The eye and learning disabilities.
Explore the source record for details and available documents.
Child↗
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.
Visual therapy and learning disability.
Explore the source record for details and available documents.
Child↗
Issues in the delivery of services to individuals with learning disabilities.
Explore the source record for details and available documents.
Education, Special↗
Terminology and learning disability.
Explore the source record for details and available documents.
Humans↗
Learning disabilities and intelligence test results: a model based on a principal components analysis of the WISC-R.
The unrotated principal components analysis of the WISC-R normative data yields a bipolar factor 2 which corresponds to a verbal-non-verbal continuum of test material. A review of published WISC-R and WISC data from learning disabled (LD) children reveals that the amount of deficit shown by these children on any particular subtest is closely proportional to the degree of verbal content, as expressed by the factor 2 score coefficient of that subtest. This test-specific effect was found to be very much greater in LD boys than in LD girls.
Adolescent↗
Validity and neuropsychological characterization of Asperger syndrome: convergence with nonverbal learning disabilities syndrome.
The authors investigated the validity of Asperger Syndrome (AS) by comparing the neuropsychological profiles in this condition and Higher-Functioning Autism (HFA). Diagnostic assignment followed a stringent procedure based on ICD-10 research criteria for the two disorders. The groups had comparable age and Full Scale IQ distributions. The groups differed significantly in 11 neuropsychological areas. The profile obtained for individuals with AS coincided closely with a cluster of neuropsychological assets and deficits captured by the term nonverbal learning disabilities, suggesting an empirical distinction from HFA.
Adolescent↗
A model of independence for children with learning disabilities.
This article outlines the work undertaken to find a suitable model for planning respite care for children with disabilities. The model 'This is Me' and the informal life events assessment tool 'Hello, This is Me!', which supports it, are described. The use of a person-centred care planning system is well documented in the care of adults with learning disabilities (Sanderson, 1997). This process should begin at the start of a person's life, as recommended by The Children Act 1989, and the documents 'Signposts for Success' (NHS Executive, 1998) and 'Don't Forget Us' (Mental Health Foundation, 1997). The article describes the development of a person-centred approach to respite care which is underpinned with a basic care premise.
Adult↗
Can learning disabilities in children who were extremely low birth weight be identified at school entry?
This prospective study was designed to test the hypothesis that a significant proportion of extremely low birth weight (ELBW) children identified as "at risk" for school problems at age 5 years by the Florida Kindergarten Screening Battery (FKSB) will present with specific learning disability (LD) when retested at age 8 years. A regional cohort of 81 of 84 ELBW survivors born between 1980 and 1982 were reassessed at age 8 years by Wechsler Intelligence Scale for Children-Revised (WISC-R), Wide Range Achievement Test-Revised (WRAT-R), and tests of motor function. The association of FKSB risk status and WRAT-R reading subtest for predicting general reading disability in the overall sample at age 8 years resulted in a sensitivity of 0.68, specificity of 0.48, and a likelihood ratio of 1.3. Of the 43 "normal" children at age 5 years with no neurosensory impairments and IQ > or = 84 (McCarthy GCI), 49% were considered to be at "mild" to "high" risk for future LD. The prevalence of specific LD (reading disorder) at age 8 years in children with normal IQ (WISC-R > or = 85) was 28%. The positive predictive value of the 5-year FKSB for identifying children with specific LD at age 8 years was 0.20 (sensitivity 0.33, specificity 0.48). We conclude the FKSB is not an efficient tool for predicting either general or specific LD in ELBW children.
Achievement↗
Differences in levels of parental stress among mothers of learning disabled, emotionally impaired, and regular school children.
This study examined the stress among mothers of children in regular and special education. The sample of 45 mothers had children enrolled in public schools from Kindergarten to Grade 8. To three groups, Group 1 of mothers with children in regular education, Group 2 of mothers with children classified as learning disabled, and Group 3 of mothers with children classified as emotionally impaired, the Parenting Stress Index was given to examine whether differences in stress among groups were significant. An analysis of variance and Tukey's HSD indicated significant differences in the Child Domain and on certain child subscales (Acceptability, Mood, Distractibility, Reinforcement), with Group 3 scoring significantly higher than Group 1. Groups 2 and 3 scored significantly higher on the Total Child Domain than Group 1. Group 3 also scored higher than Group 1 on the Parent Domain and on the sum of both domains.
Adaptation, Psychological↗
Innovative technology for secondary students with learning disabilities.
During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology--videodisc instruction--has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.
Adolescent↗
A familial contiguous gene deletion syndrome at Xp22.3 characterized by severe learning disabilities and ADHD.
We describe a mother and two sons with a 6-Mb terminal deletion of the short arm of the X chromosome. The breakpoint was localized to a region between DXS6837 and sAJ243947 in Xp22.33. The two boys were shown to be deleted for the SHOX and ARSE genes on their X chromosome. Both sons were short in stature and showed mild to moderate skeletal abnormalities. The most significant findings in the younger son were severe learning disabilities and attention deficit hyperactivity disorder (ADHD). The older son tested in the mild mental retardation range and was also affected by ADHD. The VCX-A gene, implicated recently in X-linked nonspecific mental retardation, was found to be present in both boys. The mother's stature was greater than one standard deviation below her target height and she had only subtle radiographic evidence of Madelung deformity. Our findings indicate that loss of the Xp22.3 region is not always associated with the classic presentations of Léri-Weill syndrome, or chondrodysplasia punctata, and that one or more genes involved in learning and attention may reside in Xp22.3.
Adult↗
Anna's story: narratives of personal experience about being labeled learning disabled.
The narratives of personal experience of an adolescent named Anna provided insights into two issues: first, how well her discourse conformed to linguistic expectations for the types of narrative traditionally deemed acceptable in school, and second, the themes associated with the presentation of self that Anna and her peers addressed when talking about their personal experiences as students labeled learning disabled. By narrative, we mean the root metaphor for human sense-making that is described in the following epigraph by Bruner. We found that Anna's narrative differed from typical school-based expectations in that its structure was reminiscent of the oral tradition. From the group of students, we heard themes of isolation, undervaluing, and oppression. We recommend a more thoughtful and respectful approach to educational decision making that gives voice to students.
Adolescent↗
Learning disabilities and the new reductionism: a response to Reid and Valle.
The purpose of this article is to respond to Reid and Valle's article "The Discursive Practice of LD: Implications for Instruction and Parent-School Relations" in this issue. Our response to the discursive analysis is organized around two major themes: (a) the issue of balance in the scholarship on learning disabilities (LD) and (b) the centrality of the discourse of general education to the discourse of LD. Following our response to the discursive analysis, we comment on the implications for instruction and parent-school relations drawn by Reid and Valle. Highlighted in this section is the disconnect between the macro-level findings from the discursive analysis and the micro-level orientation of their "sociopolitical vision" for instruction and parent-school relations.
Child↗
Central auditory processing in urban black children, normal and learning disabled.
Normative data from Windham et al (1985) for urban Black children aged 7-10 yrs on the SSW test and the Willeford central auditory processing battery were used to compare those norms with scores of 40 children of similar age and from the same population who were referred from the Howard University Child Development Center as being at risk for learning disability (LD). The L-competing, L-non-competing, and Total Error Score indexes from the SSW test, and the L-ear score from Willeford's Competing Sentences subtest, differentiated the LD Ss as a group from normals (p less than .05). Other tests were of questionable or no value in this regard for this population. It is suggested that it would be wise to view the results of these tests with caution and preferably in connection with other audiological testing when applied to LD Ss, especially if normative data for the particular subpopulation have not been collected.
Black or African American↗
Effects of color stimulation on handwriting performance of children with ADHD without and with additional learning disabilities.
Active behavior problems in children with ADHD are often aggravated in situations which require sustained attention. Building on the 'optimal stimulation' hypothesis, this study explored the effects of color stimulation on graphomotor control in children with ADHD. A sample of 66 children with ADHD ( n = 19 from primary education, n = 28 children with additional speech disorders, n = 19 children with additional learning disabilities) and matched controls participated in the investigation. Subjects performed a copying task on standard white and on colored paper in balanced order across classes. Positive effects of the color stimulation on graphomotor behavior control and, consequently, on qualitative aspects of the handwritings were expected. Results broadly confirm the predictions. Effects are explained as added external stimulation facilitating behavioral inhibition and regulation of selective attention and graphomotor coordination. Reduction of visual stress as an alternative explanation is considered.
Attention Deficit Disorder with Hyperactivity↗
Predictors of global self-worth and academic performance among regular education, learning disabled, and continuation high school students.
While academic performance and achievement motivation among elementary school students have received considerable attention, far less is known with respect to adolescents. The primary purpose of this project was to examine the ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance with a group of regular education, learning disabled, and continuation high school students. Stepwise regression analyses indicated that indices of perceived competence, control, and autonomy support were significant predictors of self-worth and grade point average. Additionally, school status (i.e., regular education and continuation) and a depression variable were significant predictors in the regression model for academic performance. The results highlight the need for continued empirical investigation into issues surrounding the academic performance and achievement motivation of adolescents.
Achievement↗
Objectivity and emancipation in learning disabilities: holism from the perspective of critical realism.
The present article provides a critique of holism (as developed in the writings of Heshusius, Iano, and Poplin) from the point of view of critical realism, primarily as the latter standpoint is explicated in the writing of the British philosopher of science Roy Bhaskar. Whereas the holists have been largely correct in their criticisms of the positivism and scientism that have characterized theory and practice in the learning disabilities field, it is argued that they run the risk of promoting a subjectivist standpoint with its own set of limitations.
Child↗
Attention-deficit/hyperactivity disorder and learning disabilities in adults.
Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental disorder which begins in childhood. It is now recognized that ADHD persists into adolescence and adulthood in the majority of cases. Significant psychiatric comorbidity, particularly substance abuse, antisocial personality disorder, and mood and anxiety disorders occurs in adolescent and adult ADHD. Perhaps one fifth of childhood cases of ADHD may also have co-morbid learning disorder. Significant legal, academic, social, and occupational problems have been observed in adults with ADHD. The clinician faces a diagnostic and treatment challenge in trying to determine whether ADHD and learning disabilities (LDs) are present in the adult patient. Treatment and recommendations for accommodations in institutions of higher education and the workplace may rest on accurate discrimination between ADHD and LD.
Adult↗