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1.
Cathy W. Hall Bert O. Richmond 《International Journal of Disability, Development & Education》1985,32(2):87-91
Accurate perception and comprehension of verbal and non‐verbal communication is important in one's interpersonal environment; such understanding may affect not only the child's academic achievement but how he/she relates to and is perceived by others. In the present study learning disabled (LD) and non‐learning disabled (NLD) middle school students were evaluated on their ability to perceive and accurately comprehend non‐verbal communication; they also responded to an interpersonal relations scale and a self‐esteem inventory. LD children differed from regular class students both in reported self‐esteem and in the ability to perceive and comprehend “wordless” communication, but similarities were noted between the two groups in reported need for interpersonal relations. 相似文献
2.
Twenty-nine children with a diagnosis of Attention Deficit Hyperactive Disorder (ADHD) were compared to a group of 21 emotionally disturbed (ED) children and a control group (CO) of 20 nonproblem children. The meaures used in the comparison were the 12 subtests of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stroop Color and Word Test (SCWT). The results showed that the CO group was superior to the ADHD and ED groups and that the ED group performed better than the ADHD group on most of the variables. A stepwise discriminant function analysis showed that similar WISC-R subtests differentiated between the ADHD group and the ED and CO groups. Two measures of the SCWT helped in discriminating between the ADHD and ED groups, but not between the ADHD and CO groups. The authors discuss the meaning of these findings and their contribution to better understanding of the ADHD group, its specific cognitive processing, and its problems. 相似文献
3.
LD status and achievement: confounding variables in the study of children's social status, self-esteem, and behavioral functioning 总被引：2，自引：0，他引：2
The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thirty-two students with learning disabilities (21 boys, 11 girls) were matched with same-sex, same-race classmates whose reading achievement was low (LA) or average (AA), and these groups were compared on peer ratings of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems. Students with learning disabilities were less accepted and less well-liked than children in the LA or AA groups and also perceived their self-worth and social acceptance to be lower than LA or AA students. Group by Sex interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished LD boys and LD girls from their NLD peers. The findings highlight the potential role of low achievement in peers' dislike of LD girls and suggest the importance of investigating well-defined subgroups of youth with LD in future research. 相似文献
4.
The cognitive and behavioral symptoms of nonverbal learning disabilities (NLD) have been described by previous investigators. Nevertheless, we know far less about the potential genetic contributions that may predispose a child to have NLD. An endophenotype model was investigated in 5 samples of children ages 9 to 15 years: NLD (n = 32); reading disorders (RD; n = 59); participants with a psychiatric diagnosis but without a learning disability (n = 55); typically developing controls (n = 31); and children with velocardiofacial syndrome (VCFS), a chromosomal deletion syndrome that has been proposed as being an exemplar of NLD (VCFS + NLD; n = 20). Based on a family genetic interview, the authors' data suggest that children with NLD, RD, or a psychiatric diagnosis have a higher prevalence rate of attention-deficit/hyperactivity disorder (ADHD) and substance abuse/dependence. Psychiatric controls and children with NLD--but not children with RD-- showed higher prevalence rates of familial bipolar disorder. 相似文献
5.
Susan Dickerson Mayes Susan L. Calhoun Edward O. Bixler Dennis N. Zimmerman 《Learning and individual differences》2009,19(2):238-241
Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span contributed significantly to reading prediction, and the Developmental Test of Visual-Motor Integration (VMI) and Coding contributed to math prediction. The remaining neuropsychological test scores did not significantly improve achievement prediction. Exploratory factor analysis yielded a general ability factor (comprising the four IQ subtests, Digit Span, VMI, reading, and math), five factors made up solely of subtests from single measures (Wisconsin Card Sorting Test, Stroop Color and Word Test, Gordon Diagnostic System, California Verbal Learning Test, and ADHD ratings), a factor consisting of Grooved Pegboard Test and Coding, and a factor consisting of Symbol Search and Animal Naming Test. 相似文献
6.
Paula Lyytinen Helena Rasku-Puttonen Timo Ahonen Anna-Maija Poikkeus Marja-Leena Laakso 《European Journal of Psychology of Education - EJPE》1995,10(1):3-12
The purpose of the present study was to examine whether mother-child communication patterns vary as a function of the type of the task. Groups of learning disabled (LD=30) and normally achieving boys (NLD=30) were videotaped interacting with their mothers in two different tasks. The children were matched for age (8 to 11 year-olds) and for parent’s SES. The results indicated that the teaching task differentiated the groups more than did the story task. Academic character of the teaching task increased mothers’ task involvement in both groups. Mothers of the LD group showed, however, significantly more dominance and expressed less emotionality while teaching their child. Mothers’ interaction partly followed from their children’s behaviour on this task. The children with LD did not cooperate with their mothers and were not emotionally involved in the teaching task as highly as were the normally achieving children. Corresponding features of interaction were not found for the LD group in the story task. Consistency of children’s communication across the tasks was significant in the LD group. The normally achieving boys were more responsive to changes in task conditions showing different behavior as a function of task. 相似文献
7.
The purpose of this study was to compare the semantic processing abilities of college students with learning disabilities (LD) to those of their peers without learning disabilities (NLD) who were matched for age, gender, and intelligence. Participants were compared on results from the Test of Adolescent/Adult Word Finding (TAWF) and from event-related potential (N400) sampling to the processing of semantically incongruous sentences. The LD and NLD groups did not significantly differ in accuracy on the TAWF; however, students with LD demonstrated a significantly greater number of delayed responses. The LD group's N400 responses were significantly delayed at the Pz electrode site. Effect size indicators also revealed somewhat reduced amplitudes at Fz and Cz locations. The significant delays of the students with LD on standardized testing and on N400 suggest an inefficiency in the semantic processing of these individuals, in both automatic and attention-based aspects of lexical access. 相似文献
8.
A comparison of children with and without learning disabilities on social problem-solving skill, school behavior, and family background 总被引：1，自引：0，他引：1
The study compared 86 children with learning disabilities (LD) with 86 matched children without learning disabilities (NLD) on three domains of variables: social problem-solving skill, teacher-rated school behavior and competence, and family background. The children with LD and the NLD group differed on variables in all three domains. More specifically, the children with LD were able to generate fewer alternatives for solving social problem situations, showed less tolerance for frustration and less adaptive assertiveness, and had more overall classroom behavior problems and less personal and social competence in a variety of areas as rated by teachers. Children having LD also showed more family background difficulties (e.g., lack of educational stimulation at home, economic difficulties). The findings suggest the need for greater attention to social and behavioral remediation for children with LD and greater involvement of their families, in addition to the cognitive and academic remediation emphasized in existing curricula for children with LD. 相似文献
9.
A few studies have shown more central auditory processing deficits in children with attention-deficit/hyperactivity disorder (ADHD) than in nondisabled children. Because these studies failed to screen participants with ADHD for learning disabilities (LD), it is not clear whether these deficits are correlates of ADHD or LD or both. In the present study, the central auditory processing ability of children with ADHD, ADHD with LD, and no disabilities was examined. Results indicated lower central auditory processing ability, and significant correlations between reading and ADHD symptoms and reading and central auditory processing ability in the ADHD with LD group compared with the other two groups. These findings suggest that central auditory processing deficits are more likely to be associated with LD than ADHD. 相似文献
10.
Children with attention deficit hyperactivity disorder (ADHD) were examined on four subtests of the Test of Everyday Attention for Children (TEA‐Ch) when on and off stimulant medication. Performance was assessed relative to 18 individually age‐matched controls. Children with ADHD performed significantly worse on TEA‐Ch measures when off compared to when on stimulant medication. This was found in both predominantly inattentive (n = 6) and combined inattentive and hyperactive‐impulsive (n = 12) subtypes. The age‐matched controls significantly improved with repeated testing on most TEA‐Ch measures. Significant differences were found between the unmedicated children with ADHD and age‐matched controls on sustained attention (Score! and Walk Don’t Walk) and attention control measures (Same and Opposite Worlds). When the ADHD group was on stimulant medication, with the exception of the Walk Don’t Walk subtest, no significant differences were found between them and the age‐matched controls. Unlike the TEA‐Ch subtests, the significant differences between the two groups on the Test of Word Reading Efficiency (TOWRE) subtests remained when attentional status was altered in the children with ADHD. The study supports further investigations of the TEA‐Ch as a measure sensitive to changes in stimulant medication in children with ADHD. 相似文献
11.
The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations. 相似文献
12.
Clinical and psychoeducational data were analyzed for 119 children ages 8 to 16 years who were evaluated in a child diagnostic clinic. A learning disability (LD) was present in 70% of the children with attention-deficit/hyperactivity disorder (ADHD), with a learning disability in written expression two times more common (65%) than a learning disability in reading, math, or spelling. Children with LD and ADHD had more severe learning problems than children who had LD but no ADHD, and the former also had more severe attention problems than children who had ADHD but no LD. Further, children with ADHD but no LD had some degree of learning problem, and children with LD but no ADHD had some degree of attention problem. Results suggest that learning and attention problems are on a continuum, are interrelated, and usually coexist. 相似文献
13.
Cathy W. Hall Andrea D. Peterson Raymond E. Webster Larry M. Bolen Michael B. Brown 《Psychology in the schools》1999,36(6):505-514
The current study examined the ability of children diagnosed as having Attention‐Deficit Hyperactive Disorder (ADHD) with and without a learning disability to perceive nonverbal social cues in comparison to their non‐ADHD peers. In addition, teacher ratings of students' social perceptions were obtained. Participants in the study were 45 students between the ages of seven and ten years who were identified as 1) ADHD only, 2) ADHD with a learning disability (ADHD/LD), and 3) a control group with no diagnosis. The Diagnostic Analysis of Nonverbal Accuracy(DANVA) and the Social Perception Behavior Rating Scale(SPBRS) were used to measure social perceptions. The DANVA was administered twice to each child in the ADHD and ADHD/LD groups: once while the ADHD and ADHD/LD participants were on medication and once off medication. The ADHD/LD group demonstrated significant difficulty in comparison to their peers in perceiving paralanguage cues effectively. The ADHD/LD group also showed significant improvement on the Postures and Paralanguage subtests during on‐medication conditions. © 1999 John Wiley & Sons, Inc. 相似文献
14.
Direct and indirect measures were used to compare the written language abilities of three groups of college students: two with learning disabilities and one without learning disabilities. Main effects were found for group, but not gender. Differences between nonlearning disabled students (NLD) and those with learning disabilities (LD) in writing were evident on both types of measures. Performance by LD students with disabilities in an area other than writing differed depending on the type of measure and often was no different from either of the other two groups. The combined use of direct and indirect measures appeared most effective for examining the complexities of writing produced by all groups. 相似文献
15.
《Learning and individual differences》2006,16(2):145-157
Learning disabilities (LD) are common in clinical disorders, but no study has compared the relative prevalence in referred children with different diagnoses. Our sample comprised 949 children (6 to 16 years). LD percentages were highest for bipolar disorder (79%), ADHD combined type (71%), autism (67%), ADHD inattentive type (66%), and spina bifida (60%). Children with oppositional-defiant disorder, adjustment disorder, anxiety, and depression had relatively low LD percentages (18–19%). LD in written expression was twice as common as LD in reading or math. Findings indicate that children with neurogenetic disorders should be assessed for possible LD because of the high potential yield and the need to intervene educationally if learning problems exist. 相似文献
16.
Malka Margalit Amiram Raviv Naomi Pahn‐Steinmetz 《International Journal of Disability, Development & Education》1988,35(3):179-189
The aim of the study was to investigate the structure of social competence among learning disabled children, as reported by themselves and their teachers, and the cognitive and emotional aspects that mediate its level. The sample consisted of 40 learning disabled children and 37 matched nondisabled children. Within Harter's competence model and Schaefer's spherical model, the learning disabled group demonstrated lower levels of competence and adjustment and a less mature concept of competence than did their peers. The social competence of the learning disabled children was accounted for by emotional and physical aspects of competence, similar to that found in younger and in children with an intellectual disability, whereas the social competence of the nondisabled peers was accounted for by a combination of academic, cognitive and self‐esteem aspects. Teachers rated the social competence of both groups of children as mediated by introversion and general competence. However, teachers added physical competence to the explanation of the learning disabled group's social competence, whereas they added task orientation to the explanation for the nondisabled group. Intervention planning should be geared toward increasing the social competence of LD children, through alerting teachers to their less mature self‐competence concept, with its special emphasis on nonacademic aspects. 相似文献
17.
This article discusses the relationship between attention deficit-hyperactivity disorder (ADHD) and learning disability (LD). The relevant literature is outlined, and empirical data are presented from a prospective follow-up study of 600 speech/language-impaired children. The data show an increased prevalence of both LD and ADHD among children with early speech/language impairments. Furthermore, LD was strongly associated with ADHD in both the initial and follow-up samples. Also, the children with LD had increased rates of other psychiatric disorders (e.g., behavior disorders, mood disorders, anxiety disorders). The implications of these data are discussed with regard to the possible etiology of the ADHD-LD association, treatment for children with LD and ADHD, and promising hypotheses for future research. 相似文献
18.
LeAdelle Phelps 《Psychology in the schools》1996,33(1):5-12
The Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) is a nationally standardized instrument designed to assess memory and learning skills in children and adolescents. This study assessed the relationship of WRAML scores to WISC-III and WJ-R results in three groups: (a) LD children with reading difficulties, (b) ADHD children, and (c) nonhandicapped referred children. Total sample size was 120. Discriminant function analysis demonstrated that the WRAML provided little distinguishing information for ADHD and LD children. Likewise, the usefulness of the Learning subtests is questionable. It is suggested that inclusion of working memory tasks that require reconfiguration of material, problem solving, and more complexity may be more beneficial in identifying processing weaknesses with suspected ADHD and LD youngsters. © 1996 John Wiley & Sons, Inc. 相似文献
19.
Michael M. Omizo Walter E. Cubberly Rebecca D. Cubberly 《International Journal of Disability, Development & Education》1985,32(2):99-105
This study examined the effects of modelling (T1) and participant modelling (T2) techniques on perceptions of self‐efficacy and arithmetic achievement of learning disabled (LD) children. Subjects included 60 LD children randomly assigned to T1, T2, or control conditions. Children in the modelling condition observed a model explaining arithmetic concepts and working problems, while children in the participant modelling group observed the model and worked on problems while verbalizing solutions with the model; children in the control condition worked individually on identical instructional packets. Results indicated that children in both treatment groups achieved higher self‐efficacy and arithmetic scores, with the participant modelling group being the superior of the two. 相似文献
20.
ABSTRACT The present study was conducted to investigate the incidence of motor coordination problems (clumsiness) among 10‐year‐old learning disabled children and to examine the characteristics of children with motor coordination problems. It was found that the strongest relationship between motor and learning problems seemed to exist in handwriting and arithmetic and the weakest in reading. With regard to the assignment to different subgroups based on deficient reading and spelling strategies, more clumsy children with dyslexic problems were classified in the ‘phonological’ and ‘mixed’ groups than in the ‘morphemic’ group. Our study also supports the heterogeneity of children labelled ‘clumsy’. The clumsy children varied widely in their characteristics and concomitant disabilities. No significant difference between the children with motor problems and a control group of ‘normal’ children was found when intelligence was accounted for. 相似文献