scholarly journals Self-Esteem in Learning-Disabled Children with ADHD

2000 ◽  
Vol 14 (10) ◽  
pp. 75
Author(s):  
J Gordon Millichap
Keyword(s):  
Learning Disabled ◽  
Self Esteem ◽  
Disabled Children ◽  
Children With Adhd

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

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 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

Repeated Reading and Reading Fluency in Learning Disabled Children

1985 ◽  
Vol 20 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Carol A. Rashotte ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Fluency ◽  
Repeated Reading ◽  
Learning Disabled ◽  
Disabled Children

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

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