Differentiating LD and Normal Children: The Utility of Selected Perceptual and Perceptual-Motor Tests

1979 ◽  
Vol 2 (2) ◽  
pp. 70-75 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Learning Disability ◽  
Normative Data ◽  
Learning Disabled ◽  
Chronological Age ◽  
Normal Children ◽  
Motor Functioning ◽  
Perceptual Functioning ◽  
Motor Tests ◽  
Iq Scores ◽  
Age Range

Instruments intended to measure perceptual functioning present a major thrust in the learning disability field for differentiating learning disabled from normal peers. This investigation is an attempt to improve on some of the limitations noted in other research efforts in this area. First, only instruments which are generally accepted as measures of perceptual and perceptual-motor functioning were used. Second, in order to avoid ceiling effects, all subjects were within the age range for which normative data on the selected instruments were available. Third, IQ scores and chronological age were partialled out in order to remove the effects of these variables.

Melodic Memory Tests: A Comparison of Normal Children and Mental Defectives

1975 ◽  
Vol 23 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Arlette Zenatti
Keyword(s):  
Memory Test ◽  
Normal Group ◽  
The Other ◽  
Chronological Age ◽  
Normal Children ◽  
Memory Tests ◽  
Normal Intelligence ◽  
Mental Age ◽  
Mental Defectives ◽  
Age Range

A melodic memory test divided into two series, one tonal and the other atonal, was given to 480 children of normal intelligence and 396 mental defectives. The normal group ranged in age between 5 years, 6 months, and 16 years, 6 months. The defectives (IQs between 50 and 85) had an age range of 8 years, 4 months, to 16 years, 6 months. The results demonstrated that the acuity of perceptive discrimination in the defectives was clearly inferior to that of the normal children of the same chronological age and approximated that of normal children of the same mental age. Tonal acculturation was shown by a significantly easier discrimination in the tonal series, in relation to the mental age of the subjects.

Use of the Jordan Left-Right Reversal Test with Learning Disabled Children

1978 ◽  
Vol 47 (3_suppl) ◽  
pp. 1291-1297 ◽  
Author(s):  
Stephen S. Strichart
Keyword(s):  
Learning Disabilities ◽  
Diagnostic Procedure ◽  
Learning Disabled ◽  
Disabled Children ◽  
Normal Children ◽  
Test Instrument ◽  
Test Retest Reliability ◽  
Age Range ◽  
Reversal Errors ◽  
Reversal Test

This investigation established the reliability of the Jordan Left-Right Reversal Test for learning disabled children. Test-retest reliability coefficients ranged from .89 to .92 for a sample of 91 children, 5 through 12 yr., attending private schools for children with learning disabilities. Reversal errors decreased with age for boys and girls, although girls 9 through 12 made significantly fewer errors than did boys in the same age range. Learning disabled children made more errors at all ages than normal children. This test instrument was determined to be a measure of the global tendency to make visual reversal errors and was viewed as an appropriate part of the learning disabilities diagnostic procedure.

Cognitive Abilities and Early Precursors of Learning Disabilities in Very-low-birthweight Children with Normal Intelligence and Normal Neurological Status

1996 ◽  
Vol 19 (3) ◽  
pp. 563-580 ◽  
Author(s):  
Gail Ross ◽  
Evelyn Lipper ◽  
Peter A. M. Auld
Keyword(s):  
Learning Disabilities ◽  
Auditory Processing ◽  
Low Birthweight ◽  
Function Analysis ◽  
Learning Disabled ◽  
Neurological Status ◽  
Full Scale ◽  
Auditory Memory ◽  
Normal Children ◽  
Iq Scores

Fifty-nine of 88 children with birthweights ≤1500 grams had normal Full Scale IQ scores (≥80) and were judged to have normal neurological status at 7 to 8 years old. Twenty-two (37%) of these children were classified as being learning-disabled, as they had academic achievement scores ≤25th percentile. The children with learning disabilities had significantly lower Full Scale and Verbal IQ scores on the Wechsler Intelligence Scale for Children-Revised (1974), but they did not differ significantly from the normal children without learning disabilities on Performance IQ. Learning-disabled children also scored significantly lower on some tests of auditory processing and auditory memory, but not on visuo-motor abilities. Discriminant function analysis indicated that it was possible to correctly predict classification of 81% of the children as learning-disabled or not, based on measures of neonatal respiratory distress and social class level, 1-year mental and neuromotor abilities, and 3-year-old measures of language and visuo-motor integration. Results suggest that verbal deficits, rather than visuo-motor ones, underly learning disabilities at school age in prematurely born children and that these children exhibit signs of subtle neurological impairment at earlier ages.

The Effects of Illustrations on the Reading Performance of Learning Disabled and Normal Children

1983 ◽  
Vol 6 (1) ◽  
pp. 55-60 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Test Score ◽  
Detrimental Effect ◽  
Learning Disabled ◽  
Reading Performance ◽  
Intelligence Test ◽  
Instructional Materials ◽  
Chronological Age ◽  
Normal Children ◽  
Disabled Students ◽  
Normally Achieving

This study examined the effect of three illustration conditions — no illustrations, complete illustrations, and partial illustrations — on the reading performance of learning disabled and normally achieving children. With the effects of chronological age and intelligence test score controlled, illustrations were found to exert a detrimental effect on the learning disabled subjects' performance but a beneficial effect on the performance of normally achieving subjects. Findings are discussed as they relate to the selection and/or adaptation of instructional materials for learning disabled students.

EEG and Behavioral Changes following Neurofeedback Treatment in Learning Disabled Children

2003 ◽  
Vol 34 (3) ◽  
pp. 145-152 ◽  
Author(s):  
T. Fernández ◽  
W. Herrera ◽  
T. Harmony ◽  
L Díaz-Comas ◽  
E. Santiago ◽  
...  
Keyword(s):  
Threshold Value ◽  
Learning Disabled ◽  
The Other ◽  
Control Group ◽  
Relative Power ◽  
Normal Children ◽  
Absolute Power ◽  
And Gender ◽  
Socioeconomical Status ◽  
Experimental Group

Neurofeedback (NFB) is an operant conditioning procedure, by which the subject learns to control his/her EEG activity. On one hand, Learning Disabled (LD) children have higher values of theta EEG absolute and relative power than normal children, and on the other hand, it has been shown that minimum alpha absolute power is necessary for adequate performance. Ten LD children were selected with higher than normal ratios of theta to alpha absolute power (theta/alpha). The Test Of Variables of Attention (TOVA) was applied. Children were divided into two groups in order to maintain similar IQ values, TOVA values, socioeconomical status, and gender for each group. In the experimental group, NFB was applied in the region with highest ratio, triggering a sound each time the ratio fell below a threshold value. Noncontingent reinforcement was given to the other group. Twenty half-hour sessions were applied, at a rate of 2 per week. At the end of the 20 sessions, TOVA, WISC and EEG were obtained. There was significant improvement in WISC performance in the experimental group that was not observed in the control group. EEG absolute power decreased in delta, theta, alpha and beta bands in the experimental group. Control children only showed a decrease in relative power in the delta band. All changes observed in the experimental group and not observed in the control group indicate better cognitive performance and the presence of greater EEG maturation in the experimental group, which suggests that changes were due not only to development but also to NFB treatment.

Youthful and Older Biases as Special Cases of a Self-Age Optimization Bias

1996 ◽  
Vol 43 (4) ◽  
pp. 267-276 ◽  
Author(s):  
Sara Staats
Keyword(s):  
College Students ◽  
Older Persons ◽  
Older Age ◽  
Chronological Age ◽  
Subjective Age ◽  
Special Cases ◽  
Age Range

Two concepts of subjective age are measured for two cohorts (college students and older persons with an age range of 50 to 91 years). Functional age (Kastenbaum et al., 1972 Ages-of-Me Scale [1]) shows the typical youthful bias for the older cohort. An older bias is shown for the Best/Ideal Age by the older cohort in comparison to the younger cohort. Taken together, the youthful bias, being like someone of younger chronological age, and the bias of selecting a relatively older age as best represents a “Self Age Optimization Bias.” A sub-set of Best Age items dealing with work and career are identified for gender and cohort comparisons.

Learning Disability: 10-Year Follow-up

PEDIATRICS ◽  
1984 ◽  
Vol 74 (6) ◽  
pp. 1058-1064
Author(s):  
Harry E. Hartzell ◽  
Carolyn Compton
Keyword(s):  
Job Satisfaction ◽  
Academic Success ◽  
Learning Disability ◽  
School Success ◽  
Learning Disabled ◽  
Social Success ◽  
School Attainment ◽  
Severe Degree ◽  
Negative Factors

A 10-year follow-up of 114 learning-disabled students has been conducted, gathering information on their academic achievement, social success, and job satisfaction. These students have been compared with 144 siblings without learning disabilities. Significantly lower levels of school attainment, academic success, and social success are found for the learning-disabled group. No difference is found in level of job satisfaction. Significant positive factors contributing to school success in the learning-disabled group were high IQ, less severe learning disability, positive personality characteristics in the child, effective family function, strong family support, high occupational level of family breadwinner, and high education level attained by the mother. Negative factors are a more severe degree of learning disability, the presence of hyperactivity, and a concomitant disability in mathematics.

ELECTROCARDIOGRAPHIC PATTERNS OF NORMAL CHILDREN FROM BIRTH TO FIVE YEARS OF AGE

PEDIATRICS ◽  
1951 ◽  
Vol 8 (3) ◽  
pp. 349-361
Author(s):  
GERARD GROS ◽  
ARMOND GORDON ◽  
ROBERT MILLER
Keyword(s):  
Left Ventricle ◽  
Transition Zone ◽  
Age Groups ◽  
Later Life ◽  
Distinct Pattern ◽  
Age Group ◽  
S Wave ◽  
Normal Children ◽  
Age Range ◽  
Q Wave

The ECGs of 104 normal children from a few hours old to 5 years of age were studied. These ECGs consisted of the standard limb leads, the aV limb leads and six precordial leads: V4R, V1, V2, V4, V5 and V6. While the number of cases in each group are small, the following conclusions are suggested by this study: 1. ECGs of the newborn infant present important variations from those seen in later life. This is especially true during the first week of life. Thereafter the contour evolves [SEE FIG. 2 IN SOURCE PDF] in a definite manner until the adult-like pattern is reached. 2. The vertical and semivertical "electric" positions were the most frequently encountered in this age group. 3. P-waves present a rather permanent pattern in this age range: a. is usually upright in lead 1 and 2, aVF, V4, V5 and V6. b. is usually inverted in lead 2 and aVR. c. is either upright, inverted or diphasic in lead 3, aVL, V4R, V1 and V2. 4. The P-R interval varies from 0.10 sec. minimum to 0.16 sec. maximum with the average being 0.12 sec. in this age range. It tends to become greater in the older age groups. 5. QRS duration is shorter in the younger age groups and increases slowly with age. 6. Polyphasic, M-shaped or slurred QRS complexes are not uncommon in the ECGs of normal children in this age range. 7. A Q wave is frequently absent in lead 1 and in all chest leads during the first week of life. Thereafter up to 5 years of age the pattern of the Q wave is as follows: a. Q is generally absent in lead 1, V4R, V1, V2 and V4. b. Q is generally present in lead 3, V4R, aVF, V5 and V6. 8. There is a distinct pattern of right ventricular dominance in leads from the sternum and to its right at birth. This pattern gradually undergoes involution, probably related to normal physiologic development, until the left ventricle becomes dominant. Thus the evolution of the S-wave parallels a gradual involution of the R-wave in right precordial leads and probably also in aVR. This dominance of the left ventricle over the entire precordium is usual by about 3 years, but may be delayed normally until 5 years of age. 9. The T-wave is upright or diphasic in V4R, V1, and V2 and inverted in V5 and V6 for the first 24 hours of life; it gradually alters so that by the fourth day it is inverted in V4R, V1 and V2 and upright in V5 and V6 and thereafter. 10. The transition zone of QRS varies from one age group to another and tends in some ages to be broad. In some instances no real transition zone can be determined.

scholarly journals The comprehension of deictic terms in normal and language impaired children

1981 ◽  
Vol 28 (1) ◽  
Author(s):  
Michelle Mentis
Keyword(s):  
Qualitative Analysis ◽  
The Other ◽  
Developmental Sequence ◽  
Stages Of Development ◽  
Normal Children ◽  
Language Impaired ◽  
Semantic Complexity ◽  
Impaired Group ◽  
Age Range ◽  
Impaired Children

This study examined the comprehension of four pairs of deictic terms in a group of language impaired children and compared their interpretation of these terms with those of non-language impaired children of the same age range. Each group was comprised of ten subjects within the age range of 9,6 to 10,6 years. Two tasks were administered, one to assess the comprehension of the terms here, there, this, and that and the other to assess the comprehension of the terms, come, go, bring and take. The results showed that while the non-language impaired subjects comprehended the full deictic contrast between the pairs of terms tested, the language impaired group did not. A qualitative analysis of the data revealed that the language impaired subjects appeared to follow the same developmental sequence as normal children in their acquisition of these terms and responded by using the same strategies that younger non-language impaired children use at equivalent stages of development. Furthermore, the language impaired subjects appeared to comprehend the deictic terms in a predictable order based on their relative semantic complexity.

An Investigation of the ITPA Performance of Children with Functional Defects of Articulation

1966 ◽  
Vol 32 (9) ◽  
pp. 625-629 ◽  
Author(s):  
E. E. Ferrier
Keyword(s):  
Normative Data ◽  
Normal Children ◽  
Functional Defects

The development of the Illinois Test of Psycholinguistic Abilities has created a new tool for investigations of the characteristics of speech problems. Forty intellectually and physically normal children with functional defects of articulation were tested with the ITPA. Performance of the group was compared with normative data reported for the test. The subjects scored lower than the norms on all subtests at the two levels of the test. Subtests most affected were in the auditory vocal channel.

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