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PubMed1982

A code for assessing teaching skills of parents of developmentally disabled children.

The reliability of a code to measure teaching skills was assessed by using it to evaluate a behavioral training program for parents of developmentally disabled children. Twelve sets of parents participated in a program to give them the skills needed to be teachers in the areas of behavior management and language acquisition. Using group meetings and home visits, parents were taught general principles of behavior change as well as intervention strategies for specific problems. A sample of parents' teaching behaviors with their children was videotaped three times before and once after treatment. There were no significant changes in teaching behavior before treatment. After training, the results showed that the observation code could discriminate reliably between parents' correct and incorrect use of eight discrete and specifiable behavior modification skills. The significance of these findings and the uses and limitations of the code were discussed.

Behavior Therapy↗

PubMed1981

Neurometric evaluation of learning disabled children.

A quantified electrophysiological system called Neurometrics is described in terms of procedures, reliability and validity. The role of the computer in both acquisition and analysis is noted. In terms of the application of Neurometrics to issues of diagnostic validity five studies are discussed. The first describes a study showing that normal functioning and at risk children differ markedly in terms of the percentage showing EEG abnormalities; the second reports the difference between children who are poor achievers in verbal, arithmetic or both skills; the third shows that Neurometric indices differentiate between epileptic children who are achieving or not achieving at grade appropriate levels; the fourth describes Neurometric EEG differences between learning disabled children who do or do not have reading reversal problems; and the fifth describes the behavioral differences constructed on the basis of their Neurometric profiles.

Brain↗

PubMed1987

Families with disabled children: stress and social networks in three samples.

Mothers and fathers of 125 handicapped/chronically ill children were compared with parents of 127 matched nondisabled children from three separate samples with respect to personal stress, marital satisfaction, and social network size and density. Only mothers of disabled children experienced higher levels of stress than comparison parents. No differences were found in marital satisfaction. Few group differences were found for social network variables, although mothers of handicapped children had higher-density networks than comparison mothers. A series of ANOVAs examined differences among the three types of families of handicapped children. Significant differences among the groups were found for social network but not family stress variables. The results are discussed in terms of general differences between families with and without a disabled child, and point to the need to identify patterns within different types of family systems in conducting future research in this area.

Family↗

PubMed1981

Reliability of dichotic listening using two stimulus formats with normal and learning-disabled children.

This study was designed to establish test-retest reliability of the consonant vowel and digit formats of the dichotic listening test with normal and learning-disabled children between the ages of 7 and 10 years. Between-group differences on ear advantage and total accuracy scores were also examined. The results indicated that both groups showed a right ear advantage and that there were no significant differences in ear advantage between the two groups on either format. However, on the digit format, the learning-disabled group performed significantly lower than the normal group on both the percentage of total accuracy and the left ear raw score. There were no significant differences between the two groups on percentage of total accuracy or raw ear scores on the consonant vowel format. The normal group tended to obtain higher reliability coefficients than he learning-disabled group. Both groups tended to obtain higher reliability on the consonant vowel format than on the digit format. Wide variability in reliability results was found when using different laterality formulas to determine ear advantage.

Child↗

PubMed1996

A study on disabled children in a rural community in southern Thailand.

This study reports the findings of a survey undertaken in 1990/1991 in a poor and predominantly Malay-Muslim community in southern Thailand. The aims were to estimate the prevalence and type of childhood disability and to examine some of the ways in which this disability can be prevented and treated. The result showed that the overall prevalence rate of child disability was 1.2%. Most disabled children were suffering from limb impairment, followed by muteness, deafness, and mental retardation. Nearly half of the children had never been treated or assessed by a modern rehabilitation service, two-thirds would be expected to gain significant improvement from assessment and appropriate referral, and one-third of the disabilities could have been prevented using the application of modern technologies. Cost, inaccessibility and strong cultural beliefs explained the failure of the children's families to bring them to the service. The study indicates several ways in which disability could be better prevented, detected or treated in rural Thailand.

Activities of Daily Living↗

PubMed1994

Long-term stability of individual WISC-R IQS of learning disabled children.

Stability of IQ for race and gender was examined by analyzing the results of two administrations over 3 years of the WISC-R for 402 learning disabled children. About 50% of the variance in Test 2 was accounted for by scores on Test 1. Frequency of positive or negative difference for each IQ from Test 1 to Test 2 was presented. Direction of change in IQ was negative for the Verbal Scale and positive for changes on the Performance Scale.

Adolescent↗

PubMed1982

Patterns of postrotary nystagmus in three learning-disabled children.

This study explores the effect of a program of sensory integration therapy, with emphasis on vestibular stimulation activities, on the duration of postrotary nystagmus in three learning-disabled children. The single-subject methodology employed allowed a more individualistic and longitudinal investigation of nystagmus patterns in the three subjects. The graphic and statistical analysis of the data revealed that two of the three subjects evidenced significant changes in postrotary nystagmus durations over the 25-week period of the study. Subject 1, with initially low nystagmus durations, displayed an increase in duration, whereas subject 2, with initially normal postrotary nystagmus durations, exhibited a response decline in nystagmus durations. The postrotary nystagmus durations of subject 2 remained relatively stable across both the baseline and intervention periods. The therapeutic implications of the findings are discussed, and areas in need of additional investigation are highlighted.

Child↗

PubMed1985

Eye classification, sex, and math anxiety in learning disabled children: behavioral observations on conservation of volume.

Benbow and Benbow suggest that myopia and maleness are advantages in mathematical giftedness; however, the influence of these biological correlates on learning disabilities is not yet as clearly defined. 29 learning disabled children (aged 7-13 yr; eye class diagnosed) performed two Piagetian tasks on conservation of volume, one using numbered blocks to rebuild an original house whose "rooms" were cued by an illogically ordered system, and one using plain blocks to recreate an unnumbered house. A modification of the Preschool Observation Scale of Anxiety was used to observe frequencies of overt physiological behavioral indicators of anxiousness during task performances. No significance was noted by eye class; however, a significant interaction of sex by task did occur. Means differed by sex significantly on the numbered tasks. Implications are discussed in terms of certainty times versus correctness and facilitative versus debilitative anxiety.

Adolescent↗

PubMed1985

Stereotyped behavior of severely disabled children in classroom and free-play settings.

The relationships between stereotyped behavior, object manipulation, self-manipulation, teacher attention, and various developmental measures were examined in 101 severely developmentally disabled children in their classrooms and a free-play setting. Stereotyped behavior without objects was positively correlated with self-manipulation and CA and was negatively correlated with complex object manipulation, developmental age, developmental quotient, and teacher attention. Stereotyped behavior with objects was negatively correlated with complex object manipulation. Partial correlations showed that age, self-manipulation, and developmental age shared unique variance with stereotyped behavior without objects.

Adolescent↗

PubMed1986

Self-monitoring of attentional behavior versus self-monitoring of productivity: effects on on-task behavior and academic response rate among learning disabled children.

I investigated the differential effects of self-monitoring of attentional behavior and self-monitoring of productivity on on-task behavior and academic response rate. Subjects were four learning disabled children with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity showing a superior effect for one subject, an equivalent effect for one subject, and less clear results for two subjects.

Attention↗

PubMed1978

A comparison of an ITPA estimated psycholinguistic quotient and WISC-R IQS for developmentally disabled children.

Compared an estimated Psycholinguistic Quotient, based on Cronkhite and Penner's (1975) revised scoring procedure for the ITPA Psycholinguistic Age, to the WISC-R Verbal, Performance, and Full Scale IQs of developmentally disabled children. The Quotient entered into strong relationships with the WISC-R Verbal and Full Scale IQs. The diagnostic significance of these correlations was discussed. The data indicated that the estimated Psycholinguistic Quotient was a valid measure for screening intellectual status in this population.

Adolescent↗

PubMed1980

A comparison of the reliability and validity of the standard MFF and MFF 20 with learning-disabled children.

A direct comparison was made of the reliability and validity of the standard Matching Familiar Figures Test (MFF) to a recent longer version of the task (MFF20). Subjects comprised two samples of learning-disabled children, matched on age, sex, IQ, and SES. The Salkind and Wright (1977) formulation was used to generate continuous data, and IQ was statistically controlled. Internal reliability estimates showed the MFF20 to be more consistent that the standard version on both error and latency scores. Validity was addressed by comparing the two versions of the task in their ability to predict cognitive and behavioral skills of conceptual relevance to impulsivity. Results indicated that the MFF20 is a more sensitive predictor of academic achievement and attention as observed in a natural setting than is the standard version of the task.

Achievement↗

PubMed1989

Verbal and nonverbal auditory processing among left- and right-handed good readers and reading-disabled children.

Cerebral lateralization of left- and right-handed good readers and left- and right-handed reading disabled was examined with a sample of 60 children who ranged in age from 7-13 years via a dichotic selective attention task (free recall, directed left, directed right) using consonant-vowel (CV) and tonal stimuli. Several ANOVAs were conducted to evaluate gender, reader group, handedness, and stimuli effects of left- and right-ear reports across dichotic conditions. Results indicated males outperformed females across stimuli and conditions regardless of handedness and all subjects recalled more tonal stimuli than CV stimuli. More importantly, the expected REA (left hemisphere processing) was found for CV stimuli only by right-handed good readers across all three dichotic conditions. The left-handed good readers and left-handed reading-disabled children were left ear (LE) dominant in free recall and in the directed left condition, but were right ear (RE) dominant in the directed right condition. Conversely, right-handed reading-disabled children produced a REA during free recall and directed right conditions, but were LE dominant in the directed left condition. In contrast, a significant LEA (right hemisphere processing) was found for tonal stimuli across all dichotic conditions for all four groups. These findings lend support to the hypothesis that attentional factors have a greater influence on auditory processing of verbal than nonverbal stimuli for various groups of children and also suggest reversed or bilateralized processing abilities for language in strongly left-handed children with sinistral relatives.

Attention↗

PubMed1985

Abilities of normal and reading-disabled children to combine the visual and auditory modalities with dimensions of space and time.

The effects of various combinations of modalities with the dimensions of space and time on reproduction of stimulus patterns by 162 normal and 83 reading-disabled children aged 6 to 12 yr. was studied. Scores on three subtests with three different combinations of modalities with space and time dimensions were analyzed. They were visual temporal input, vocal temporal output; auditory temporal input, vocal temporal output; and visual spatial-temporal input, vocal temporal output. Visual spatial-temporal input was superior to the other subtests. Auditory temporal input was superior to visual temporal input. There were significant differences between normal and reading-disabled subjects on each subtest so the spatial dimension gives an advantage. The spatial and temporal dimensions need to be attended to in research.

Auditory Perception↗

PubMed1981

Psychologic functioning of siblings of disabled children.

This paper reports findings from a comprehensive study of families of pediatric patients with cystic fibrosis, cerebral palsy, myelodysplasia, and multiple handicaps receiving care in clinics of two teaching hospitals in Cleveland. In 239 families with normal siblings 6 to 18 years old, mothers completed the Psychiatric Screening Inventory for a randomly selected sibling in this age group. Results were compared to data on 1,034 randomly selected children from a cross-section of Manhattan households. The proportion of siblings with serious impairment was not significantly different from the Manhattan sample. Although on the total inventory siblings did not score significantly higher than the comparison sample, they did score significantly higher on the mentation problems, fighting, and delinquency subscales. The diagnostic categories of the disabled children had no significant effect on siblings' scores, nor did level of disability. Neither siblings' sex nor age bore any relationship to their psychologic functioning. A sibling's birth order in relation to the disabled child had a significant interaction effect with sex on psychiatric impairment. Little relationship was found between a mother's perceived effects of caring for a disabled child on attention to siblings and sibling's disorder.

Adolescent↗

PubMed1978

Identifying vestibular procession dysfunction in learning-disabled children.

The purpose of this investigation was to identify neurobehavioral functions of the vestibulo-proprioceptive system that would aid the clinician in evaluating vestibular processing dysfunction in learntibulo-proprioceptive function were subjected to multiple regression analysis. Data analysis revealed that four variables shared significant variance with Southern California Postrotary Nystagmus Test scores. It is suggested that these variables can provide additional information in evaluating vestibular processing dysfunction in learning-disabled children.

Child↗

PubMed1985

Cognitive subtypes in developmentally disabled children: a pilot study.

Differential diagnoses within the pervasive developmental disorders have insufficient reliability, validity, and descriptive homogeneity within groups to be used as distinct categories for research purposes. This study reports the results of cognitive subtyping of 54 developmentally disabled children. Fifty-one were successfully categorized in a small number of groups, characterized by different strengths and weaknesses on verbal, performance, memory, and quantitative tests. About half of the children had the relatively good visuospatial performance expected on the basis of previous literature on autistic children; these children were not behaviorally more autistic than the others. Measures of internal validity are reported, as well as validation by cognitive and behavioral variables. These results tentatively suggest that such psychiatric manifestations as autistic aloofness and maintenance of sameness may be relatively independent of cognitive skill patterns.

Adolescent↗

PubMed1999

Correlations between parents' and teachers' ratings of social skills for a group of developmentally disabled children in Iran.

Parents' and teachers' ratings of social skills and behavioural problems for 89 special education students aged 8 to 15 yr. were measured using the Social Skills Rating System of Gresham and Elliott. The sample was selected in a school for educable mentally retarded children in Shiraz, Iran. The low to moderate correlations between the two sets of ratings suggest that assessment of social skills and behavioural problems should include the use of different rating scales in more than one setting. Sex differences were not significant for parents' and teachers' ratings of these disabled children. The scores showed high internal consistency.

Adolescent↗