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Artículos de revistas sobre el tema "Learning disabled children"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2024

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1

Dr. Sharmista, Dr Sharmista. "Concept development in learning disabled children". International Journal of Scientific Research 2, n.º 8 (1 de junio de 2012): 117–19. http://dx.doi.org/10.15373/22778179/aug2013/39.

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2

Bender, William N. y Lorri B. Golden. "Adaptive Behavior of Learning Disabled and Non-Learning Disabled Children". Learning Disability Quarterly 11, n.º 1 (febrero de 1988): 55–61. http://dx.doi.org/10.2307/1511037.

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Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning disabled children and 54 non-learning disabled children were compared to revealed the differences mainstream teachers perceive between the two groups. Multivariate analysis revealed differences in the first two measures. That is, the groups were different in each subscale of adaptive behavior, including social coping, relationships, pragmatics and production. Analysis of the problem-behavior scale indicated differences between the groups on three of five subscales. In each case, the scores for the LD group were higher indicating less desirable adaptive behavior and more problem behavior in the classroom. Implications of these results are presented as well as recommended use of adaptive-behavior measures for identification and the need to prepare mainstream teachers to deal with maladaptive behaviors in the classroom.

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3

Silver, L. "Therapies for Learning-Disabled Children". Nurse Practitioner 12, n.º 10 (octubre de 1987): 48. http://dx.doi.org/10.1097/00006205-198710000-00014.

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4

Jacobsen, Barbara, Barbara Lowery y Joseph DuCette. "Attributions of learning disabled children." Journal of Educational Psychology 78, n.º 1 (1986): 59–64. http://dx.doi.org/10.1037/0022-0663.78.1.59.

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5

Kelly, Greg. "Motivation in Learning Disabled Children". British Journal of Occupational Therapy 48, n.º 11 (noviembre de 1985): 340–42. http://dx.doi.org/10.1177/030802268504801111.

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6

Brainard, Richene Bevilaqua, Donald J. Viglione y Jared R. D. Wilke. "A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach". Rorschachiana 35, n.º 1 (enero de 2014): 66–91. http://dx.doi.org/10.1027/1192-5604/a000049.

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The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.

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7

Pirani, Zainab, Vasiqullah Molvizadah, Mohammad Abbas Sayyed y Sasikumar M. "E-Learning Framework for Learning Disabled Children". International Journal of Computer Applications 63, n.º 19 (15 de febrero de 2013): 38–42. http://dx.doi.org/10.5120/10577-5703.

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8

Bender, William N. "Teachability and Behavior of Learning Disabled Children". Psychological Reports 59, n.º 2 (octubre de 1986): 471–76. http://dx.doi.org/10.2466/pr0.1986.59.2.471.

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Teachers' ratings of teachability and behavior for 38 learning disabled children in Grades 3 to 6 were compared with ratings for 38 nondisabled children. Only two correlations between behavior and teachability for the disabled group and six for the nondisabled group were significant. Analysis of covariance indicated that the disabled children received less positive teachability ratings on school-appropriate behavior. Also the disabled group was rated less positively on three overt problem behaviors, acting out, distractibility, and immaturity. Research and educational implications were discussed.

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9

Goh, David S. y Joy M. Hanson Wood. "Development of Conservation and Academic Achievement in Learning Disabled Children". Psychological Reports 60, n.º 1 (febrero de 1987): 71–77. http://dx.doi.org/10.2466/pr0.1987.60.1.71.

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To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts with reading and mathematics achievement in learning disabled children. Educational implications of the findings were discussed.

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10

Dudley-Marling, Curtis C. y Rebecca Edmiaston. "Social Status of Learning Disabled Children and Adolescents: A Review". Learning Disability Quarterly 8, n.º 3 (agosto de 1985): 189–204. http://dx.doi.org/10.2307/1510893.

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Low social status is frequently ascribed to learning disabled children and adolescents. This article reviews published investigations of social status among learning disabled children, adolescents, and adults. Results indicate that, contrary to prevailing assumptions, not all or even most learning disabled persons are held in low esteem by their teachers, parents, and peers. In fact, some learning disabled students are popular. Therefore, as a group, the learning disabled may merely be at greater risk for attaining low social status.

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11

Millichap, J. Gordon. "Behavioral Problems in Learning Disabled Children". Pediatric Neurology Briefs 13, n.º 4 (1 de abril de 1999): 26. http://dx.doi.org/10.15844/pedneurbriefs-13-4-3.

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12

Swanson, H. Lee y Marcy Trahan. "Naturalistic Memory in Learning Disabled Children". Learning Disability Quarterly 13, n.º 2 (mayo de 1990): 82–95. http://dx.doi.org/10.2307/1510653.

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13

Elliott, Colin D. "Cognitive profiles of learning disabled children". British Journal of Developmental Psychology 7, n.º 2 (junio de 1989): 171–78. http://dx.doi.org/10.1111/j.2044-835x.1989.tb00797.x.

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14

Anderson, Vicki y Gordon Stanley. "Ability Profiles of Learning Disabled Children". Australian Psychologist 27, n.º 1 (marzo de 1992): 48–51. http://dx.doi.org/10.1080/00050069208257574.

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15

DeFrancesco, John J. "Family therapy for learning disabled children." American Journal of Orthopsychiatry 59, n.º 1 (1989): 153. http://dx.doi.org/10.1111/j.1939-0025.1989.tb01642.x.

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16

Kerr, Robert y Kathy Hughes. "Movement Difficulty and Learning Disabled Children". Adapted Physical Activity Quarterly 4, n.º 1 (enero de 1987): 72–79. http://dx.doi.org/10.1123/apaq.4.1.72.

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Results of recent research have implicated information processing deficits in explaining the poor academic performance of learning disabled children. However, the motor difficulties of these children have not been extensively studied from a processing framework, yet cognitive skills are inherent to the successful performance of motor skills. Sixteen learning disabled and sixteen control subjects ranging in age from 6 to 8 years were tested on a Fitts’ reciprocal tapping task using 16 different target combinations with the ID ranging from 1.50 to 6.64 bits. Analysis of the slope and intercept coefficients showed a significant difference for intercept but not for slope. These data suggest that the problem may not be a major processing deficit, as the learning disabled children were able to handle the increased task difficulty in the same manner as the controls. Instead the problem may exist at the very early input stage of the processing mechanism: getting the information into the system.

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17

Harmony, Thalia y Thalia Fernandez. "30. QEEG in learning disabled children". Clinical Neurophysiology 127, n.º 9 (septiembre de 2016): e310. http://dx.doi.org/10.1016/j.clinph.2016.05.305.

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18

Gfeller, Kate E. "Musicals: Mnemonics for Learning Disabled Children". TEACHING Exceptional Children 19, n.º 1 (septiembre de 1986): 28–30. http://dx.doi.org/10.1177/004005998601900106.

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19

Rourke, Byron P. "Socioemotional disturbances of learning disabled children." Journal of Consulting and Clinical Psychology 56, n.º 6 (1988): 801–10. http://dx.doi.org/10.1037/0022-006x.56.6.801.

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20

Yewchuk, Carolyn R. "Identification of Gifted/Learning Disabled Children". School Psychology International 7, n.º 1 (enero de 1986): 61–68. http://dx.doi.org/10.1177/014303438600700108.

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Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.

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21

Yewchuk, Carolyn R. "Gifted/Learning Disabled Children: an Overview". Gifted Education International 3, n.º 2 (septiembre de 1985): 122–26. http://dx.doi.org/10.1177/026142948500300211.

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22

Obrzut, John E. y Carol A. Boliek. "Lateralization Characteristics in Learning Disabled Children". Journal of Learning Disabilities 19, n.º 5 (mayo de 1986): 308–14. http://dx.doi.org/10.1177/002221948601900511.

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23

Harrington, Robert G. y Edward Gibson. "Preassessment Procedures for Learning Disabled Children". Journal of Learning Disabilities 19, n.º 9 (noviembre de 1986): 538–41. http://dx.doi.org/10.1177/002221948601900904.

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24

Nodine, Barbara F., Edna Barenbaum y Phyllis Newcomer. "Story Composition by Learning Disabled, Reading Disabled, and Normal Children". Learning Disability Quarterly 8, n.º 3 (agosto de 1985): 167–79. http://dx.doi.org/10.2307/1510891.

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Investigations into children's ability to comprehend and compose stories have been increasing steadily during the past 10 years. As a result, a body of information exists that has important implications for educators. In this article we will present background information about the most influential sources in children's understanding of stories. Also, we will report an investigation of the written composition skills of normal and handicapped learners.

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25

Taylor, H. Gerry, Debra Lean y Sybil Schwartz. "Pseudoword repetition ability in learning-disabled children". Applied Psycholinguistics 10, n.º 2 (junio de 1989): 203–19. http://dx.doi.org/10.1017/s0142716400008523.

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ABSTRACTA test of pseudoword repetition was developed and administered to a group of 24 learning-disabled children. Twenty nondisabled children were also assessed. The major objective was to investigate associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing, as well as on measures of academic achievement. Results revealed that the repetition procedure had good psychometric characteristics, including the ability to distinguish disabled and nondisabled groups independent of IQ. Within the learning-disabled sample, repetition ability was more closely related to reading and spelling skills than to math achievement. Measures of phonological skill were moderately associated with one another. Findings suggest that the repetition task may be useful in identifying one important correlate of childhood learning disabilities. Results justify further research on the mechanisms responsible for repetition difficulties and on the significance of these difficulties for reading and spelling acquisition.

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26

Bender, W. N. "Differences between Learning Disabled and Non-Learning Disabled Children in Temperament and Behavior". Learning Disability Quarterly 8, n.º 1 (febrero de 1985): 11–18. http://dx.doi.org/10.2307/1510903.

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27

Rodriguez, Christina M. y Donald K. Routh. "Depression, Anxiety, and Attributional Style in Learning-Disabled and Non-Learning-Disabled Children". Journal of Clinical Child Psychology 18, n.º 4 (diciembre de 1989): 299–304. http://dx.doi.org/10.1207/s15374424jccp1804_2.

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28

Zhang, Huafeng y Stein T. Holden. "Numeracy skills learning of children in Africa:—Are disabled children lagging behind?" PLOS ONE 18, n.º 4 (20 de abril de 2023): e0284821. http://dx.doi.org/10.1371/journal.pone.0284821.

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Significant progress has been achieved in universal basic education in African countries since the late 1990s. This study provides empirical evidence on the within- and across-country variation in numeracy skills performance among children based on nationally representative data from eight African countries (DR Congo, The Gambia, Ghana, Lesotho, Sierra Leone, Togo, Tunisia, and Zimbabwe). We assess whether and to what extent children with disabilities lag in numeracy skills and how much it depends on their type of disabilities. More specifically, we explore whether disabled children benefit equally from better school system quality. The assessment is analysed as a natural experiment using the performance of non-disabled children as a benchmark and considering the different types of disabilities as random treatments. We first evaluate the variation in average numeracy skills in the eight African countries. They can roughly be divided into low- and high-numeracy countries. We apply Instrumental Variable (IV) methods to control the endogeneity of completed school years when assessing subjects’ school performance and heterogeneous disability effects. Children with vision and hearing disabilities are not especially challenged in numeracy skills performance. The low numeracy skills among physically and intellectually disabled children are mainly attributable to their limited school attendance. Children with multiple disabilities are constrained both by low school attendance and by poor numeracy skills return to schooling. The average differences in school performance across the high- versus low-numeracy skill country groups are larger than the within-group average differences for disabled versus non-disabled kids. This indicates that school enrolment and quality are crucial for children’s learning of numeracy skills, and that disabled children benefit equally from better school quality across these African countries.

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29

Watson, Marie May y Bonita Renée Greenberg. "Referential Communication Abilities of Learning-Disabled, Language-Learning-Disabled, and Normal School-Age Children". Perceptual and Motor Skills 66, n.º 1 (febrero de 1988): 11–18. http://dx.doi.org/10.2466/pms.1988.66.1.11.

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Past research in referential communication has indicated normally developing children show developmental progression in ability to communicate a specific referent to a listener. In one paradigm subjects were given lists of word-pairs in which one member of each pair was designated as the referent. It was shown that communicating about referents found in word-pairs associated in some way was more difficult than communicating about referents in dissimilar word-pairs. The present study extended this methodology to learning-disabled children. Learning-disabled, language-learning-disabled, and normally achieving children were asked to communicate about 30 pictured referents on three different tasks. On Tasks 1 and 2 each subject was asked to give a clue for the referent that would distinguish it from the other picture. Stimuli for Task 1 were 30 pairs of pictures that were related in some way and the stimuli for Task 2 were 30 pairs of unrelated pictures. Task 3 required the subjects to evaluate the adequacy of the examiner's clues for Task 1 stimuli. The disabled subjects were matched to the normally achieving subjects on the basis of receptive vocabulary age. Few differences were noted among the groups' performances on these referential communication tasks. Implications include the importance of vocabulary and concept development to referential communication.

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30

Schachter, Debbie Carol, Barry Pless y Maggie Bruck. "Self-Report of Family Histories of Learning Difficulties". Canadian Journal of Psychiatry 37, n.º 1 (febrero de 1992): 29–32. http://dx.doi.org/10.1177/070674379203700107.

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Self-reports of learning difficulties by parents of reading disabled children may be inflated because of recall bias. A retrospective study of the association between specific reading disabilities and familial reports of learning difficulties indicated the relative odds of being reading disabled for those whose relatives reported learning difficulties compared with children whose relatives did not report learning difficulties was statistically significant if fathers or siblings reported learning difficulties. No significant association was found between mothers' self-reports of learning difficulties and a diagnosis of specific learning disabilities in their children. The results support the association between specific reading disabilities and self-reported histories of academic problems in the father or siblings, but not in mothers of learning disabled children. The results suggest that reports of learning difficulties among mothers of reading disabled children may be inflated because of recall bias.

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31

Elliott, Digby y Bernie Hennessey. "Visual Feature Integration in Learning Disabled Children". Perceptual and Motor Skills 65, n.º 3 (diciembre de 1987): 927–32. http://dx.doi.org/10.2466/pms.1987.65.3.927.

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This study examined the ability of 7 learning disabled children to detect and integrate visual features in a complex display. While the learning disabled children performed more poorly over-all than 6 control children, differences between the two groups were most pronounced when subjects were required to conjoin or integrate visual features to make a decision about the presence of a target item. This finding is discussed with reference to automatic and attention-demanding components of visual perception.

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32

Shulman, Brian B., Steven C. Russell y Michael P. Rastatter. "Syntactic Decoding Times of Learning Disabled Children". Perceptual and Motor Skills 62, n.º 1 (febrero de 1986): 259–64. http://dx.doi.org/10.2466/pms.1986.62.1.259.

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33

Jorgenson, Christabel B., David E. Jorgenson y Wilbon P. Davis. "A Cluster Analysis of Learning Disabled Children". International Journal of Neuroscience 35, n.º 1-2 (enero de 1987): 59–63. http://dx.doi.org/10.3109/00207458708987110.

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34

Marosi, Erzsébet, Thalia Harmony y Jacqueline Becker. "Brainstem Evoked Potentials in Learning Disabled Children". International Journal of Neuroscience 50, n.º 3-4 (enero de 1990): 233–42. http://dx.doi.org/10.3109/00207459008987177.

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35

McIntosh, David E., Mardis D. Dunham, Raymond S. Dean y Deborah K. Kundert. "Neuropsychological Characteristics of Learning Disabled/Gifted Children". International Journal of Neuroscience 83, n.º 1-2 (enero de 1995): 123–30. http://dx.doi.org/10.3109/00207459508986331.

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36

Dharma Raja, B. William y S. Praveen Kumar. "Do Multimedia Applications Benefit Learning-Disabled Children?" i-manager's Journal of Educational Technology 6, n.º 4 (15 de marzo de 2010): 1–7. http://dx.doi.org/10.26634/jet.6.4.1106.

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37

Smith, Sally L. "Typical Academic Problems of Learning-Disabled Children". Pointer 32, n.º 3 (abril de 1988): 8–10. http://dx.doi.org/10.1080/05544246.1988.9944777.

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38

Lally, Martha J., Richard D. Lloyd y Janet M. Kulberg. "Is Intelligence Stable in Learning-Disabled Children?" Journal of Psychoeducational Assessment 5, n.º 4 (diciembre de 1987): 411–16. http://dx.doi.org/10.1177/073428298700500410.

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39

Ziegler, Robert G. ""Family therapy for learning disabled children": Reply." American Journal of Orthopsychiatry 59, n.º 1 (1989): 153. http://dx.doi.org/10.1111/j.1939-0025.1989.tb01643.x.

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40

McIntosh, D. E., D. K. Kundert y R. S. Dean. "Neuropsychological characteristics of learning-disabled/gifted children". Archives of Clinical Neuropsychology 7, n.º 4 (1 de enero de 1992): 345–46. http://dx.doi.org/10.1093/arclin/7.4.345a.

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41

Parfitt, Tom. "Care of learning-disabled Russian children condemned". Lancet 362, n.º 9392 (octubre de 2003): 1291. http://dx.doi.org/10.1016/s0140-6736(03)14622-3.

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42

Hanada, Masanori. "Learning of disabled children and their environment". Brain and Development 8, n.º 5 (enero de 1986): 547–51. http://dx.doi.org/10.1016/s0387-7604(86)80102-4.

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43

Carras, Porto. "Transient cognitive impairment in learning disabled children". International Journal of Psychophysiology 18, n.º 2 (noviembre de 1994): 89. http://dx.doi.org/10.1016/0167-8760(94)90286-0.

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44

Penge, R., C. Pesola, C. D’Agostini Costa, P. Rampoldi y I. Salvadore. "Neuropsychological profile in Italian learning-disabled children". Neuropsychiatrie de l'Enfance et de l'Adolescence 60, n.º 5 (julio de 2012): S181. http://dx.doi.org/10.1016/j.neurenf.2012.04.305.

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45

Jäncke, Lutz, Mohamad Yassin Saka, Omer Badawood y Nsreen Alhamadi. "Resting-state electroencephalogram in learning-disabled children". NeuroReport 30, n.º 2 (enero de 2019): 95–101. http://dx.doi.org/10.1097/wnr.0000000000001166.

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46

Raines, James C. "Social Work Practice with Learning Disabled Children". Children & Schools 11, n.º 2 (1989): 89–105. http://dx.doi.org/10.1093/cs/11.2.89.

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47

Smith, Richard D. "Abnormal Head Circumference in Learning-disabled Children". Developmental Medicine & Child Neurology 23, n.º 6 (12 de noviembre de 2008): 626–32. http://dx.doi.org/10.1111/j.1469-8749.1981.tb02044.x.

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48

Dudley-Marling, Curtis. "The Pragmatic Skills of Learning Disabled Children". Journal of Learning Disabilities 18, n.º 4 (abril de 1985): 193–99. http://dx.doi.org/10.1177/002221948501800403.

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49

Sutton, Jeffrey P., Joel L. Whitton, Michael Topa y Harvey Moldofsky. "Evoked potential maps in learning disabled children". Electroencephalography and Clinical Neurophysiology/Evoked Potentials Section 65, n.º 5 (septiembre de 1986): 399–404. http://dx.doi.org/10.1016/0168-5597(86)90019-5.

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50

Amran, Nur Arifah, Puspa Liza Ghazali, Fauzilah Salleh y Nurul Zawani Baharazi. "Applied Integration Model in Education Plan for Learning Recovery". Journal of Entrepreneurship and Business 4, n.º 2 (19 de enero de 2021): 70–76. http://dx.doi.org/10.17687/jeb.v4i2.86.

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Islamic insurance, which is known as takaful, has been commonly used by people especially in most Muslim countries ever since it was introduced. The system has raised many new inventions to increase the effectiveness and to satisfy the people?s needs. However, the existing models of takaful do not provide plans for learning disabled children, even though their number is increasing year by year. The learning disabled children can achieve a better condition with consistent guidance hence something must be done to help them. This study discusses the takaful the education plan for learning disabled children, which will contribute a lot to their recovery from learning disability. By applying an integrated model of the takaful education plan, a new recovery model of the takaful education plan is proposed, which consists of a plan that may assist the education of the learning disabled children.

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