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Biomedical subjects

P J Gerber

Publications and source records attributed to P J Gerber.

13 recordsLinked to original sources
PubMed1996

Reframing the learning disabilities experience.

Reframing the learning disabilities experience has been identified by researchers as a key variable in employment success and adjustment in adulthood. This article provides a discussion of theory, related literature, methods, and techniques related to the process of reframing--from recognition, to understanding, to acceptance of the learning disability, to the development of a plan of action. We argue that successful reframing is imperative if one is to take control of his or her learning disability in adult life. It is also necessary for the development and implementation of self-advocacy skills.

Adult↗
PubMed1994

Researching adults with learning disabilities from an adult-development perspective.

As the field of learning disabilities begins to discover the manifold issues of adulthood, there is a need for a framework for studying adults with learning disabilities. Currently, the research on adults focuses primarily on service delivery systems. If a life-span developmental perspective is utilized as a conceptual approach in future research, then the knowledge gained will be more meaningful. Considerations for incorporating such essential concepts as mediating variables, context, and age-span phases into research on adults with learning disabilities are discussed.

Adolescent↗
PubMed1992

Identifying alterable patterns in employment success for highly successful adults with learning disabilities.

Adults with learning disabilities were studied to ascertain the patterns of successful functioning that promoted high levels of vocational success. This area of research has been neglected in the developing research base on adults with learning disabilities. In this study of 46 highly successful and 25 moderately successful adults with learning disabilities using ethnographic interviews, it was found that the overriding theme was control and that control was sought through the pursuit of two sets of themes--internal decisions and external manifestations. These themes transcended the entire sample, and the clear difference between the groups was the degree of attainment on the various elements the themes comprised. These elements and themes are discussed and a model of successful vocational functioning is developed and explained.

Achievement↗
PubMed1990

Cognitive correlates of social perception in students with learning disabilities.

In investigating possible explanations for social skills deficits in students with learning disabilities, researchers have examined social perception-the interpretation of behavior in order to understand the thoughts and feelings of others. This study specifically examined cognitive correlates of social perception in individuals with learning disabilities. Thirty-two students with learning disabilities in elementary grades were measured on three subtests (Comprehension, Picture Arrangement, and Digit Span) of the Wechsler Intelligence Scale for Children-Revised and on the Profile of Nonverbal Sensitivity. Both Picture Arrangement and Comprehension seemed to have an inherent relation to social perceptual functioning. Implications of these results are discussed.

Child↗
PubMed1990

Persisting problems of adults with learning disabilities: self-reported comparisons from their school-age and adult years.

The issue of persistence of learning disabilities into the adult years was investigated. The study examined the self-reported comparisons of problems resulting from learning disabilities during school-age years (retrospectively) and in adult years. The responses of 133 adults categorized as highly successful and moderately successful in employment showed that both groups deteriorated markedly in the areas of functioning typically included in diagnostic and remediation efforts. This established a case for persistence and highlights an important issue for those who are directly or indirectly concerned about adults with learning disabilities.

Achievement↗
PubMed1989

Auditory, visual, and multisensory nonverbal social perception in adolescents with and without learning disabilities.

Adolescents with and without learning disabilities (14, 16, and 18 years old) were tested to determine whether they differed in auditory, visual, and/or multisensory (combined auditory/visual) social perception abilities. Differences between the two groups in growth of auditory, visual, and multisensory social-perception abilities were also measured. Results of the data analyses revealed that adolescents with learning disabilities were not as adept at understanding nonverbal social information regardless of whether the information was visual or multisensory in nature. Further, nonverbal social-perception ability for both visual and multisensory information improved with increasing age for both populations. Finally, adolescents with learning disabilities continued to demonstrate comparatively poorer social-perception abilities through the 18-year level.

Adolescent↗
PubMedDate not supplied

Longitudinal research in learning disabilities: report on an international symposium.

In June of 1995 an international symposium on longitudinal research in learning disabilities (LD) was held in Missillac, France. The purpose of the symposium was to bring together an international panel of experts in this area to promote international dialogue on longitudinal research in LD, define and develop guidelines for conducting such research, identify problems inherent in this type of research and methods to alleviate them, and establish research priorities. This article synthesizes and highlights the information that emerged from individual presentations and ensuing discussions. Generic considerations regarding longitudinal research are presented; however, particular emphasis is given to the confluence of longitudinal research and learning disabilities.

California↗