The Self-Esteem and Motor Performance of Young Learning Disabled Children

1995 ◽  
Vol 14 (3) ◽  
pp. 1-30 ◽  
Author(s):  
Colleen Willoughby ◽  
Helene Polatajko ◽  
Brenda Wilson
Keyword(s):  
Motor Performance ◽  
Learning Disabled ◽  
Self Esteem ◽  
The Self ◽  
Disabled Children

The Self-Esteem and Motor Performance of Young Learning Disabled Children

1995 ◽  
Vol 14 (3-4) ◽  
pp. 1-30 ◽  
Author(s):  
Colleen Willoughby ◽  
Helene Polatajko ◽  
Brenda N. Wilson
Keyword(s):  
Motor Performance ◽  
Learning Disabled ◽  
Self Esteem ◽  
The Self ◽  
Disabled Children

Relationships among Self-Concept and School Achievement, Maternal Self-Esteem and Sensory Integration Abilities for Learning Disabled Children, Ages 7 to 12 Years

1984 ◽  
Vol 58 (1) ◽  
pp. 177-178 ◽  
Author(s):  
Beverly A. Doyle ◽  
David C. Higginson
Keyword(s):  
Sensory Integration ◽  
Southern California ◽  
School Achievement ◽  
Learning Disabled ◽  
Self Esteem ◽  
Self Concept ◽  
Disabled Children ◽  
Disabled Students ◽  
Motor Abilities

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.

The Coopersmith Self-Esteem Inventory as a Predictor of Feelings and Communication Satisfaction toward Parents among Learning Disabled, Emotionally Disturbed, and Normal Adolescents

1985 ◽  
Vol 45 (2) ◽  
pp. 389-395 ◽  
Author(s):  
Michael M. Omizo ◽  
Martin J. Amerikaner ◽  
William B. Michael
Keyword(s):  
Emotionally Disturbed ◽  
Cross Validation ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Learning Disabled ◽  
Self Esteem ◽  
Communication Satisfaction ◽  
The Self ◽  
Criterion Measure ◽  
Normal Adolescents

This study examined (1) the predictive validity of the Coopersmith Self-esteem Inventory (CSI) relative to each of the criterion measures representing communication satisfaction toward each parent as measured by Bienvenu's Adolescent Communication Inventory and feelings toward each parent as measured by Low-man's Inventory of Family Feelings and (2) the differential validity of the self-esteem, communication satisfaction, and feelings toward each parent measures serving as predictor variables of the nominal criterion measure of learning disabled (LD), emotionally disturbed (ED), and normal (N) adolescents. The sample included 60 adolescents with 20 in each of the three groups (LD, ED, or N). In fulfilling the first purpose, Pearson correlation coefficients were determined which revealed that the self-esteem measure was significantly correlated with the mother communication satisfaction measure ( r = .74, p <.01) and the feelings toward mothers measure ( r = .56, p <.01). Relative to the second purpose, discriminant analysis procedures revealed significant results for one function (Canonical correlation = .74, X2 = 46.30, Wilk's Lambda = .42, df = 14, p <.001). The self-esteem, mother communication satisfaction, and feelings toward mother measures were significant discriminators (all p <.01) between the LD and N and the ED and N groups. No significant differences were apparant between the LD and ED groups. The results provided some support for the validity of the CSI. It was recommended that replication and cross-validation studies be conducted.

Integrational Deficits in Children with Visual-Perceptual-Motor Disabilities

1975 ◽  
Vol 40 (1) ◽  
pp. 51-57
Author(s):  
Abby G. Rosenfield
Keyword(s):  
Learning Disabilities ◽  
Motor Performance ◽  
Motor Task ◽  
Learning Disabled ◽  
Disabled Children ◽  
Linguistic Performance ◽  
Motor Disabilities ◽  
Differential Performance ◽  
Verbal Component ◽  
Visual Motor

To assess the psycholinguistic and perceptual aspects of their differential performance, 12 normal and 12 learning disabled children in elementary school were tested on a visual-motor task, both with and without an added verbal component. No differences were found for motor performance in any condition, but significant differences were found for linguistic performance during the combined task. The power of linguistic performance during the combined task to serve as a means of diagnosis for learning disabilities was explained as an indication of delayed development of the ability to superimpose process upon process.

Behavioral Relaxation Training and Motor Performance of Learining Disabled Children with Hyperactive Behaviors

1986 ◽  
Vol 3 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Jeffrey E. Brandon ◽  
Robert L. Eason ◽  
Theresa L. Smith
Keyword(s):  
Motor Performance ◽  
Relaxation Training ◽  
Motor Task ◽  
Reaction Time Task ◽  
Learning Disabled ◽  
Disabled Children ◽  
Time Task ◽  
Stabilization Phase ◽  
Teaching Learning ◽  
Behavioral Relaxation Training

The purposes of this study were to determine if learning-disabled males referred with hyperactive behaviors could be taught to relax, and to measure the effects of relaxation training on an attention demanding motor task. Subjects were given behavior relaxation training and a modified visual choice reaction time task. There was a dramatic decrease in the number of unrelaxed behaviors (BRS scores) for all subjects across training. A training effect for the response time task for all subjects was noted following the baseline stabilization phase. This study supports the use of behavior relaxation training as a technique for teaching learning-disabled males to relax. Also, it suggests that being in a relaxed state may facilitate performance on an attention demanding motor task.

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