Developmental Differences in Praxis in Learning-Disabled and Normal Children and Adults

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1219-1228 ◽  
Author(s):  
Janet L. Poole ◽  
Colleen M. Schneck
Keyword(s):  
Learning Disabled ◽  
Developmental Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Verbal Command

Gestures made on tasks in response to verbal command or to imitation and on tasks involving axial and distal movements were compared for groups of learning-disabled and normal children and adults. The 15 learning-disabled children and 15 adults scored lower than the 15 normal children and 15 adults on all tasks. All groups scored higher on imitation than on verbal command and scored similarly on the axial and distal tasks. The findings from this study suggest that it would be worthwhile to test the hypothesis that dyspraxic behaviors may persist into adulthood.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

1983 ◽  
Vol 53 (2) ◽  
pp. 539-544 ◽  
Author(s):  
H. P. J. Schmidt ◽  
D. H. Saklofske
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Exceptional Groups ◽  
Diagnostic Usefulness ◽  
Verbal Performance

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

A Look at Mainstreaming in Light of Children's Attitudes toward the Handicapped

1978 ◽  
Vol 46 (3) ◽  
pp. 1019-1021 ◽  
Author(s):  
Thomas S. Parish ◽  
Robert L. Ohlsen ◽  
Joycelyn G. Parish
Keyword(s):  
Emotionally Disturbed ◽  
Learning Disabled ◽  
Personal Attribute ◽  
Disabled Children ◽  
Grade School ◽  
School Students ◽  
Normal Children ◽  
Handicapped Children ◽  
Physically Handicapped ◽  
Best Fit

Mainstreaming is a legislative reality, yet there is still a question as to whether non-handicapped students are prepared for it. In the present study 131 grade school students were each asked to select from the Personal Attribute Inventory for Children 15 adjectives which best fit three groups of handicapped children as well as normal children. The groups were described in a hierarchical fashion: “normal children” were rated most favorably, then “physically handicapped children,” “learning disabled children,” and “emotionally disturbed children.”

Learning disabled children's conversational competence: responses to inadequate messages

1980 ◽  
Vol 1 (4) ◽  
pp. 387-403 ◽  
Author(s):  
Mavis Donahue ◽  
Ruth Pearl ◽  
Tanis Bryan
Keyword(s):  
Learning Disabled ◽  
Referential Communication ◽  
Social Knowledge ◽  
Disabled Children ◽  
Normal Children ◽  
Response Latencies ◽  
Communication Task ◽  
Conversational Competence

ABSTRACTThis study examined learning disabled children's understanding of conversational rules for initiating the repair of a communicative breakdown. Learning disabled and normal children in grades 1 through 8 played the listener role in a referential communication task requiring them to select referents based on messages varying in informational adequacy. Learning disabled children were less likely to request clarification of inadequate messages and, consequently, made fewer correct referent choices than normal children. Only young learning disabled girls were less able than their normal age-mates to appraise message adequacy. Analyses of response latencies and request type also suggest that the failure to request clarification cannot be attributed solely to linguistic deficits. Results are discussed in terms of the relative contributions of syntactic-semantic ability and social knowledge to conversational competence.

Laterality Preference Patterns of Learning Disabled Children

1978 ◽  
Vol 47 (3) ◽  
pp. 869-870 ◽  
Author(s):  
Neil H. Schwartz ◽  
Raymond S. Dean
Keyword(s):  
Discriminant Analysis ◽  
Group Membership ◽  
Learning Disabled ◽  
Stepwise Discriminant Analysis ◽  
Disabled Children ◽  
Normal Children ◽  
Orthogonal Contrasts ◽  
Preference Patterns

This study concerned the prediction of group membership of 40 learning disabled and 40 normal children on the basis of preference for laterality of the children and of their parents. A stepwise discriminant analysis showed maternal and paternal lateral preferences could correctly identify approximately 85% of the cases. Orthogonal contrasts showed that, although children themselves did not differ in the degree of laterality, parents of learning disabled children were significantly more bilateral in their preference patterns than normals.

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.

Auditory and Visual Vigilance in Normal and Learning Disabled Readers

1980 ◽  
Vol 3 (2) ◽  
pp. 71-78 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Visual Presentation ◽  
Learning Disabled ◽  
Reading Performance ◽  
Continuous Performance ◽  
Disabled Children ◽  
Normal Children ◽  
Reading Deficiencies ◽  
Disabled Readers

The Continuous Performance Test was administered to normal and learning disabled males (CA 12.5) to test the proposition that learning disabled children manifest an attention deficit related to reading performance. Children were tested on two task lengths (4.45 and 9.30 minutes) and two modalities (auditory and visual) in which dependent measures were correct detections and false responses. As expected, learning disabled children with reading deficiencies made significantly fewer correct detections and more false responses than did normal children. There was no strong evidence to indicate that a visual presentation provided better attention for learning disabled children. Results were interpreted as supporting the notion that learning disabled readers are underattentive to critical stimuli.

WISC and WISC-R Profiles of Learning Disabled Children: A Review

1981 ◽  
Vol 4 (3) ◽  
pp. 307-319 ◽  
Author(s):  
Curtis C. Dudley-Marling ◽  
Nancy J. Kaufman ◽  
Sara G. Tarver
Keyword(s):  
Differential Diagnosis ◽  
High Performance ◽  
Learning Disabled ◽  
Disabled Children ◽  
Normal Children ◽  
Disabled Students ◽  
Verbal Iq ◽  
Verbal Performance

It has been widely assumed that learning disabled children exhibit a characteristic WISC or WISC-R profile. This paper reviews 24 studies investigating the performance of disabled learners on these instruments. Three questions were addressed in the review of these studies: 1) Is high Performance IQ-low Verbal IQ characteristic of learning disabled children? 2) Do learning disabled subjects exhibit more WISC (or WISC-R) subtest scatter than normal learners? and 3) Do learning disabled subjects exhibit a characteristic WISC(-R) profile? The evidence regarding the first two questions was inconclusive although Verbal-Performance IQ discrepancies and subtest variability may not be uncommon in normal children. The evidence does suggest that LD children, as a group, exhibit a characteristic WISC(-R) profile whereas few individual LD children actually conform to this pattern. It was concluded that WISC(-R) profiles may not be useful for differential diagnosis of learning disabled students.

Individual Patterns of Looking and Listening Preferences among Learning Disabled and Normal Children

1968 ◽  
Vol 34 (9) ◽  
pp. 649-658 ◽  
Author(s):  
Mary P. Mira
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
Normal Children

Preferences for looking and listening among 12 learning disabled and 12 normal children were analyzed by individually and directly recording the rates at which each child worked for the opportunity to look at and listen to a sound movie whose audio and visual channels were programed through two conjugate programers. Patterns of looking and listening preference were found and representative response records of some of these patterns are presented. Thirty-three percent of the children preferred to look and listen simultaneously; 37 percent would look but not always listen. No child was found who would listen but not look, while several of the learning disabled children would look but not listen. The three different conjugate procedures used in this study differed in their reliability and sensitivity to preferences and deficits.

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