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PubMed1997

[Clinical studies of learning disability. Part III: Prevalence of children with suspected learning disabilities].

The prevalence of children with suspected learning disabilities (LD) was investigated. One thousand and eight-hundred-eighty-nine pupils at ordinary elementary classes were evaluated by class teachers. We defined suspected LD as a condition with normal IQ (not less than 70) and low PRS score (not more than 65). Eighteen children (12 boys, 5 girls, and 1 with sex unknown) were considered as suspected LD with this criterion. The prevalence of suspected LD at elementary schools was 0.95%, the lowest figure as compared to those in previous reports. The suspected LD children were studied for the LD type and school grade. Verbal LD was not found, non-verbal LD was found in 6 children, and mixed type in 11. In the study of their school grades, the third grade suspected LD children were the largest. There was a significant decrease in number at higher school grades.

Age Factors↗
PubMedDate not supplied

The transition from high school to postsecondary education for students with learning disabilities: a survey of college service coordinators.

Federal legislation requires that students with disabilities receive services to assist them in the transition from high school to post-secondary life. Transition services must address students' understanding of their disability, learning strengths and weaknesses, career decision-making skills, and preparation for the increased demands of postsecondary education. This study surveyed coordinators of special services for students with disabilities at 74 colleges and universities in New York state. Respondents provided their perceptions of how well the students they served had been prepared by the transition services they had received in high school. Overall, little satisfaction with transition services was expressed. Respondents were most satisfied with high schools' provision of updated evaluations for students prior to enrollment in college, and they rated students' preparation for self-advocacy as the greatest weakness of current transition services.

Adolescent↗
PubMedDate not supplied

Learning disability nursing: shared learning should be encouraged.

People with learning disabilities often have multiple and complex health needs and need access to a range of specialist skills. Professionals are often unclear about each other's roles. Sharing common areas of learning will lead to a greater understanding of these roles.

Humans↗
PubMed2005

Suspects who have a learning disability: police perceptions toward the client group and their knowledge about learning disabilities.

More than a million people in the UK have a learning disability. A small but significant proportion of these people will come into contact with the criminal justice system because they have offended or have been accused of an offence. This article reports on the perceptions of police officers toward this potentially vulnerable group and their knowledge of issues related to learning disabilities. Interview data were collected from eight police sergeants employed by Humberside Police and analysed using qualitative techniques. The article concludes that further training in the subject area is required. This is likely to be successful in the force under study due to their promotion of positive perceptions toward people with learning disabilities.

Cognition↗
PubMedDate not supplied

Learning disabilities as functions of familial learning problems and developmental problems.

A family history of learning problems as provided on a specially designed questionnaire by maternal report was examined in families of 101 children with learning disabilities and 171 children without disabilities. Diagnoses of learning disabilities followed the U.S. Office of Education definition. Students were selected from the Special School District of St. Louis County and the Pattonville School District. A life history of developmental risk factors in the child subject was also examined in the same two groups. Learning disabilities were found to be strongly familial. In principle, the definition of learning disabilities excluded from the study children with problems attributable to child rearing, emotional, or motivational factors. The report of a family history of learning problems is therefore interpreted as consistent with, although not unequivocally supportive of, genetic factors as determinants. Among developmental factors, only male gender proved to have a significant association with learning disabilities.

Adolescent↗
PubMed1995

[Clinical studies of learning disability. Part I: Two-axial diagnosis of learning disability using the Pupil Rating Scale Revised (PRS) and WISC-R].

We investigated the correlation between intelligence quotient and school performance evaluated by PRS (the Pupil Rating Scale Revised) to assess an adequacy of two-axial diagnosis of learning disabilities (LD). The subjects were 37 children, including 31 cases with developmental or school problems and 6 normal children. The Japanese Wechsler Intelligence Scale for Children-Revised (WISC-R) was employed for an estimation of intelligence quotient (IQ) and, PRS was used to evaluate school performance. We defined 'LD risk child' as a child whose IQ was no less than 70 and PRS score was no more than 65. A statistical evaluation of IQ and PRS was done in this group separately. Ten children were diagnosed as 'LD risk' using this criterion. Fourteen children had normal IQ, and thirteen children were mentally retarded. There was a significant correlation (r = 0.68, P < 0.001) between IQ and the PRS score in these 37 children. On the other hand, no significant correlation was found between IQ and the PRS score of the 'LD risk child'. This result suggests that we can expect high PRS score in proportion to their IQ level. Because LD children generally tend to demonstrate deviated IQ-school performance correlation, we conclude that the WISC-R and PRS are appropriate for two-axial screening of LD.

Adolescent↗
PubMed2003

Adults with self-reported learning disabilities in Slovenia: findings from the international adult literacy survey on the incidence and correlates of learning disabilities in Slovenia.

This study of adults with self-reported learning disabilities (SRLD) in Slovenia is part of a larger secondary analysis of the data from the International Literacy Survey project (IALS). The purpose of the study was to examine the characteristics of 79 (2.68%) individuals who reported experiencing learning disabilities and compare them to the general population on a variety of indicators of educational background, employment status, and reading and writing activities at work and at home. The proficiency scores of the SRLD individuals were lower in all three literacy domains (prose, document and quantitative literacy). In prose literacy 77.9% of SRLD adults performed at Level 1 and only 7.8% reached the level necessary for a modern technological society. Experiencing learning disabilities was not related to gender or age, however, results showed significant differences between the levels achieved by older and younger people with SRLD. In SRLD groups aged 40 years and above, no one achieved more than the second level of literacy in any domain. Learning disabilities were reported more frequently in rural areas. SRLD groups achieve significantly lower educational attainment, and lower employment status, with a preference for manual labour or craft. These findings are of critical importance. SRLD people report that poorer literacy skills are an obstacle to their progression in employment. In the Slovene sample, the SRLD group stands out for low scores in quantitative literacy. Results show that they are less active, pick up information only auditorily or in short written form. They need more frequent help from relatives in literacy activities. Interpretation of the IALS data on SRLD presents many problems. These include amongst others, problems in terminology, different background factors, and the validity of self-report measures. However, the study also raises many interesting challenges for future research and policy. Increasing the availability of support, assistance and counselling for adolescents and adults with learning disabilities remains a very important goal for dyslexia and LD policies in Slovenia.

Adolescent↗
PubMed1995

[Clinical studies of learning disability. Part II: A prospective study of children with risk factors for learning disability at three year-old screening].

We followed children with the risk factors for learning disability (LD) at the three year-old screening prospectively. The five risk factors were speech delay, hyperkinesia, delayed social skill, delayed comparative conception (big and small, long and short) and mutistic behaviour. We evaluated seventeen elementary school children using WISC-R and the Pupil Rating Scale Revised. Six of them were diagnosed as normal, six were learning-disabled, and five were mentally retarded children. We proposed that the screening of LD at three years by the risk factors were effective but only partially.

Child↗
PubMed2003

A survey exploring the educational needs of care practitioners in learning disability (LD) settings in relation to death, dying and people with learning disabilities.

This paper presents the findings of a small scale pilot study which explored the educational base and needs of qualified care practitioners in Learning Disability (LD) settings in relation to death, dying and people with learning disabilities. Eighty questionnaires were sent to two NHS Trusts in the South of England. The response rate for the qualified care practitioners from Cherry Blossom (CB) was 100%, whereas for Greengages (GG), the response rate was only 25%. The response from the unqualified care practitioners was disappointingly low, hence we declared them null and void. The analysis of data highlighted major concerns: namely, a lack of consistent policy in the recording of death in residential homes for dying persons with LD; a lack of knowledge, particularly in psychosocial aspects and skills in care of dying persons. The majority of the qualified care practitioners surveyed highlighted the importance of communication with clients and their families. We recommend that communication and interpersonal skills in the care and management of the terminally ill persons with LD be the core component in the nursing curriculum which at present only indicates a trace of it. It is not made explicit that it is essential. This study supports the notion that issues of LD override and obscure physical illness. Our study also highlights ambiguity in the use of concepts and terminology, and demonstrates some limitations in our methodology. We propose that further research, using different methodological approaches, such as Ethnography, Ethnomethodology, or a combination of these, would be appropriate.

Cause of Death↗
PubMed2004

Narrative comprehension and retelling abilities of children with nonverbal learning disabilities.

Nonverbal learning disabilities (NLD) are characterized by weaknesses in narrative discourse. Thirty-three children (M ag e= 11.7 years), 15 girls and 18 boys, listened to stories to evaluate their narrative comprehension and retelling abilities. Children with NLD (n = 11) performed as poorly as children with verbal impairment (n = 10) on all narrative measures. Compared to typical controls (n = 12), the NLD group was poorer in comprehending inferences, but not facts. They included less of the original content than controls in their story retells, and there were strong trends suggesting fewer utterances and less variety in their vocabulary usage. Results are discussed regarding their implications for understanding the neuropsychological profile of NLD.

Adolescent↗
PubMed2006

[The neurobiological foundations of learning disabilities].

INTRODUCTION: Learning disabilities constitute a heterogeneous group of disorders that involve significant alterations in different cognitive domains (acquisition and use of language, reasoning, mathematical skills, visuospatial abilities, and so forth) that are not accounted for by a low level of intelligence, inadequate sociocultural development or lack of academic opportunities. They result from an alteration in basic psychological processes, developmentally linked to an alteration in the central nervous system. Current functional neuroimaging techniques have made it possible to develop a new type of approach to the neurofunctional foundations underlying these disorders, especially with regard to difficulties in the realm of reading/ writing (developmental dyslexia) and attention deficit hyperactivity disorder (ADHD), which have their highest incidence among the infantile population of school-age children. DEVELOPMENT: Neuroimaging studies have revealed a pattern of atypical activity in both kinds of disorders. In the case of dyslexia, alterations have been observed in the perisylvian circuits that underlie the mechanisms involved in reading skills. Studies into ADHD suggest a fronto-striatal dysfunction linked to the difficulties encountered to achieve inhibitory control, as well as alterations in the inferior parietal and posterior temporal cortex. CONCLUSIONS: Functional neuroimaging studies have shown that the clinical manifestations of these disorders are not only due to a dysfunction in specific areas of the brain, but also to alterations in the pattern of connectivity.

Child↗
PubMedDate not supplied

Diagnostic utility of the Learning Disability Index.

The Learning Disability Index (LDI) is one of many diagnostic indicators proposed for the identification of students with learning disabilities that relies on patterns of performance on cognitive tests. The LDI is hypothesized to relate to students' specific neuropsychological deficits. The present study investigated the diagnostic utility of the LDI with the third edition of the Wechsler Intelligence Scale for Children by comparing students previously diagnosed with learning disabilities (n = 2,053) to students without learning disabilities (n = 2,200). Subsamples of youth with specific reading (n = 445) and math (n = 168) disabilities permitted further assessment of the efficacy of the LDI. Receiver operating characteristic (ROC) curves revealed that the LDI resulted in a correct diagnostic decision only 55% to 64% of the time. These results demonstrate that the LDI is not a valid diagnostic indicator of learning disabilities.

Adolescent↗