Day School for Emotionally and Behaviorally Disturbed and Learning Disabled Children and Adolescents

2013 ◽  
pp. 353-362
Keyword(s):  
Children And Adolescents ◽  
Learning Disabled ◽  
Day School ◽  
Disabled Children ◽  
Behaviorally Disturbed

A Comparison of the Proportional Reasoning Abilities of Learning Disabled and Non-Learning Disabled Children and Adolescents

1983 ◽  
Vol 6 (3) ◽  
pp. 313-320
Author(s):  
Rose Sinicrope ◽  
Lori Bell Mick
Keyword(s):  
Problem Solving ◽  
School District ◽  
Children And Adolescents ◽  
Proportional Reasoning ◽  
Learning Disabled ◽  
Disabled Children ◽  
Symbolic Form ◽  
Disabled Students ◽  
Reasoning Abilities

Noelting's (1980a, 1980b) three parallel instruments on proportional reasoning—two presenting problem-solving tasks in the ratio and division interpretations of fractions and one presenting the tasks in the purely symbolic form of numerical fractions—were administered to 6 female and 41 male learning disabled students, grades four through eight. Performances on the instruments were then compared to the performances of 120 non-learning disabled students in grades five through nine of the same school district. The purpose of the study was to determine whether learning disabled students differed in their development of proportional reasoning and whether their disability was in the use of symbols and language and not in their ability to solve proportional problems. Developmental scalograms, PPR>0.93, resulted in support of the hypothesis that the proportional reasoning abilities of the learning disabled student are developmental and thus not unlike those of the non-learning disabled student. A comparison of the three means for the two groups revealed a reversal in performance with the learning disabled students more successful at problem solving and the non-learning disabled students more successful at the purely symbolic form of numerical fractions. Unlike the non-learning disabled students, the learning disabled students' inability to express a strategy did not indicate an inability to solve the problem.

A Cerebellar-Vestibular Explanation for Fears/Phobias: Hypothesis and Study

1989 ◽  
Vol 68 (1) ◽  
pp. 67-84 ◽  
Author(s):  
Harold N. Levinson
Keyword(s):  
Differential Diagnosis ◽  
Mitral Valve ◽  
Children And Adolescents ◽  
Mitral Valve Prolapse ◽  
Learning Disabled ◽  
Anxiety Symptoms ◽  
Disabled Children ◽  
Selective Treatment ◽  
Vestibular Response ◽  
Adolescents And Adults

To clarify and test the cerebellar-vestibular (CV) basis of fears/phobias, responses of 4000 learning disabled children, adolescents, and adults with neurological and electronystagmographic (ENG) evidence of CV-dysfunction were analyzed for anxiety-related symptoms. Of this sample, 64.6% indicated fears/phobias; females were significantly more predisposed; mixed-handedness was significantly related to fears of heights and reduced vestibular response or asymmetric vestibular functioning. Also, adults bad a higher incidence of the specific fears/phobias characterizing agoraphobia than children and adolescents. Analysis of factors reported as triggering the fears/phobias led to (1) a classification and theory of fears/phobias, obsessions/compulsions, and related anxiety symptoms based on realistic or traumatic, neurotic, and CV- or other CNS-based mechanisms rather than on DSM-III—R surface descriptions; (2) an understanding of the relationships between mitral valve prolapse, agoraphobia and panic episodes, as well as depression; and (3) new insights into differential diagnosis and selective treatment.

A Musical Profile for a Sample of Learning-Disabled Children and Adolescents: A Pilot Study

1978 ◽  
Vol 46 (3_suppl) ◽  
pp. 1080-1082 ◽  
Author(s):  
Anthony A. Decuir ◽  
Charles E. Braswell
Keyword(s):  
Pilot Study ◽  
Children And Adolescents ◽  
Learning Disabled ◽  
Disabled Children ◽  
Normal Individuals

31 learning-disabled children and adolescents completed the Pitch, Loudness, Rhythm, Time, and Tonal Memory subtests of the Seashore Measures of Musical Talents. Results indicated that the Seashore test did not discriminate between subgroups of these learning-disabled children. However, differences were found in percentile equivalents between these learning-disabled and normal individuals. These data should be interpreted with caution due to the small size of this sample and the spread of percentiles presented by Seashore.

Preventing Suicide in Learning Disabled Children and Adolescents

1988 ◽  
Vol 24 (2) ◽  
pp. 221-230 ◽  
Author(s):  
Marnell L. Hayes ◽  
Robert S. Sloat
Keyword(s):  
Learning Disabilities ◽  
Children And Adolescents ◽  
Learning Disabled ◽  
Disabled Children ◽  
Students With Learning Disabilities

Some excellent suggestions are made for helping to prevent suicide among students with learning disabilities.

Social Status of Learning Disabled Children and Adolescents: A Review

1985 ◽  
Vol 8 (3) ◽  
pp. 189-204 ◽  
Author(s):  
Curtis C. Dudley-Marling ◽  
Rebecca Edmiaston
Keyword(s):  
Children And Adolescents ◽  
Social Status ◽  
Learning Disabled ◽  
Disabled Persons ◽  
Disabled Children ◽  
Disabled Students ◽  
Adolescents And Adults

Low social status is frequently ascribed to learning disabled children and adolescents. This article reviews published investigations of social status among learning disabled children, adolescents, and adults. Results indicate that, contrary to prevailing assumptions, not all or even most learning disabled persons are held in low esteem by their teachers, parents, and peers. In fact, some learning disabled students are popular. Therefore, as a group, the learning disabled may merely be at greater risk for attaining low social status.

Perception and Interpretation of Ambiguous Sentences by Learning Disabled Twelve-Year-Olds

1981 ◽  
Vol 4 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Elisabeth H. Wiig ◽  
Eleanor M. Semel ◽  
Else Abele
Keyword(s):  
Children And Adolescents ◽  
Learning Disabled ◽  
Diagnostic Group ◽  
Linguistic Competence ◽  
Ambiguous Sentence ◽  
Verbal Intelligence ◽  
Disabled Children ◽  
Verbal Scale ◽  
Significant Difference ◽  
Syntactic Ambiguities

The present research assessed and compared the abilities of 27 learning disabled twelve-year-olds, 27 academically achieving age controls, 10 academically achieving seven- to eight-year-olds, and 10 normally developing five- to six-year-olds to perceive and interpret lexical and syntactic ambiguities in sentences. Eight lexically ambiguous, eight syntactically ambiguous, and four unambiguous control sentences were presented for interpretation of their alternatives in meaning. Each experimental sentence was associated with four pictorial choices. Significant differences in the ability to perceive and interpret the alternative meanings of both lexical and syntactical ambiguities were found between the learning disabled and the academically achieving twelve-year-olds. No significant difference existed in the ability of the learning disabled twelve-year-olds and the seven- to eight-year-old controls to perceive and interpret lexical ambiguities; however, they differed significantly in the ability to interpret the syntactic ambiguities. Comparison of the ability of the learning disabled twelve-year-olds and the five- to six-year-old controls to interpret the syntactic ambiguities indicated no significant differences. Among the learning disabled twelve-year-olds, performances on the ambiguous sentence test correlated positively with performances on tests of delayed sentence recall (NSST-Expressive) and of comprehension of sentences with linguistic concepts and relationships (Semel & Wiig, 1980). Performances did not correlate significantly with measures of verbal intelligence (WISC-R Verbal Scale). The present findings support previous observations of linguistic deficits among learning disabled children and adolescents and suggest that significant limitations may exist in the acquisition of linguistic competence by some children in this diagnostic group.

Perception and Interpretation of Explicit Negations by Learning-Disabled Children and Adolescents

1977 ◽  
Vol 44 (3_suppl) ◽  
pp. 1251-1257 ◽  
Author(s):  
Elisabeth H. Wiig ◽  
Diane P. Florence ◽  
Shari M. Kutner ◽  
Barbara Sherman ◽  
Eleanor M. Semel
Keyword(s):  
Children And Adolescents ◽  
Learning Disabled ◽  
Third Graders ◽  
Disabled Children ◽  
Test Items ◽  
Individual Test ◽  
Suprasegmental Features ◽  
Similar Vein

The present study evaluated and compared the perception and interpretation of 21 explicit negative sentences by 15 learning disabled third graders and 15 controls, 20 learning disabled adolescents and 20 controls, and 16 randomly selected adults. The proportions of correct interpretations of the experimental sentences did not differ significantly among subject groups. In a similar vein the proportions of correct responses to individual test items did not differ significantly. The findings suggest that the learning-disabled third graders and adolescents adequately perceived the stressed negated elements and interpreted the meanings of the explicit negative sentences appropriately. These findings conflict with previous observations that dyslexic children experienced problems in processing prosodic suprasegmental features (Vogel, 1974).

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