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At least 19 recordsLinked to original sources
PubMed1977

A comparison of the Stanford-Binet abbreviated and complete forms for developmentally disabled children.

Three abbreviated versions of the Stanford-Binet were reviewed and compared for 50 children with developmental disabilities. The children ranged in age from 6 years - 0 months to 15 years - 11 months. While the IQs obtained from the abbreviated forms correlated highly with the complete Binet IQ, it was felt that the 2-item test yielded too many "misses" both in terms of IQ and classification to be of significant value for use with developmentally disabled children. Although the Terman and Merrill 4-item and Wright versions both yielded considerable "misses" in classification, they were believed to be of definite value to the time-harried examiner. Caution was advised, however, in the use of abbreviated-form IQs as a basis for important diagnostic decisions.

Adolescent↗
PubMed1979

Developmental recall lag in learning-disabled children: perceptual deficit or verbal mediation deficiency?

To investigate the development of mediational deficiencies in verbal and nonverbal visual short-term memory of learning-disabled children, the recall task of Atkinson, Hansen, and Bernback was administered to learning-disabled children in two experimental conditions. In Experiment 1 no significant differences on nonverbal short-term memory recall between normal and learning-disabled children were found. Similar recall responses (e.g., middle response bias, primacy effects, and recency effects) were found for both groups. Nonverbal recall was comparable for disabled and normal children as suggested by stimulus content and association scores. Experiment 2 found that while the effects of overt rehearsal on pretrained labels on learning-disabled children's recall was negligible, labels provided superior recall for normal children. Results suggested that learning-disabled children suffer from a verbal mediational deficiency consistent with Flavell's (1970) mediation deficiency hypothesis.

Child↗
PubMed1979

Nystagmus and ocular fixation difficulties in learning-disabled children.

The visual fixation ability of learning-disabled children was evaluated after sensory integrative therapy had been administered for short or long periods of time. Children with hyporesponsive postrotary nystagmus displayed reduced oculomotor control skills, but the deficit was apparent only in those who had been in therapy for a shorter interval. These results present further support for the hypothesis that the learning disabled can be differentiated according to their nystagmus characteristics. In addition, very tentative evidence suggested that sensory integrative therapy may have been successful in ameliorating the fixation deficiency; however, further research into this possibility is needed. The data also indicate that oculomotor control dysfunction may be a mediating mechanism for at least part of the learning disabilities experienced by some learning-disabled children.

Child↗
PubMed1978

Use of the Jordan Left-Right Reversal Test with learning disabled children.

This investigation established the reliability of the Jordan Left-Right Reversal Test for learning disabled children. Test-retest reliability coefficients ranged from .89 to .92 for a sample of 91 children, 5 through 12 yr., attending private schools for children with learning disabilities. Reversal errors decreased with age for boys and girls, although girls 9 through 12 made significantly fewer errors than did boys in the same age range. Learning disabled children made more errors at all ages than normal children. This test instrument was determined to be a measure of the global tendency to make visual reversal errors and was viewed as an appropriate part of the learning disabilities diagnostic procedure.

Age Factors↗
PubMed1978

A musical profile for sample of learning-disabled children and adolescents: a pilot study.

31 learning-disabled children and adolescents completed the Pitch, Loudness, Rhythm, Time, and Tonal Memory subtests of the Seashore Measures of Musical Talents. Results indicated that the Seashore test did not discriminate between subgroups of these learning-disabled children. However, differences were found in percentile equivalents between these learning-disabled and normal individuals. These data should be interpreted with caution due to the small size of this sample and the spread of percentiles presented by Seashore.

Adolescent↗
PubMed1979

Nystagmus duration changes of learning disabled children during sensory integrative therapy.

Sensory integrative therapy was administered to 43 learning disabled children categorized according to their pretherapeutic duration of postrotary nystagmus. The duration then was recorded after relatively short or long treatments. Children displaying initial subnormal nystagmic functioning responded to therapy with increases in duration while others displayed decreases, and these effects were more apparent after long therapy. These data support the claims that learning disabled children can be meaningfully categorized according to their nystagmic responses and that attention to their interoceptive sensory functioning may be of clinical significance.

Child↗
PubMed1979

Association between nystagmus hyporesponsivity and behavioral problems in learning-disabled children.

This study explored the hypothesis that an association exists between postrotary nystagmus hyporesponsivity and behavioral problems in learning-disabled children. Supporting this conclusion was the finding that the learning-disabled boys rated by teachers as displaying the most socially inappropriate behaviors had significantly lower postrotary nystagmus durations than other learning-disabled boys. In addition, near significant associations were obtained between subnormal nystagmus functioning and socially inappropriate responding for boys and girls combined. Learning-disabled girls were evaluated as responding significantly more appropriately than learning-disabled boys, while having significantly shorter postrotary nystagmus durations; thus, sex of a child may be an important variable in determining relationships between psychological characteristics and hyporesponsive nystagmus. Additional research is needed in this area because of a number of limitations to this study; however, these results present further suggestive evidence that learning-disabled children can be categorized according to characteristics of their postrotary nystagmus.

Child↗
PubMed1978

Attentional deficits and word attributes preferred by learning disabled children in grades 2, 4, and 6.

This study investigated the postulated effects of attentional deficits on the relative preferences for associative, acoustic, and orthographic attributes in word recognition by 15 learning disabled children each in Grades 2, 4, and 6. An analysis of errors in recall suggests that the children in the second grade did not encode and retrieve information as did their normal counterparts but rather used several stimulus attributes in retrieval. The children in the sixth grade, however, evidenced a significant preference for the orthographic attribute in recall as did normal second grade children. These findings are discussed as they relate to attention deficits, the capacity of short-term memory and achievement in learning disabled children.

Achievement↗
PubMedDate not supplied

Dynamic auditory localization by normal and learning disability children.

Twenty children from regular classrooms and 20 children from self-contained, learning disability classrooms tracked four different acoustic stimuli through three fixed paths in space. An apparatus specifically designed to provide objective data on accuracy of tracking was used. The results showed that learning disability children as a group were inferior in their abilities to follow a moving speech signal and a moving white noise. The position of the target with respect to the listeners' midlines affected accuracy of tracking, but this was not a function of the hand used to control the pointer.

Acoustic Stimulation↗
PubMed1978

Memory development in learning disabled children: evidence from nonverbal tasks.

The purpose of the present study was to test the developmental lag hypothesis with learning disabled children on two and three dimensional nonverbal task. Twenty-two learning disabled boys in two age groups of 11 each were tested on a probe memory recall procedure. In contrast to generalization of a developmental lag hypothesis, age-equivalent recall in primacy and recency positions reflected patterns similar to those of normal children. Further, a developmental analysis of nonverbal recall revealed constant age-related differences. Results suggested the developmental memory lag interpretation has been confounded with learning disabled children's generalized verbal deficits.

Child↗
PubMed1977

Dichotic listening performance in learning-disabled children.

A dichotic listening test was administered to 114 learning-disabled children aged 6 to 10 years and the ratio of correct right ear responses to correct left ear responses was computed. Three subgroups were formed: those with a low right-left ear ratio, those with an average ratio, and those with a high ratio. The groups were given a battery of sensory integrative, postural-ocular, auditory-language, and academic tests. Mean scores were computed for each group. All three groups were considerably lower in their overall accuracy of response to the dichotic listening test than was a normative sample. The groups with low right-left ear ratios were less likely to have a somatosensory disorder than the other two groups, but they were more apt to have a language problem. There was a much larger percentage of children with very high right-left ratios (right ear very "superior" to left ear) than would be expected in a random population.

Child↗
PubMed1978

Evaluation of behavioral group counseling for parents of learning-disabled children.

The present study evaluated the effectiveness of a behavioral group counseling program for parent members of the Association for Children with Learning Disabilities. Twenty-two mothers were assigned to two treatment groups (N = 5 and N = 6) and a control group (N = 11). Treatment-group mothers received a series of eight weekly 1 1/2-hour sessions in which they were taught basic principles and procedures of behavior modification which they could apply to specific child-rearing problems. Multiple-success criteria (maternal reports, direct observation, frequency counts, and attitudinal measures) were employed to provide a broad-based measurement of outcome. Results indicated that treatment ratings of childrens' conduct and disruption and parental postbehavioral observations of mother-child interactions showed improvement for the behavioral-counseling groups while control-group ratings and behavior observations remained the same. All treatment-group changes were maintained at 3-month follow-up. Consistency of treatment-group data across measures and over time suggests the effectiveness of this approach as a training method. Implications for future research were discussed.

Adult↗
PubMed1979

Variables influencing phonemic discrimination performance in normal and learning-disabled children.

Twenty-five learning-disabled and 25 normal first-grade-age children took a phonemic discrimination test that manipulated word-pairs systematically according to degree of phonetic difference, position of phoneme contrast, and lexical familiarity. Results indicated that (1) the significantly lower performance of the learning-disabled to children as a group was due to the impaired performance by a small subgroup, (2) all three stimulus variables had significant effects on performance, (3) all combinations of stimulus variables interacted significantly, and (4) discrimination performance did not correlate with measures of receptive vocabulary or reading achievement for either group.

Achievement↗
PubMed1976

ACTH4-10: cognitive and behavioral effects in hyperactive, learning-disabled children.

A single dose of 30 mg i.m. ACTH4-10 or placebo was given to a sample of 20 hyperactive, learning-disabled children. No significant drug effects were obtained on measures of visual and auditory memory, new learning, impulsivity, attention, perceptual motor skills, anxiety, or behavior during testing. There was a slight increase in pulse rate for drug compared with the placebo group. These findings are in keepeing witth other recent reports of limited or insignificant cognitive effects in adults of a single dose of this peptide.

Adolescent↗
PubMed1978

Laterality preference patterns of learning disabled children.

This study concerned the prediction of group membership of 40 learning disabled and 40 normal children on the basis of preference for laterality of the children and of their parents. A stepwise discriminant analysis showed maternal and paternal lateral preferences could correctly identify approximately 85% of the cases. Orthogonal contrasts showed that, although children themselves did not differ in the degree of laterality, parents of learning disabled children were significantly more bilateral in their preference patterns than normals.

Child↗
PubMed1977

Nonverbal visual short-term memory as a function of age and dimensionality in learning-disabled children.

A serial recognition task was used to compare performance of 2 learning disability age groups with 2- and 3-dimensional representations of nonlabeled 8-point random shapes. Age-related increases in short-term memory (STM) performance for both dimensions were found. No significant differences were found between 2- or 3-dimensional stimuli. Contrary to reports of STM performance with normal children, learning-disabled children showed no primacy effect for the 2-dimensional treatment, and second choices were not consistently correct when the first choice was incorrect, These findings were interpreted according to Flavell's notions of mediational inefficiencies.

Age Factors↗