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Статті в журналах з теми "Learning disabled children"

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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 3 березня 2023

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1

Dr. Sharmista, Dr Sharmista. "Concept development in learning disabled children." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 117–19. http://dx.doi.org/10.15373/22778179/aug2013/39.

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2

Bender, William N., and Lorri B. Golden. "Adaptive Behavior of Learning Disabled and Non-Learning Disabled Children." Learning Disability Quarterly 11, no. 1 (February 1988): 55–61. http://dx.doi.org/10.2307/1511037.

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Анотація:

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.

3

Silver, L. "Therapies for Learning-Disabled Children." Nurse Practitioner 12, no. 10 (October 1987): 48. http://dx.doi.org/10.1097/00006205-198710000-00014.

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4

Jacobsen, Barbara, Barbara Lowery, and Joseph DuCette. "Attributions of learning disabled children." Journal of Educational Psychology 78, no. 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, no. 11 (November 1985): 340–42. http://dx.doi.org/10.1177/030802268504801111.

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6

Brainard, Richene Bevilaqua, Donald J. Viglione, and Jared R. D. Wilke. "A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach." Rorschachiana 35, no. 1 (January 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.

7

Pirani, Zainab, Vasiqullah Molvizadah, Mohammad Abbas Sayyed, and Sasikumar M. "E-Learning Framework for Learning Disabled Children." International Journal of Computer Applications 63, no. 19 (February 15, 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, no. 2 (October 1986): 471–76. http://dx.doi.org/10.2466/pr0.1986.59.2.471.

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Анотація:

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.

9

Goh, David S., and Joy M. Hanson Wood. "Development of Conservation and Academic Achievement in Learning Disabled Children." Psychological Reports 60, no. 1 (February 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.

10

Millichap, J. Gordon. "Behavioral Problems in Learning Disabled Children." Pediatric Neurology Briefs 13, no. 4 (April 1, 1999): 26. http://dx.doi.org/10.15844/pedneurbriefs-13-4-3.

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11

Swanson, H. Lee, and Marcy Trahan. "Naturalistic Memory in Learning Disabled Children." Learning Disability Quarterly 13, no. 2 (May 1990): 82–95. http://dx.doi.org/10.2307/1510653.

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12

Elliott, Colin D. "Cognitive profiles of learning disabled children." British Journal of Developmental Psychology 7, no. 2 (June 1989): 171–78. http://dx.doi.org/10.1111/j.2044-835x.1989.tb00797.x.

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13

Anderson, Vicki, and Gordon Stanley. "Ability Profiles of Learning Disabled Children." Australian Psychologist 27, no. 1 (March 1992): 48–51. http://dx.doi.org/10.1080/00050069208257574.

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14

DeFrancesco, John J. "Family therapy for learning disabled children." American Journal of Orthopsychiatry 59, no. 1 (1989): 153. http://dx.doi.org/10.1111/j.1939-0025.1989.tb01642.x.

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15

Kerr, Robert, and Kathy Hughes. "Movement Difficulty and Learning Disabled Children." Adapted Physical Activity Quarterly 4, no. 1 (January 1987): 72–79. http://dx.doi.org/10.1123/apaq.4.1.72.

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Анотація:

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.

16

Harmony, Thalia, and Thalia Fernandez. "30. QEEG in learning disabled children." Clinical Neurophysiology 127, no. 9 (September 2016): e310. http://dx.doi.org/10.1016/j.clinph.2016.05.305.

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17

Gfeller, Kate E. "Musicals: Mnemonics for Learning Disabled Children." TEACHING Exceptional Children 19, no. 1 (September 1986): 28–30. http://dx.doi.org/10.1177/004005998601900106.

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18

Rourke, Byron P. "Socioemotional disturbances of learning disabled children." Journal of Consulting and Clinical Psychology 56, no. 6 (1988): 801–10. http://dx.doi.org/10.1037/0022-006x.56.6.801.

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19

Yewchuk, Carolyn R. "Identification of Gifted/Learning Disabled Children." School Psychology International 7, no. 1 (January 1986): 61–68. http://dx.doi.org/10.1177/014303438600700108.

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Анотація:

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.

20

Yewchuk, Carolyn R. "Gifted/Learning Disabled Children: an Overview." Gifted Education International 3, no. 2 (September 1985): 122–26. http://dx.doi.org/10.1177/026142948500300211.

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21

Obrzut, John E., and Carol A. Boliek. "Lateralization Characteristics in Learning Disabled Children." Journal of Learning Disabilities 19, no. 5 (May 1986): 308–14. http://dx.doi.org/10.1177/002221948601900511.

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22

Harrington, Robert G., and Edward Gibson. "Preassessment Procedures for Learning Disabled Children." Journal of Learning Disabilities 19, no. 9 (November 1986): 538–41. http://dx.doi.org/10.1177/002221948601900904.

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23

Dudley-Marling, Curtis C., and Rebecca Edmiaston. "Social Status of Learning Disabled Children and Adolescents: A Review." Learning Disability Quarterly 8, no. 3 (August 1985): 189–204. http://dx.doi.org/10.2307/1510893.

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Анотація:

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.

24

Nodine, Barbara F., Edna Barenbaum, and Phyllis Newcomer. "Story Composition by Learning Disabled, Reading Disabled, and Normal Children." Learning Disability Quarterly 8, no. 3 (August 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.

25

Bender, W. N. "Differences between Learning Disabled and Non-Learning Disabled Children in Temperament and Behavior." Learning Disability Quarterly 8, no. 1 (February 1985): 11–18. http://dx.doi.org/10.2307/1510903.

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26

Rodriguez, Christina M., and Donald K. Routh. "Depression, Anxiety, and Attributional Style in Learning-Disabled and Non-Learning-Disabled Children." Journal of Clinical Child Psychology 18, no. 4 (December 1989): 299–304. http://dx.doi.org/10.1207/s15374424jccp1804_2.

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27

Taylor, H. Gerry, Debra Lean, and Sybil Schwartz. "Pseudoword repetition ability in learning-disabled children." Applied Psycholinguistics 10, no. 2 (June 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.

28

Watson, Marie May, and Bonita Renée Greenberg. "Referential Communication Abilities of Learning-Disabled, Language-Learning-Disabled, and Normal School-Age Children." Perceptual and Motor Skills 66, no. 1 (February 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.

29

Schachter, Debbie Carol, Barry Pless, and Maggie Bruck. "Self-Report of Family Histories of Learning Difficulties." Canadian Journal of Psychiatry 37, no. 1 (February 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.

30

Elliott, Digby, and Bernie Hennessey. "Visual Feature Integration in Learning Disabled Children." Perceptual and Motor Skills 65, no. 3 (December 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.

31

Shulman, Brian B., Steven C. Russell, and Michael P. Rastatter. "Syntactic Decoding Times of Learning Disabled Children." Perceptual and Motor Skills 62, no. 1 (February 1986): 259–64. http://dx.doi.org/10.2466/pms.1986.62.1.259.

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32

Jorgenson, Christabel B., David E. Jorgenson, and Wilbon P. Davis. "A Cluster Analysis of Learning Disabled Children." International Journal of Neuroscience 35, no. 1-2 (January 1987): 59–63. http://dx.doi.org/10.3109/00207458708987110.

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33

Marosi, Erzsébet, Thalia Harmony, and Jacqueline Becker. "Brainstem Evoked Potentials in Learning Disabled Children." International Journal of Neuroscience 50, no. 3-4 (January 1990): 233–42. http://dx.doi.org/10.3109/00207459008987177.

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34

McIntosh, David E., Mardis D. Dunham, Raymond S. Dean, and Deborah K. Kundert. "Neuropsychological Characteristics of Learning Disabled/Gifted Children." International Journal of Neuroscience 83, no. 1-2 (January 1995): 123–30. http://dx.doi.org/10.3109/00207459508986331.

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35

Dharma Raja, B. William, and S. Praveen Kumar. "Do Multimedia Applications Benefit Learning-Disabled Children?" i-manager's Journal of Educational Technology 6, no. 4 (March 15, 2010): 1–7. http://dx.doi.org/10.26634/jet.6.4.1106.

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36

Smith, Sally L. "Typical Academic Problems of Learning-Disabled Children." Pointer 32, no. 3 (April 1988): 8–10. http://dx.doi.org/10.1080/05544246.1988.9944777.

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37

Lally, Martha J., Richard D. Lloyd, and Janet M. Kulberg. "Is Intelligence Stable in Learning-Disabled Children?" Journal of Psychoeducational Assessment 5, no. 4 (December 1987): 411–16. http://dx.doi.org/10.1177/073428298700500410.

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38

Ziegler, Robert G. ""Family therapy for learning disabled children": Reply." American Journal of Orthopsychiatry 59, no. 1 (1989): 153. http://dx.doi.org/10.1111/j.1939-0025.1989.tb01643.x.

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39

McIntosh, D. E., D. K. Kundert, and R. S. Dean. "Neuropsychological characteristics of learning-disabled/gifted children." Archives of Clinical Neuropsychology 7, no. 4 (January 1, 1992): 345–46. http://dx.doi.org/10.1093/arclin/7.4.345a.

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40

Parfitt, Tom. "Care of learning-disabled Russian children condemned." Lancet 362, no. 9392 (October 2003): 1291. http://dx.doi.org/10.1016/s0140-6736(03)14622-3.

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41

Hanada, Masanori. "Learning of disabled children and their environment." Brain and Development 8, no. 5 (January 1986): 547–51. http://dx.doi.org/10.1016/s0387-7604(86)80102-4.

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42

Carras, Porto. "Transient cognitive impairment in learning disabled children." International Journal of Psychophysiology 18, no. 2 (November 1994): 89. http://dx.doi.org/10.1016/0167-8760(94)90286-0.

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43

Penge, R., C. Pesola, C. D’Agostini Costa, P. Rampoldi, and I. Salvadore. "Neuropsychological profile in Italian learning-disabled children." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S181. http://dx.doi.org/10.1016/j.neurenf.2012.04.305.

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44

Jäncke, Lutz, Mohamad Yassin Saka, Omer Badawood, and Nsreen Alhamadi. "Resting-state electroencephalogram in learning-disabled children." NeuroReport 30, no. 2 (January 2019): 95–101. http://dx.doi.org/10.1097/wnr.0000000000001166.

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45

Raines, James C. "Social Work Practice with Learning Disabled Children." Children & Schools 11, no. 2 (1989): 89–105. http://dx.doi.org/10.1093/cs/11.2.89.

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46

Smith, Richard D. "Abnormal Head Circumference in Learning-disabled Children." Developmental Medicine & Child Neurology 23, no. 6 (November 12, 2008): 626–32. http://dx.doi.org/10.1111/j.1469-8749.1981.tb02044.x.

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47

Dudley-Marling, Curtis. "The Pragmatic Skills of Learning Disabled Children." Journal of Learning Disabilities 18, no. 4 (April 1985): 193–99. http://dx.doi.org/10.1177/002221948501800403.

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48

Sutton, Jeffrey P., Joel L. Whitton, Michael Topa, and Harvey Moldofsky. "Evoked potential maps in learning disabled children." Electroencephalography and Clinical Neurophysiology/Evoked Potentials Section 65, no. 5 (September 1986): 399–404. http://dx.doi.org/10.1016/0168-5597(86)90019-5.

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49

Rathi, Jyoti. "A STUDY OF ATTACHMENT STYLE AMONG LEARNING DISABLED CHILDRENIN COMPARISON TO NON LEARNING DISABLED CHILDREN." International Journal of Advanced Research 7, no. 3 (March 31, 2019): 790–92. http://dx.doi.org/10.21474/ijar01/8698.

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50

Vespi, Laurel, and Carolyn Yewchuk. "A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children." Journal for the Education of the Gifted 16, no. 1 (October 1992): 55–72. http://dx.doi.org/10.1177/016235329201600107.

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Анотація:

The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.