A Systems Framework for Assessing Attitudes toward the Learning Disabled

1981 ◽  
Vol 4 (2) ◽  
pp. 217-223 ◽  
Author(s):  
Richard S. Podemski ◽  
George E. Marsh
Keyword(s):  
Organizational Structure ◽  
Learning Disabled ◽  
The Other ◽  
Disabled Students ◽  
Level Ii ◽  
Research Questions ◽  
Level I ◽  
Systems Framework ◽  
Attitude Development ◽  
School Practitioners

This article describes a systems framework for assessing attitudes towards learning disabled students. The framework consists of three levels, each being the locus of attitude development, and each affecting attitude development at the other levels. Level I describes attitudes which affect the goals of the system. Attitudes which pervade the organizational structure of the school are described in Level II. Attitudes within the student environment are described in Level III. Generalizations concerning the framework are drawn to assist researchers, school practitioners, and project directors in formulating research questions and analyzing data regarding the nature and effects of attitudes toward the learning disabled.

Function of Color in Learning an Assembly Task by Learning Disabled Adolescents

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1195-1198 ◽  
Author(s):  
Robert B. Rutherford ◽  
Gerald S. Hasterok ◽  
Robert J. Casey ◽  
Kenneth Howell
Keyword(s):  
Learning Disabled ◽  
The Other ◽  
Color Analysis ◽  
Disabled Students ◽  
Assembly Task ◽  
Black And White ◽  
White Film

This study examined the effect of color on responses by 20 14- to 17-yr.-oId learning disabled students in a probation facility to a puzzle assembly task. Prior to the task, one of two randomly constituted groups of 10 viewed a black and white film illustrating a puzzle assembly, the other group viewed an identical film of the puzzle being assembled in color. Analysis indicated that color does not enhance performance in some cases and may inhibit performance.

Individual Differences in Learning Disabled Students' Use of Contextual Cuing

1982 ◽  
Vol 5 (2) ◽  
pp. 91-99 ◽  
Author(s):  
L.E. Reisberg
Keyword(s):  
Individual Differences ◽  
Word Identification ◽  
Learning Disabled ◽  
The Other ◽  
Disabled Students ◽  
Contextual Cuing ◽  
Connected Text ◽  
Opposite Order ◽  
The Subject ◽  
Reversal Design

This study was designed to examine individual differences among learning disabled poor readers in their use of contextual cuing to aid word identification. Words were presented to the subjects in both connected text and in isolation. The study employed a reversal design in which half the subjects read the words in the following order: context, isolation, context, isolation (ABAB). The other half of the subjects were presented with the conditions in the opposite order. Subject errors in each of the four conditions were recorded. Group statistical analysis found a significant effect favoring context over isolation. Subjects made fewer errors in the context than in the isolation conditions. An individual analysis of the subject errors using the reversal design, however, revealed that three of the subjects made consistently fewer errors in isolation than in context. This effect indicates that for some students, at least, context does not facilitate word identification.

CLINICAL FEATURES, INDICATIONS AND RESULT OF TRACHEOTOMY

2017 ◽  
pp. 50-55
Author(s):  
Duc Luu Ngo ◽  
Tu The Nguyen ◽  
Manh Hung Ho ◽  
Thanh Thai Le
Keyword(s):  
Clinical Features ◽  
University Hospital ◽  
Female Ratio ◽  
Tube Obstruction ◽  
Level Ii ◽  
Study Results ◽  
Male Female Ratio ◽  
Hospital Patients ◽  
Level I

Background: This study aims to survey some clinical features, indications and results of tracheotomy at Hue Central Hospital and Hue University Hospital. Patients and method: Studying on 77 patients who underwent tracheotomy at all of departments and designed as an prospective, descriptive and interventional study. Results: Male-female ratio was 4/1. Mean age was 49 years. Career: farmer 44.2%, worker 27.2%, officials 14.3%, student 7.8%, other jobs 6.5%. Respiratory condition before tracheotomy: underwent intubation 62.3%, didn’t undergo intubation 37.7%. Period of stay of endotracheal tube: 1-5 days 29.2%, 6-14 days 52.1%, >14 days 18.7%. Levels of dyspnea before tracheotomy: level I 41.4%, level II 48.3%, level III 0%, 10.3% of cases didn’t have dyspnea. Twenty cases (26%) were performed as an emergency while fifty seven (74%) as elective produces. Classic indications (37.7%) and modern indications (62.3%). On the bases of the site, we divided tracheostomy into three groups: high (0%), mid (25.3%) and low (74.7%). During follow-up, 44 complications occurred in 29 patients (37.7%). Tracheobronchitis 14.3%, tube obstruction 13%, subcutaneous empysema 10.4%, hemorrhage 5%, diffcult decannulation 5.2%, tube displacement 3.9%, canule watery past 2.6%, wound infection 1.3%. The final result after tracheotomy 3 months: there are 33 patients (42.9%) were successfully decannulated. In the 33 patients who were successfully decannulated: the duration of tracheotomy ranged from 1 day to 90 days, beautiful scar (51.5%), medium scar (36.4%), bad scar (12.1%). Conclusions: In tracheotomy male were more than female, adult were more than children. The main indication was morden indication. Tracheobronchitis and tube obstruction were more common than other complications. Key words: Tracheotomy

Resilient Factors in Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 23 ◽  
Author(s):  
Gustavo Rafael Escobar Delgado ◽  
Anicia Katherine Tarazona Meza ◽  
Andy Einstein García García
Keyword(s):  
Academic Performance ◽  
Students With Disabilities ◽  
Latin American ◽  
Descriptive Study ◽  
The Other ◽  
Disabled Students ◽  
Low Performance ◽  
The Relationship ◽  
Latin American Population

The research analyzes the relationship between factors of resilience and academic performance in disabled students studying at the Technical University of Manabí. It is a correlational descriptive study conducted with a population of 88 disabled students, of which two groups were selected, one with high academic performance and the other with low performance. A questionnaire was designed and applied to determine the level of quality of life and risk factors of adolescents. Resilience was measured with the SV-RES scale created for the Latin American population.

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.

scholarly journals Secondary prevention medication persistence and prognosis of acute ischaemic stroke or transient ischaemic attack

2021 ◽  
pp. svn-2020-000471
Author(s):  
Lei Zhang ◽  
Junfeng Shi ◽  
Yuesong Pan ◽  
Zixiao Li ◽  
Hongyi Yan ◽  
...  
Keyword(s):  
Secondary Prevention ◽  
Ischaemic Stroke ◽  
Acute Ischaemic Stroke ◽  
Transient Ischaemic Attack ◽  
Recurrent Stroke ◽  
Medication Persistence ◽  
Level Ii ◽  
Composite Events ◽  
Ischaemic Attack ◽  
Level I

IntroductionThe risk of disability and mortality is high among recurrent stroke, which highlights the importance of secondary prevention measures. We aim to evaluate medication persistence for secondary prevention and the prognosis of acute ischaemic stroke or transient ischaemic attack (TIA) in China.MethodsPatients with acute ischaemic stroke or TIA from the China National Stroke Registry II were divided into 3 groups based on the percentage of persistence in secondary prevention medication classes from discharge to 3 months after onset (level I: persistence=0%, level II: 0%<persistence<100%, level III: persistence=100%). The primary outcome was recurrent stroke. The secondary outcomes included composite events (stroke, myocardial infarction or death from cardiovascular cause), all-cause death and disability (modified Rankin Scale score=3–5) from 3 months to 1 year after onset. Recurrent stroke, composite events and all-cause death were performed using Cox regression model, and disability was identified through logistic regression model using the generalised estimating equation method.Results18 344 patients with acute ischaemic stroke or TIA were included, 315 (1.7%) of whom experienced recurrent strokes. Compared with level I, the adjusted HR of recurrent stroke for level II was 0.41 (95% CI 0.31 to 0.54) and level III 0.37 (0.28 to 0.48); composite events for level II 0.41 (0.32 to 0.53) and level III 0.38 (0.30 to 0.49); all-cause death for level II 0.28 (0.23 to 0.35) and level III 0.20 (0.16–0.24). Compared with level I, the adjusted OR of disability for level II was 0.89 (0.77 to 1.03) and level III 0.82 (0.72 to 0.93).ConclusionsPersistence in secondary prevention medications, especially in all classes of medications prescribed by the physician, was associated with lower hazard of recurrent stroke, composite events, all-cause death and lower odds of disability in patients with acute ischaemic stroke or TIA.

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

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