Cognitive functioning in learning-disabled and nonlearning-disabled secondary level students

1990 ◽  
Vol 27 (2) ◽  
pp. 155-162 ◽  
Author(s):  
Albert J. Cotugno ◽  
Debra S. Levine
Keyword(s):  
Cognitive Functioning ◽  
Secondary Level ◽  
Learning Disabled

Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level

1983 ◽  
Vol 6 (2) ◽  
pp. 155-165 ◽  
Author(s):  
Rochelle B. Simms ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Secondary Level ◽  
Learning Disabled ◽  
Oral Language Development ◽  
Normally Achieving ◽  
Density Score ◽  
Crucial Component ◽  
Syntactic Development ◽  
Two Indices

Syntax is a crucial component of oral language development. Frequently, learning disabled children's oral language development is characterized by syntax problems. Hence, since deviations in oral language development may form the basis for identification of learning disabilities, adequate indices of oral language development are needed. The purpose of this study was to explore two indices of syntactic development in oral language, the T-unit and the Syntactic Density Score. Learning disabled students and a matched group of normally achieving peers were compared on these indices at four age levels. Results are reported for each measure along with a discussion and implications.

Services for the LD Adult: A Working Paper

1981 ◽  
Vol 4 (4) ◽  
pp. 426-434 ◽  
Author(s):  
Richard A. Gray
Keyword(s):  
Support Services ◽  
Secondary Level ◽  
Learning Disabled ◽  
Related Research ◽  
Working Paper ◽  
Provision Of Services

The literature provides little structure or guidance for the provision of services to learning disabled (LD) adults. Twenty-five suggestions are presented here for consideration when describing, defining, and assessing LD adults; when designing appropriate instructional and support services for these individuals; and when planning related research. Implications are discussed for elementary- and secondary-level educators, as well as for those designing services for adults.

LD Teachers' Perceptions of Severely Learning Disabled Students

1981 ◽  
Vol 4 (4) ◽  
pp. 343-358 ◽  
Author(s):  
Thurma F. DeLoach ◽  
Janet M. Earl ◽  
Beth S. Brown ◽  
Mary S. Poplin ◽  
Michael M. Warner
Keyword(s):  
Discriminant Analysis ◽  
Learning Disability ◽  
Secondary Level ◽  
Learning Disabled ◽  
Disabled Students ◽  
Teachers Perceptions ◽  
One To One

Questionnaires completed by 223 elementary and secondary learning disability teachers were analyzed for information about teachers' perceptions of the incidence and characteristics of severely learning disabled (SLD) and mild-to-moderately learning disabled (MLD) students. Incidence figures for other handicapping conditions represented in learning disability classrooms were also determined. Findings showed that the SLD and MLD groups differed significantly on 40 of the original 44 questionnaire items. Items were clustered into 12 factors. Results of a discriminant analysis showed that three of the twelve factors correctly classified 82.7% of the SLD and 84.1% of the MLD elementary-aged students. At the secondary level, the final stepwise function contained only one factor. This factor correctly classified 89.2% of the SLD and 86.5% of the MLD students. Overall, the most significant factor for both elementary- and secondary-aged SLD students dealt with the need for one-to-one instruction and alternative curricula in addition to the existence of extreme discrepancies between students' apparent intelligence and achievement. Diagnostic and instructional implications as well as suggestions for further study are discussed.

Cognitive Functioning in Adults with Williams Syndrome

1998 ◽  
Vol 39 (2) ◽  
pp. 183-189 ◽  
Author(s):  
Patricia Howlin ◽  
Mark Davies ◽  
Orlee Udwin
Keyword(s):  
Cognitive Functioning ◽  
Williams Syndrome

Coaching Care Partners Who Support Loved Ones With MCI

2014 ◽  
Vol 19 (2) ◽  
pp. 50-56 ◽  
Author(s):  
Kerry Mills ◽  
Jennifer Brush
Keyword(s):  
Cognitive Functioning ◽  
Educational Program ◽  
Social Withdrawal ◽  
Quality Care ◽  
Critical Role ◽  
Family Care ◽  
Speech Language Pathologists ◽  
Care Partners ◽  
Provide Quality Care ◽  
Solution Focused

Speech-language pathologists can play a critical role in providing education and intervention to prevent social withdrawal, prevent premature disability, and maximize cognitive functioning in persons with MCI. The purpose of this article is to describe positive, solution-focused educational program that speech-language pathologists can implement with family care partners to improve relationships and provide quality care for someone living with MCI.

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

Interindividual Differences in Cognitive Functioning Are Associated with Autobiographical Memory Retrieval Specificity in Older Adults

GeroPsych ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Sarah Peters ◽  
Signy Sheldon
Keyword(s):  
Older Adults ◽  
Cognitive Functioning ◽  
Autobiographical Memory ◽  
Memory Retrieval ◽  
Cognitive Status ◽  
Specific Information ◽  
Generation Task ◽  
Interindividual Differences ◽  
Retrieval Cues ◽  
Contextual Support

Abstract. We examined whether interindividual differences in cognitive functioning among older adults are related to episodic memory engagement during autobiographical memory retrieval. Older adults ( n = 49, 24 males; mean age = 69.93; mean education = 15.45) with different levels of cognitive functioning, estimated using the Montreal Cognitive Assessment (MoCA), retrieved multiple memories (generation task) and the details of a single memory (elaboration task) to cues representing thematic or event-specific autobiographical knowledge. We found that the MoCA score positively predicted the proportion of specific memories for generation and episodic details for elaboration, but only to cues that represented event-specific information. The results demonstrate that individuals with healthy, but not unhealthy, cognitive status can leverage contextual support from retrieval cues to improve autobiographical specificity.

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