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PubMed1991

Learning disabilities: an overview.

Children with learning disabilities form a large pool of patients seen by neurologists for help in understanding the disability and deciding which forms of remediation are appropriate. Learning disabilities may accompany a large variety of other neurologic disabilities, but the usual child with such a problem is in excellent health. A thorough office evaluation for possible medical problems is always necessary, but most children do not require laboratory testing. All children with learning disabilities, whether or not they have accompanying neurologic problems, should be seen for psychological and/or educational evaluation. Some children may also benefit from an evaluation by a speech and language pathologist, occupational therapist, or ophthalmologist. The neurologist, alone or in association with a child psychologist, should also investigate the possible association of learning disabilities with attention deficit hyperactivity disorder. It is only for children with this component of learning problems that the possibility of medication arises. Working closely with the family, the child's school system, and other involved professionals becomes an important aspect of providing full and necessary help to children with learning disabilities. A caring physician can be a major help to the child and his family in understanding this disorder and supporting them during a difficult time.

Brain↗
PubMed2006

Family nursing and parents who have a learning disability.

Parents who have learning difficulties pose profound questions to the philosophy and practice of family nursing. Failure to recognise how care delivery needs to change in the context of parents with a learning disability can perpetuate discrimination and inequalities for adults and their children. In this paper we explore the neglected topic of adults who have learning disabilities and the problems they face when they become parents. We examine the issue of the rights of adults with learning disabilities and illustrate that when these rights are not upheld they increase the vulnerability of the adults and their children. The implications of these issues are highlighted in the context of children's nursing practice.

Adult↗
PubMed1990

Learning to solve a problem: a microanalysis of the solution strategies of children with learning disabilities.

Ten subjects with learning disabilities and 10 normally achieving subjects, aged 10-5 to 12-5 years, were videotaped while attempting to solve the Tower of Hanoi problem (see Karat, 1982; Piaget, 1976; Simon, 1975). A microanalysis of their problem-solving activities provided a descriptive taxonomy used to analyze what, in fact, individual subjects did when constructing a solution strategy, and to categorize and compare changes in strategy. The results indicated that as a group the normally achieving subjects reached more sophisticated levels of strategy use (p less than .05). However, if the focus of the comparison is on an analysis of how learning proceeded in individuals, then the subjects with learning disabilities appear to be similar to the normally achieving subjects. There was no evidence in these subjects of the popular conception that individuals with learning disabilities are inactive, passive, or maladaptive in their attempts to learn to solve a problem.

Attention↗
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↗
PubMedDate not supplied

The mental health needs of people with severe learning disabilities.

People with severe learning disabilities can present with complex behavioural and emotional needs that are best understood within a biopsychosocial framework. This article outlines the range of issues involved in the presentation and identification of mental health needs in people with severe learning disabilities. The use of a multidisciplinary and multimodal approach to assessment, care planning and case management is promoted in order to provide effective, comprehensive care in meeting the mental health needs of this client group. The key knowledge and skills required to meet the mental health needs of this client group are outlined and the role of the nurse as a key professional in the coordination of the assessment and care management process is explored.

Case Management↗
PubMedDate not supplied

Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

Achievement↗
PubMed1977

Mastery of verb tense markers by normal and learning-disabled children.

Sixty learning-disabled children with a mean age of 7-11 and 60 children in regular classes with a mean age of 7-10 were given a tense marker test to elicit future, present, and past tense markers for 50 verbs organized into 10 categories based on the operation required to form the past tense. Results indicated that both normal and learning-disabled children had achieved control of future, present, and /-d/ and /-t/ past tense markers. Neither group has mastered the /-ed/ nor seven categories of irregular past tense markers. Children in regular classes showed significantly higher correct responses across 10 categories of past tense items. Analysis of error patterns indicated that learning disabled children used a different pattern of responses and a different set of rules to mark past tense. This study shows the need for data on the linguistic status of normally developing children above the age of seven, if we are to make any inferences about the performance of children whose development is deviate.

Child↗
PubMed2001

Neurodevelopmental and behavioural characteristics in learning disabilities and attention deficit disorder.

Specific learning disability in childhood is frequently associated with attention deficit disorder. The distinction between children with and without such comorbidity is often difficult to make. Our aim was to delineate the neurocognitive and behavioural differences between children with specific learning disabilities, with and without attention deficit. Students diagnosed with learning disability, mean age 8.3, 1.4 SD (N-50), and students with learning disability and attention deficit disorder, mean age 8.7, 1.4 SD (N-50), were assessed. The Paediatric Early Elementary Examination and the Aggregate Neurobehavioural Student Health Education Review were administered and their scores as well as pattern of correlations within and between domains were analysed. Only few differences in neurocognitive functions between these groups were evident. Most neurocognitive domains were similarly intercorrelated in the two groups. However, recall was correlated with other neurocognitive domains only among the children with learning and attention deficits. A proportion of significant correlations between neurocognitive and behavioural domains was found among the children with learning disability and attention deficit disorder, but not among the children with learning disability only. It appears that while neurocognitive profiles are similar in these two groups, their interrelationship with behavioural patterns differ. These findings give support to the neurological origin of attention deficit disorder related behaviours among learning disabled children. Different interventions should therefore be considered for each of these entities.

Attention Deficit Disorder with Hyperactivity↗
PubMed1978

The effect of concurrent manual activity on the dichotic listening performance of boys with learning disabilities.

Three groups of learning-disabled children, defined according to their Wechsler Intelligence Scale for Children (WISC) profiles, and one normal control group, were given both a standard dichotic listening task and a dichotic listening task performed concurrently with a manual tapping task. Learning-disabled children who showed no disparity in their verbal and performance subscale scores on the WISC demonstrated a right ear preference under standard testing and when tapping with the left hand, but not the right, which was nearly the same pattern as that obtained by the control group. Learning-disabled children whose verbal WISC score was at least 15 point lower than their performance demonstrated a right-ear preference only when tapping with their left hand. Finally, learning-disabled children who had high verbal, low performance WISC profiles showed no ear preference under any conditions. These results were interpreted as indicating that these three types of learning-disabled children are differentially lateralized and differentially affected by the facilitory-inhibitory effects of concurrent hemispheric activities.

Adolescent↗
PubMed1993

Cross-dressing in men with learning disabilities.

Four men with learning disabilities were considered to show transvestic fetishism, and a fifth to show transvestism. However, developmental retardation and personality problems may modify the concepts behind such categorisation.

Adolescent↗
PubMed1997

Autistic traits in adults with learning disabilities.

BACKGROUND: Although many adults with learning disabilities show features of autistic syndrome, there have been very few population-based studies. We explored the prevalence of autistic traits and their association with maladaptive behaviours in a geographically defined population of adults with learning disabilities. METHOD: The carers of 2201 adults with learning disabilities were interviewed, and information was sought concerning aspects of their behaviour and ability. Individuals were scored according to the number of core autistic traits displayed. The prevalence of autistic traits was examined in respect of aspects of behaviour and ability. RESULTS: Autistic traits were common among adults with learning disabilities. Those with a higher number of autistic traits were more likely to be profoundly learning disabled and demonstrate a wide range of challenging behaviours. CONCLUSION: Many adults with learning disabilities demonstrate autistic traits. The relationship of autistic traits with challenging behaviour has major implications in service planning and delivery.

Adolescent↗
PubMedDate not supplied

The effects of direct feedback and practice on metaphor performance in children with learning disabilities.

Children with learning disabilities may have a problem in interpreting metaphor and need specific guidance and practice. This study found that direct feedback and practice could significantly increase metaphor performance of these children. Further descriptive analyses indicated that grade and reading levels of the subjects correlated with their metaphor performance.

Adolescent↗
PubMed1992

Pointing to the way ahead. Health education for people with learning disabilities.

People with learning disabilities have a right to health education, and nurses working with them have ample opportunities to fulfil this role. Health education must cater for individual clients' needs, and be presented in a style and language they can easily understand. Effective communication partly depends on being able to emphasize with clients; it is important to appreciate that clients are responsible for their actions.

Humans↗
PubMed1998

Self-concept and motor performance of children with learning disabilities.

Students with learning disabilities (11 girls and 16 boys ranging from 11 to 14 years of age) tested with Harter's Self-perception Profile scored relatively high on Global Self-worth but scored significantly lower than the standardization group on the Scholastic Competence and Behavioral Conduct subscales. Boys scored significantly higher than girls on the motor proficiency test and on the Athletic Competence subscale of the Self-perception Profile.

Achievement↗
PubMed1998

Treatment of seizures in patients with learning disabilities.

People with learning disabilities commonly have seizures. Combined electroencephalogram and video investigations improve diagnostic accuracy, while neuroimaging may indicate a role for surgery. When epilepsy is diagnosed, individually tailored care is necessary. Rational antiepileptic drug use is advocated, with emphasis upon the newer agents due to their better tolerability and ease of use. Regular clinical review will prevent over-medicating. Although an optimistic approach can now be adopted, future developments require a more solid evidence base together with a rationality to all aspects of care, including drug therapy, carer education, closer collaboration among specialists, and mutual skill awareness of all involved.

Anticonvulsants↗