Investigating the academic achievement of adolescents with learning disabilities: A structural modeling approach.

Although academic performance is a primary component of the federal definition of learning disabilities (LD), there have been few investigations of factors that influence academic growth among adolescents with LD. The focus of the present study is parental attitudes, their effects on adolescents with and without LD and on the academic achievement of those students. The estimated model accounted for 72% and 74% of the variance in academic achievement for the groups of students with and without LD, respectively. The findings support the position that parental expectations and perceptions of parental expectations are instrumental in raising the academic expectations and the achievement of adolescents with and without LD. The comparison between the students with and without LD showed that the most important factors were the same for both groups, suggesting the model worked in the same way for the two populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knee disorders and injuries in adolescents

The range of knee injuries that adolescent athletes may sustain include minimal injury to the knee, such as contusions and mild sprains, and more serious mechanical disruptions that may lead to permanent disability if not properly treated. The author identifies injury patterns that may be seen by the clinician and offers guidelines on diagnosis and treatment.     

Understanding child with learning disabilities

A knowledge of the characteristics of learning disabilities in children, the theories behind interventions, and the relevant research can guide child welfare practitioners in treatment.     

Cognitive potentials in children with learning disabilities

This study investigated factors predicting help-seeking from the Department of Veterans' Affairs (DVA) by Vietnam veterans. Data used were from a national Australian survey of Vietnam veterans' health (n = 641) conducted between July 1990 and April 1993. The survey involved current clinical assessments and retrospective questionnaires, supplemented with health and service records retrieved from the DVA and Army personnel files. Measures included the 1989-90 Australian Bureau of Statistics Health Survey questionnaire, and mental health, sociodemographic and operational deployment history questionnaires. For both current and lifetime diagnoses of post-traumatic stress disorder, a third of the veterans with the disorder had never obtained any health care entitlement from the DVA. Other than physical and mental problems, which accounted for the greatest proportion of the help-seeking odds, significant factors predicting help-seeking included factors such as: predeployment personality, combat exposure, the veterans' own attitudes towards their deployment, experiences during deployment, experiences during repatriation and membership of ex-service organisations. These findings on how post-traumatic stress disorder and other health problems relate to help-seeking patterns could help in developing prevention and care programs for stress disorder.     

Challenging behaviour in children with learning disabilities

This article outlines the initial stages of an ongoing experiment to evaluate the comparative efficacy of two different therapeutic interventions--behaviour modification and gentle teaching--in the management of challenging behaviour in children who have learning disabilities. Using a workshop approach, parents are taught the principles and practice of one of these two interventions to enable better management of their child's challenging behaviour. A range of intervention outcomes are then compared with those of a control group. Preliminary analysis of data has been conducted on information gathered from those parents (n = 24) who attended the gentle teaching workshop only. The results indicate that brief intervention training in gentle teaching can have a positive impact upon the challenging behaviour of the child.     

Sex and race differences in learning disabilities classrooms.

Poor reading performance is the primary reason for assignment of learning-disabled (LD) students to special education classrooms. Such classrooms typically contain a majority of Whites and males. The present study investigated whether or not differences by sex or race occurred in placement, teacher contacts, assignment practices, and student learning behaviors in LD classrooms. 105 6–12 yr old LD students were administered a battery of tests that included the Level I Reading Subtest of the Wide Range Achievement Test and the Spache Diagnostic Reading Scales. Results reveal differences in placement, similarity of teacher treatment and student behavior, and similarity of the effects of such behaviors on test performance. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The complexity of learning disabilities.

Reviews the book, Learning about learning disabilities (2nd ed.) by B. Wong (1998). This book is a reasonably comprehensive survey of the state of the art. The book has many worthwhile chapters and will be of interest to advanced-level students, investigators, and clinicians in the field. This book is intended for advanced undergraduate or graduate students. It is a collection of chapters; the individual chapters are quite good but the authors of these individual chapters appear not to have read the other chapters. The student using this book and even the more seasoned investigator or clinician familiar with the field will find it very frustrating that there is no synthesis across chapters. Students reading this book will not have the background knowledge and sophistication of the authors of these chapters. Although it is suggested that this be used as a textbook, it is missing some very important information, and there is not much synthesis. I think that some students may become frustrated at the lack of both integration and consistency among the diverse chapters. There is a technical problem in that a significant number of bibliographic entries are incorrect. Compiling a reference list is tedious but not to have an accurate one is frustrating to the reader who may want to consult some of the references. No book is perfect. However, this book is an interesting balance of many positive and some troublesome features. It is comprehensive and provides a view of a fascinating field. The authors and editor are to be congratulated for their efforts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Brain-behavior relationships in children with learning disabilities.

Reports on studies emphasizing a neuropsychological approach to the investigation of learning disabilities in children. Areas reviewed include the level of performance approach, attentional deficits, EEG abnormalities, comparisons of performance on the 2 sides of the body, differential score approaches, and the investigation of particular learning disabilities. These studies indicate that cerebral impairment is at least one crucial factor limiting the satisfactory adaptation of children with learning disabilities. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lifetime comorbidity among anxiety disorders and between anxiety disorders and other mental disorders in adolescents

We examine the lifetime comorbidity among anxiety disorders, and between anxiety disorders and other mental disorders, in a large (n = 1,507) community sample of high school students on whom extensive diagnostic data were available. Three diagnostic groups were formed: those with a lifetime anxiety disorder (n = 134); those with a nonanxiety disorder (n = 510); and those who had never met criteria for a mental disorder (n = 863). The intra-anxiety comorbidity rate was relatively low (18.7%), and was strongly associated with being female (92%). The lifetime comorbidity between anxiety and other mental disorders (primarily MDD) was substantial (73.1%) and was not associated with being female.     

Definitions of learning disabilities in Canadian provinces and territories.

Canadian definitions of learning disabilities (LD) traditionally have varied interprovincially, and the authors have compiled current provincial and territorial policy information related to LD. Special education definitions of LD are summarized, and an overview of funding mechanisms for special education services for students with LD is provided. In the majority of provincial and territorial policies, the concept of LD as a discrepancy between intelligence test scores and achievement has been retained from previous policies as a defining feature. Seven provinces have adopted either the official version or part of the Learning Disabilities Association of Canada (2002) LD definition, which characterises LD as a cognitive processing disorder or condition with processing deficits. The use of IQ scores and the vague conceptualization of processing disorder are major difficulties with the current definitions. These findings of policy definitions of LD with more detailed identification criteria contrast with current noncategorical provincial funding mechanisms for learning disabled students. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Treatment of eating disorders in children and adolescents

Anorexia nervosa and bulimia nervosa are expressed differently in children and adolescents than in adults. Consequently, diagnostic procedures and multidisciplinary treatments need to be tailored to the unique developmental, medical, nutritional, and psychological needs of children and adolescents with eating disorders. This paper reviews current research outlining the differences between child, adolescent, and adult eating disorders. Research is then reviewed concerning the effectiveness of hospitalization, partial hospitalization, individual dynamic therapy, cognitive-behavioral therapy, interpersonal therapy, family therapy, and medication for treating anorexia nervosa, bulimia nervosa, and related eating disorders in children and adolescents. Specific recommendations are made for practitioners to tailor these treatments to their eating-disordered child and adolescent patients, following a stepped-care, decision-tree model of intervention that takes into account the effectiveness, cost, and intrusiveness of the interventions.     

Psychopathology in children and adolescents with developmental disorders

Children and adolescents with developmental disorders suffer from a wide range of psychopathology. However, there are no published studies examining this subject exclusively in this population using recent diagnostic criteria. The primary purpose of this paper is to report on the diagnosis encountered in a clinical setting using DSM-III-R. The medical records of all individuals assessed in a specialized program during a 1-year period were reviewed looking at their demographic features, diagnoses, and target behaviors. Our sample consisted of 233 subjects and contained significantly more boys than girls. The most common psychiatric diagnoses were oppositional defiant disorder and attention deficit hyperactivity disorder. Pica, organic mental disorder NOS, and Autistic Disorder were more often encountered in individuals with low intellectual functioning. Depressive disorders, posttraumatic stress disorder, and developmental speech/language disorders were diagnosed more in high functioning subjects. The most common symptom was impulsivity. This retrospective study highlights the need for more rigorous examination of current diagnostic concepts and criteria in children and adolescents with developmental disorders. Prospective studies should be conducted with standardized instruments in clinics and community samples to provide more information on psychiatric disorders in this population.     

Health care for women with learning disabilities

This article describes a research project exploring the basic health education ow women with learning disabilities. It demonstrated that preventive and well-woman needs were not being met. In response a joint venture was developed between a community learning disabilities team and local well woman and family planning services. The article describes how an informal and accessible clinic was established for women with learning disabilities.     

Sexual health for people with learning disabilities

This article is based on work into the sexual health needs of people with learning disabilities, carried out by a working group of the RCN Family Planning Forum. Literature searches were conducted, and local initiatives, specialist services and information sources for training and education for clients and staff were identified. The authors' aim in this article is to increase awareness among those involved in the care of people with learning disabilities and those providing family planning and sexual health services, so that these services are appropriate, accessible and sensitive to the needs of this vulnerable client group.     

Psychological theory and the study of learning disabilities.

Studies of students with learning difficulties underscore the key role of specific forms of knowledge and skill in learning. Developments in assessment and instruction are described that may have revolutionary implications for addressing learning disabilities. Two significant changes in conceptualizing learning difficulties are identified: (1) There is a shift from implicating a general deficit in the child to a focus on assessing specific knowledge. (2) Diagnoses that are general and static are being replaced by those that are dynamic and domain-specific. The ways in which these fundamental changes in understanding learning relate to more specific accounts of how a child learns in a particular domain and to more informed instruction in such areas as arithmetic and reading comprehension are discussed. (80 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)