychological effects of aerobic exercise in boys with learning disabilities.

Aerobic exercise has been associated with improvements in psychological status and physical fitness in adults, but its effects on children are less clear. The purpose of this study was to evaluate the effects of an aerobic exercise program on the self-concept, academic achievement, motor proficiency, and cardiovascular fitness of boys with learning disabilities. Fifty-four boys were randomly assigned to one of two exercise programs lasting 20 weeks. One program emphasized aerobic exercise and the other consisted of similar but less vigorous activities. The self-concept, academic achievement, motor proficiency, and physical fitness of each subject was assessed before and after the exercise programs. The results from group comparisons demonstrated an association between the aerobic exercise program and improvement of self-concept and physical fitness. No effect on academic achievement or motor proficiency could be attributed to the aerobic exercise program.

Child↗
PubMed1998

Drawing impossible entities: a measure of the imagination in children with autism, children with learning disabilities, and normal 4-year-olds.

Contemporary findings suggest that the imagination of autistic children is not as limited as was once thought. In contrast, Scott and Baron-Cohen (1996) claim that children with autism are unable to draw pictures of impossible entities. An experiment showed that children with autism, children with moderate learning disabilities, and normal 4-year-olds were equally successful at identifying real and impossible pictures and at completing pictures to make them look either real or impossible. The previously reported inability to draw "impossible" pictures is unlikely to reflect an imaginative deficit and may instead result from a misunderstanding of the task or limitations in the executive abilities required to plan and draw an unusual picture for the first time.

Art↗