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PubMed2001

Concurrent verbal and emotion laterality effects exhibited by normally achieving and learning disabled children.

This study assessed both left- and right-hemisphere functions simultaneously when two-syllable words differing only in the initial stop consonant and spoken in different emotional tones were paired dichotically. Seventy-two right-handed normally achieving children, 12 boys and 12 girls at each of grades 1, 3, and 5, were instructed to detect either the presence of a specific word or of a specific emotion. In addition, 30 right-handed learning disabled (LD) children (age-matched to the normal controls) were assessed to determine whether LD children distribute verbal and nonverbal functions to different hemispheres. Results indicated that although both control and LD children demonstrated an overall REA for word stimuli and an LEA for emotional stimuli, and that emotional stimuli were easier to process than word stimuli, LD children were less accurate in processing both types of stimuli than their control counterparts. 'Complementary specialization,' as assessed through distribution of laterality effects, was found to be greater for control children than for LD children. However, the lack of consistency in complementary specialization found among the three developmental grade levels may be indicative that independent brain mechanisms underlying verbal and emotional processing have yet to be fully established in children. Further, in contrast to adult findings, a larger LEA was obtained for the emotion 'happy' than for the emotion 'sad.' It was concluded that whereas independent hemisphere processing for words and emotions is somewhat prevalent for control children, LD children might not be as strongly lateralized for opposite hemisphere processing of these functions.

Analysis of Variance↗
PubMed1987

An observational study of emotionally disturbed and learning-disabled children in school settings.

It has been alleged that populations of learning-disabled (LD) and emotionally disturbed (ED) children are essentially indistinguishable on important intervention-related symptoms. To examine this claim, a direct observation study of social interactions during class, lunch, and recess settings in two public schools was conducted. Teacher ratings of school behavior were also collected. The results indicated that the ED boys exhibited significantly more nonphysical aggression and noncompliance than the LD boys across settings, and that the LD boys had significantly higher rates of physical and nonphysical aggression and immature behavior than the LD girls. The correlations between the observations and teachers' ratings were modest but consistent with previous studies. The results are discussed with regard to their assessment and treatment implications.

Affective Symptoms↗
PubMed1990

Personality dimensions in two types of learning-disabled children: a Rorschach study.

Children referred for psychoeducational assessment of learning disabilities (LDs) commonly receive the Rorschach test. yet little is known about the impact of LD on Rorschach response patterns. This study investigated Rorschach response patterns in two groups of 9- to 12-year-old children (n = 41) classified by their respective intellectual abilities. Another group of 9- to 12-year-olds (n = 143) served as a nonclinical comparison group. Rorschach variables indicative of personality dimensions failed to discriminate between the two LD groups. Compared to the nonclinical group, the LD group exhibited several Rorschach characteristics--including problems in perceptual accuracy, inefficient visual scanning and problem-solving strategies, and avoidance of affect-laden stimuli--having implications for successful socioemotional adaptation. Suggestions for further research are discussed.

Adaptation, Psychological↗
PubMed2004

["Euthanasia"--victims and test subjects. The fate of diseased, disabled children in Berlin during World War II].

This article shows, through a study of the Berlin-Brandenburg region, that children and juveniles who were subjected to the killings of diseased and disabled, or mentally retarded, persons during the Third Reich did not only fall victim to the operations of the "Reichsausschuss" ("Reich Commission for Registration of Severe Disorders in Childhood"). Many were also included in the gas chamber killings of the "T4"-action and in various decentralized killing actions. Furthermore, the co-operation of various medical disciplines in the misuse of children for scientific research is demonstrated by looking into the research on a tuberculosis vaccine. It can be shown that the purpose of the killings was not the painless ending of individual suffering, but that they constituted a means of freeing the public from so-called "ballast existences", whose lives were only prolonged if they could be of scientific use.

Adolescent↗
PubMed1989

The Developmental and Family Services Unit--a model AIDS project serving developmentally disabled children and their families.

This paper describes a model program that uses a multidisciplinary team to assess the developmental and psychosocial needs of HIV-infected children and their families. The objective of the program is to assess the needs of the children, in order to provide rehabilitative and psychosocial services; and to improve the quality of life by optimizing developmental functioning. The team includes developmental pediatricians, social workers, psychologists, a medical ethicist, physiatrist, psycho-educational specialist, and occupational, physical, and language therapists, each of whom perform complete evaluations. A weekly conference results in the formation of an individual Family Service Plan for each child and family. Forty children have been evaluated and are in program. Family compositions were varied and non-traditional. The disabilities and rehabilitative needs differed as well. The most frequently required services were occupational therapy and psychosocial intervention, to increase parental coping skills in handling disabled, chronically ill children. Children with HIV infection are living longer and will have serious deficits. The need to develop services to address the unique developmental and psychosocial needs of the children and families iS paramount.

Child↗
PubMed2006

Participation of disabled children: how should it be characterised and measured?

PURPOSE: The aim of the paper is to explore the issues involved in measuring children's participation. METHOD: The concept of participation as encapsulated in the International Classification of Functioning, Disability and Health (ICF) is discussed as it applies to children. The essential components of any measure of children's participation are outlined, including participation essential for normal development and survival, leisure activities, and educational participation. Some existing instruments are briefly reviewed in terms of their coverage of the essential components and the adequacy of their approach to measurement. RESULTS: Key issues regarding the content of an adequate measure of participation include the need to consider the child's dependency on the family, and their changing abilities and autonomy as they grow older. Instruments may be most appropriate where they ask the child directly, implying use of visual as well as verbal presentation. Their focus should be on 'performance' such as whether and how often an activity is taken part in, and not incorporate degree of assistance within the measurement scaling. CONCLUSIONS: Currently available measures of children's participation all have some limitations in terms of their applicability across impairment groupings, whether the child can directly respond, and in the ICF components covered. The feasibility of developing measurement instruments of children's participation at different ages is discussed.

Activities of Daily Living↗
PubMed1998

Do the younger siblings of learning-disabled children see them as similar or different?

Pre-school siblings' comments about, and behaviour towards, their older, learning-disabled brothers and sisters are reported. Initially, some of the very young siblings want to be similar, and attempt to imitate their brothers and sisters, particularly if he or she is also physically disabled; this may be because of the immediate visibility of physical disability, which makes it appear interesting and important to the younger child. Before they are 2 years old, children are able to recognize that their older brothers and sisters are different, and often imitate the parents' behaviour towards the older child.

Attitude↗
PubMed2003

PatchWorx: connecting unhealthy and disabled children in an online community.

PatchWorx (PatchWorx, Inc., Menlo Park, CA) is a nonprofit Web-based community for young people facing illness and disability (http://www.patchworx.org). Teresa Middleton, founder and president of PatchWorx, Inc., believes the PatchWorx online community helps children develop the skills necessary for them to successfully cope with their illnesses. Through computer-mediated communication (CMC) via the PatchWorx Web site, children practice information seeking, problem solving and proactively finding social support.

Child↗
PubMed1992

Maturation of the coherence of EEG activity in normal and learning-disabled children.

The age effect on coherence has been studied in control (98) and learning-disabled (LD, 54) school-aged children (from 6.0 to 16.8 years old). The EEG recordings were made at rest in 15 leads, and 105 pairwise combinations for coherence were calculated (each lead was compared with all the rest) for delta, theta, alpha, beta and total frequency bands. A significant increase of coherence with age was found in both groups, with a different pattern of maturation. In the control group, a significant increase with age was found in the coherences between posterior regions and vertex (Cz). A significant decrease with age in the coherence between frontal areas was observed, especially in the theta band. The LD group showed a different pattern: no significant relation with age was found in the coherence between any lead and vertex. A high effect of age on coherence between temporal regions was observed with a predominance of the left side in comparison with the contralateral and the ipsilateral. No decrease in frontal coherence was found: in the same region where the control group showed negative values with age, the LD groups had no age effect. The results obtained are discussed as differences in brain organization, in myelogenesis and synaptogenesis and an explanation of the etiology of LD is proposed.

Adolescent↗
PubMed1978

Adaptive behavior and Uzgiris-Hunt Scale performance of young, developmentally disabled children.

The relationship between performance on a Piaget-based infant scale and adaptive behavior was assessed for 25 developmentally disabled infants and preschool children. Results indicated a significant relationship between these measures. Canonical analysis suggested the relevance of the Piagetian abilities of object permanence and foresight and the adaptive behavior skills of self-help and social behavior for this relationship. Discussion centered on research implications emerging from these findings.

Child Development↗
PubMed1992

Impaired emotional health in children with mild reading disability.

Children with reading disabilities are at risk for emotional difficulties. There is some evidence that reading-disabled children with high socioeconomic status may be at risk of having low self-esteem. We conducted a preliminary study of the impact of reading disability on children's self-esteem and emotional health in a select group of mildly impaired reading disabled children with well-educated parents who were well informed about reading disabilities. We interviewed 28 healthy, preadolescent boys and girls with mean reading delay of 9.0 months and 39 comparable nonreading disabled children who formed the control group. Children and parents completed the Harter's Self-Perception Profile. Parents completed the Achenbach Child Behavior Checklist and Rand Mental Health Survey. We found that these mildly impaired reading-disabled children were more anxious and less happy than were nondisabled students despite having well-informed, well-educated parents (mean level of education = 17.0 years). Reading-disabled children considered themselves to be less competent scholastically, and their parents rated them as less competent than nondisabled children on all measures of self-esteem. These well-educated mothers tended to underrate their child's perceived scholastic competence. Controlling for behavior problems, Achenbach Child Behavior Checklist scores for social competence were lower for reading-disabled children. These findings suggest that the mildly impaired reading-disabled children with high socioeconomic status are at risk for low self-esteem and poor emotional health.

Adaptation, Psychological↗
PubMed1987

Paired associate learning in reading-disabled children: evidence for a rule-learning deficiency.

Two experiments examined whether normal and disabled readers differed in the utilization of rules in a paired associate learning task. Experiment 1 required children to learn symbol-word associates. Children were assigned to one of three conditions: nonrule, consistent rule, or inconsistent rule. When present, the rule was based on semantic opposites. Subjects benefited from having the rule, but disabled readers showed less improvement across four test blocks than both chronological age (CA) controls and reading age (RA) controls, particularly in the inconsistent condition. Experiment 2 required subjects to learn symbol-symbol associations in one of three conditions: nonrule, consistent rule, or inconsistent rule. When present, the rule specified the locations of a subsidiary figure in each symbol according to the pattern top-right, bottom-left. Disabled and normal readers did not differ in the nonrule condition where reliance on visual memory would be an effective strategy. Normal readers were superior to disabled readers in both rule conditions. In addition, disabled readers in the inconsistent rule condition were less able than normal readers to apply the rule in a generalization task where memory demands were reduced. Results supported the hypothesis that disabled readers have greater difficulty than normal readers inducing and/or using rules, particularly when they are inconsistent. It is suggested that difficulties in acquiring or using complex and inconsistent rules may be one important source of problems learning spelling-sound correspondence rules, which in English are complex and inconsistent.

Association Learning↗
PubMed1978

The assessment of developmentally disabled children with the WISC-R, Binet and other tests.

Administered the WISC-R, Revised Stanford-Binet, Bender, VMI, and WRAT to 50 children referred for a multidisciplinary evaluation of developmental disabilities. The correlations among the various WISC-R measures (Standard Scores and IQs) and Binet IQ were significant, with relatively strong relationships among the Binet IQ and those WISC-R subtests that require concentration, short-term auditory memory, visual-motor integration, and the acquisition of new learning. Data showed that the Binet MA correlated as well or better with the other tests than did the various scores from the WISC-R.

Bender-Gestalt Test↗