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PubMed1987

Comparison of the Luria-Nebraska Neuropsychological Battery-Children's Revision and the WISC-R with learning disabled children.

This investigation concerned the relationship between the Luria-Nebraska Neuropsychological Battery--Children's Revision and the WISC--R for a sample of 32 children identified as learning disabled. The children's mean age was 9 yr., 11 mo.; they were identified as learning disabled on the basis of ability (WISC--R)/achievement discrepancy test scores. The sample was of low average intellectual ability according to the WISC--R and the Luria-Nebraska T-scores. Intercorrelations between scores on the WISC--R and Luria-Nebraska lists were generally nonsignificant, with the exception of language and arithmetic measures on each test. Also, 84% or 27 of the present sample of 32 were correctly identified as learning disabled using a criterion of three or more Luria-Nebraska subscale scores greater than one SD above the mean.

Child↗

PubMed1997

Gastrointestinal tolerance of a pediatric fiber formula in developmentally disabled children.

OBJECTIVE: We performed a masked, randomized, 2-month crossover study with developmentally disabled children to study the tolerance of a pediatric adapted enteral formula with added soy fiber. METHODS: Twenty children and adolescents aged 1 to 17 years, requiring liquid nutrition, were fed Pediasure (PS) and Pediasure with approximately 10 g total dietary fiber/l, (PSF10) as their major source of energy and nutrient intake for 1 month each. During the two 4-week periods of the crossover study, intake, tolerance of the formula, and stool characteristics were monitored daily with diaries. Criteria for gastrointestinal tolerance were symptoms of emesis, gas, irritability or fussiness. Stool characteristics included frequency, consistency, and the need to use elimination aids to induce defecation. Following completion of the crossover study, the patients were fed PSF10 for an additional 2 months. Anthropometrics were obtained at study initiation and at each biweekly visit during the crossover phase and monthly during the follow-up phase. Bowel scintigraphy studies were conducted in patients with oral or nasogastric intake during the crossover periods. Biochemical assessments were conducted at entry, at the end of each crossover period, and at exit. RESULTS: There were no differences in any of the tolerance, stooling, growth, or biochemical measurements between the feeding regimens, in 11 children completing this phase of the study. However, there was a trend towards using less elimination aids to induce a bowel movement during the fiber supplemented formula phase. CONCLUSIONS: Pediasure with fiber is well tolerated in children with developmental disabilities.

Adolescent↗

PubMed1986

Vision and academic performance of learning disabled children.

The purpose of this study was to assess difference in academic performance among myopic, hyperopic, and emmetropic children who were learning disabled. More specifically, myopic children were expected to perform better on mathematical and spatial tasks than would hyperopic ones and that hyperopic and emmetropic children would perform better on verbal measures than would myopic ones. For 439 learning disabled students visual anomalies were determined via a Generated Retinal Reflex Image Screening System. Test data were obtained from school files. Partial support for the hypothesis was obtained. Myopic learning disabled children outperformed hyperopic and emmetropic children on the Key Math test. Myopic children scored better than hyperopic children on the WRAT Reading subtest and on the Durrell Analysis of Reading Difficulty Oral Reading Comprehension, Oral Rate, Flashword, and Spelling subtests, and on the Key Math Measurement and Total Scores. Severity of refractive error significantly affected the Wechsler Intelligence Scale for Children--Revised Full Scale, Performance Scale, Verbal Scale, and Digit Span scores but did not affect any academic test scores. Several other findings were also reported. Those with nonametropic problems scored higher than those without problems on the Key Math Time subtest. Implications supportive of the theories of Benbow and Benbow and Geschwind and Behan were stated.

Achievement↗

PubMed1986

Effect of intervention techniques in reducing stereotypic hand gazing in young severely disabled children.

Stereotypic hand gazing by very young severely disabled children was investigated. In Study 1 a dramatically increased therapy program substantially reduced a child's hand gazing and augmented his toy manipulation skills. In Study 2 specific interventions were prescribed for two children who were hand gazers and had significant yet correctable visual impairment. Both glasses and toys effectively reduced each child's hand-gazing. Results suggest that stereotypic hand gazing may be eliminated by intervention with very young children.

Behavior Therapy↗

PubMed1984

WISC-R performance patterns of learning-disabled children from Papago culture.

Examined the WISC-R profiles of learning-disabled children from the Papago culture. A sample of 46 Papagos diagnosed as learning disabled were used in the study. Recategorized scores were subjected to 1 X 3 repeated measures ANOVA, and the differences between mean categorized scores were analyzed by Newman-Keuls tests for simple effects. Analysis of the obtained data suggested that learning-disabled Papago children were not characterized by Spatial greater than Conceptual greater than Sequential pattern because WISC-R performance of these children was found to be similar on Sequential and Spatial categories. Caution in the use of WISC-R profile for differential diagnosis was recommended.

Arizona↗

PubMed1983

Activity group counseling for learning-disabled children with behavior problems.

One of the most difficult problems confronting occupational therapists, teachers, and parents in dealing with latency-age learning-disabled children is handling oppositional behavior. Pre-adolescent boys, in particular, frequently have difficulty working cooperatively in a group, relating to peers, staying with a task, and seeing the consequences of their actions. This paper provides a rationale for treatment of children in groups and describes the development and early results of an activity group approach to counseling learning-disabled children with behavior problems using Gazda's developmental model. Group members showed improved ability to relate with siblings and peers; more mature and cooperative behavior; greater independence and impulse control; and increased verbal expression of anger. Parent and teacher feedback on behavior changes was positive.

Adolescent↗

PubMed2002

Exploring multi-agency working in services to disabled children with complex healthcare needs and their families.

Children with complex healthcare needs typically require technical and/or medical equipment in the home. This growing group of children and families need support that crosses agency and professional boundaries, necessitating effective multi-agency working. There are many examples of multi-agency working around the United Kingdom (UK), some specifically designed to meet the needs of children with complex healthcare needs and their families. Recent legislation and policy statements have highlighted the importance of joint planning and working. Currently no research exists that examines the impact of these initiatives on disabled children with complex healthcare needs and their families. The "Working Together" project is an ongoing research study based at the Norah Fry Research Centre, University of Bristol, Bristol, UK. The project aims to explore the impact of multi-agency work on children with complex healthcare needs and their families. This paper examines the literature on barriers to disabled children and the need for multi-agency working. It also considers the concept of multi-agency working and how different approaches to working together might be perceived by children and families.

Child↗

PubMed1996

Research into the lifeworld of physically disabled children.

This article presents a phenomenological study of the experiences of physically disabled children. The research focuses on elementary school aged children not suffering from additional intellectual disability. In previous research we noticed just how often the children we observed are considered and discussed from the point of view of professional expertise. There is, for instance, the medical account of the disorder, the paramedical view concerning the treatment of the physical limitations and the educational and psychological approach to learning disabilities. Our research aims to highlight the perspective of the disabled child him- or herself. We let the children speak for themselves on their three 'favourite' subjects: on their bodies, on friends and on parents and experts.

Activities of Daily Living↗

PubMed2003

"The pieces fall into place": the views of three Swedish habilitation teams on conductive education and support of disabled children.

A survey concerning how Swedish habilitation staff view the support of disabled children and their families was conducted in 2001. It focused on what support the staff knew about, offered and considered good for the children and parents, and on how they viewed conductive education. Interviews were conducted with 25 team members in three habilitation teams in the south of Sweden. The results show that the support habilitation staff most feel children need is the opportunity to investigate their surroundings, play with other children, meet other children in the same situation and try out different activities. The support that parents are felt to need is mainly aid and housing adaptation, relief, financial help, information, medical knowledge, emotional support and to meet others in the same situation. The staff gave information pertaining to different methods of treatment only if the parents specifically asked for it. What the habilitation teams recommended were contracture prophylaxis, motor skills exercises, riding, swimming, splints, standing shells, surgery, injections and medicines. The habilitation staff were of the opinion that conductive education is focused purely on intensive mobility training.

Attitude of Health Personnel↗

PubMed1983

Attentional deficit in learning-disabled children: evidence from visual half-field asymmetries.

The structural theory of cerebral lateralization has been typically used to explain hemispheric asymmetries. However, the attentional model of brain functioning may help resolve some of the inconsistent findings with groups of learning-disabled children. To test this hypothesis, a visual half-field paradigm for word recognition was employed in a group of 26 learning-disabled and 26 normal children matched for sex, chronological age, and handedness. Three experimental conditions (unilateral, cued unilateral, and bilateral) and two word error types (visually and acoustically confusable words) were analyzed. The results indicated that normals produced the expected RVHF superiority under all experimental conditions, but the learning-disabled produced the expected RVHF superiority only under the cued unilateral condition. Learning-disabled children also made significantly more visually and acoustically confusable errors than normals and unlike normal children increased the number of acoustic errors in the RVF under bilateral stimulation. These results provide evidence that learning-disabled children may process information inefficiently and have brain activation patterns that are more susceptible to attentional effects.

Adolescent↗

PubMed1980

Locus of control and personality functioning of learning disabled children.

Evaluated the personality functioning of 51 learning disabled children, who ranged in age from 7 through 11. Significant externality was noted for both males and females. Older children were significantly more external than their younger counterparts. Males were significantly more unintelligent, assertive, impulsive, independent, shrewd and anxiously insecure. Females tended to be unintelligent, submissive, dependent, serious and inhibited. Analyses of sex differences indicated that males were significantly more assertive, impulsive and independent than females.

Age Factors↗

PubMed2003

[Role of disabled children's school as regional special education center].

The final report of the Collaborative Research Conference on Special Education in the 21th Century pointed out that supportive activities, such as education, welfare, medical care and labor should be strengthened to provide special support for disabled children, and that measures should be taken for school children requiring medical care in daily life, in response to an increasing number of children with severe and multiple disabilities and other social changes. Recent great progress in pediatric medicine has enabled these children to attend schools for the physically handicapped which provide more specialized educational support. At present, support for these children is still insufficient. This symposium discusses these problems as well as future prospects of disabled children's schools.

Child↗

PubMed2001

Urinary calcium excretion in enterally fed disabled children.

The urine calcium/creatinine (Ca/Cr) ratio was measured in 17 enterally tube fed disabled children. Urine Ca/Cr ratios were inversely related to dietary calcium intake in immobile children (r = -0.57, p < 0.05) but not in those who were able to stand or walk (mobile children) (r = 0.4, p = 0.51). None of the subjects had evidence of nephrocalcinosis or renal calculi detectable by renal ultrasonography.

Adolescent↗

PubMed1994

Educational Kinesiology with learning disabled children: an efficacy study.

Educational Kinesiology is a treatment using specific movements to access different parts of the brain in maximizing learning potential. It has been recommended for use with learning disabled children; however, studies validating its effects are limited. The school records of 25 students each with a diagnosis of specific learning disability were examined for pre- and posttest scores on academic and perceptual motor skill measures following an Educational Kinesiology program. Analysis indicated significant improvement in perceptual motor skills following the Educational Kinesiology program. The change in academic skills was not significant. Educational Kinesiology is recommended as a treatment to improve perceptual motor function of learning disabled children. Other variables affecting this study as well as clinical and research implications are discussed.

Adolescent↗

PubMed1978

Attentional deficits and word attributes preferred by learning disabled children in grades 2, 4, and 6.

This study investigated the postulated effects of attentional deficits on the relative preferences for associative, acoustic, and orthographic attributes in word recognition by 15 learning disabled children each in Grades 2, 4, and 6. An analysis of errors in recall suggests that the children in the second grade did not encode and retrieve information as did their normal counterparts but rather used several stimulus attributes in retrieval. The children in the sixth grade, however, evidenced a significant preference for the orthographic attribute in recall as did normal second grade children. These findings are discussed as they relate to attention deficits, the capacity of short-term memory and achievement in learning disabled children.

Achievement↗

PubMedDate not supplied

Dynamic auditory localization by normal and learning disability children.

Twenty children from regular classrooms and 20 children from self-contained, learning disability classrooms tracked four different acoustic stimuli through three fixed paths in space. An apparatus specifically designed to provide objective data on accuracy of tracking was used. The results showed that learning disability children as a group were inferior in their abilities to follow a moving speech signal and a moving white noise. The position of the target with respect to the listeners' midlines affected accuracy of tracking, but this was not a function of the hand used to control the pointer.

Acoustic Stimulation↗

PubMed1991

Serving rural families of developmentally disabled children: a case management model.

Family-centered, community-based case management is a key feature of new federal legislation mandating educational and preschool services for all developmentally disabled children. Social work skills, including counseling, planning, coordination, and knowledge of family and community dynamics, are germane to this task. The goal of family-centered case management is the empowerment of parents as caretakers and planners for their children. Highly skilled case managers will be particularly needed in rural areas where families must deal with scarce resources and other environmental constraints. The authors describe a program employing master's-level social work case managers who serve rural Appalachian families with developmentally disabled children. Included is a case illustration that delineates both case management activities and the contextual elements important in working in an Appalachian rural community.

Child, Preschool↗

PubMed2006

[Evaluation of social functioning ability of disabled children].

Since 1999, we have been trying to establish a reliable method for evaluating social functioning ability (SFA) of physically handicapped children, in cooperation with the Project of Comprehensive Study of Disability, Social Health, and Welfare supported by the Ministry of Health, Labor and Welfare, Japan. In this study, we investigated the reliability and accuracy of the 4th edition of "The Evaluation of SFA". This evaluation consists of 40 items in 15 areas. We examined 45 disabled patients (26 males and 19 females) aged 12-27 years (mean age, 16 years). The reliability was checked by agreement of evaluations of the same patient carried out by two examiners. The results showed good reliability (kappa value of 0.42). According to the results of questionnaires, 97% of the examiners regarded this evaluation to be useful. Although the score of SFA correlated with intelligent quotient/development quotient, the score did not correlate with motor disability level. We hope that this evaluation will be widely used to upgrade SFA of disabled children.

Adolescent↗