Biomedical subjects

Ryan L Nelson

Publications and source records attributed to Ryan L Nelson.

3 recordsLinked to original sources

PubMed2004

Inner control as an operational mechanism in attention deficit hyperactivity disorder.

Understanding children with attention deficit hyperactivity disorder (ADHD) through a systems theory perspective creates a view of these children as having developed ineffective systems and strategies for acting upon the world. It is proposed that just as a child must develop a system of inner control to become a proficient and independent reader, this same system is necessary for effectively controlling the problematic behaviors associated with ADHD. Speech-language pathologists (SLPs) can encourage the development of this inner control by providing services that foster meaning-based literacy and that enhance visual perception and processing strategies. As SLPs and educators seek to establish and employ embedded literacy activities, they will more effectively meet the needs of their students identified with ADHD.

Attention Deficit Disorder with Hyperactivity↗

PubMedDate not supplied

Interpreting problematic behavior: systematic compensatory adaptations as emergent phenomena in autism.

Based upon an emergent account of pragmatic ability and disability, this article provides theoretical and empirical support for a conceptually deeper understanding of some systematic behaviors that have served as diagnostic indices in communicatively impaired populations. Specifically, by employing conversation analysis, several examples of problematic behaviors in autism are analysed as a specific type of compensatory adaptation. Theoretical and clinical implications are discussed.

Adaptation, Psychological↗

PubMedDate not supplied

Qualitative research in literacy acquisition: a framework for investigating reading in children with language impairment.

Although much has been published in the literature concerning literacy in children with language impairments, little is known concerning the process that the individual language-impaired child must go through to become a proficient reader. One reason for this may lie within the focus and rigor dictated by the methodologies typically used in literacy-related studies. This paper addresses some of the limitations of the available literacy literature among language-impaired populations and discusses how recent advances in qualitative research hold potential for significant methodological and clinical contributions to our understanding of literacy, specifically reading. A case study is presented demonstrating the usefulness of this methodological approach to describing the process of reading acquisition in a language-impaired child.

Child↗