Drawing performance in children with special learning difficulties

The present study examined drawings on 5 tasks of 45 dyslexic and 45 nondyslexic children aged 6-9 years old. Children who show low performance in written language and phonological awareness are also expected to get low scores on drawing tasks which require similar skills such as comprehension of difference, coordination of parts in an organized whole, spatial movement, classification or distinction of figures. The present hypotheses were constructed accordingly. Analysis showed that the drawings of the dyslexic participants presented inadequate planning, difficulties in the depiction of contrast, size-scaling and canonicality, lack of details, and stereotypic depiction.     

Filial therapy with parents of children experiencing learning difficulties.

The purpose of this study was to determine the effectiveness of a 10 week filial therapy training model as an intervention method for parents of children with learning difficulties. Results of the analysis of covariance revealed that the parents in the experimental group scored significantly higher after training than the parents in the control group on their attitude of acceptance of the child. The experimental group parents attained a significantly lower mean total score on level of stress related to parenting than the control group parents. There was no significant difference between the experimental and control groups' posttest mean scores on the total behavior problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mathematical competencies in children with different types of learning difficulties.

The mathematical performance of 182 third and fourth graders in 8 different areas of mathematics was examined. The children belonged to 4 achievement groups: children with mathematic difficulties (MD only), children with both mathematic and reading difficulties (MD-RD), children with reading difficulties (RD only), and normally achieving children (control group). Both MD groups performed worse than the normally achieving children in all but 1 area, place value knowledge. The MD-only and the MD-RD children performed equally in all areas of mathematics. The RD-only group performed at the same level as the control group on all areas of mathematics. The study provides further evidence that fact retrieval deficits are a cardinal characteristic of children with MD. The MD children's substantial difficulties with mathematic word problem solving can be attributed to several processes involved in problem solving. Besides poor skills in multidigit calculation, arithmetic fact retrieval, and poor understanding of calculation principles, children with MD might have deficits related to specific problem-solving processes such as establishing a problem representation and developing a solution plan. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing traditional and integrative learning methods in organizational training programs.

Previous research and anecdotal reports have suggested that when certain teaching approaches are used, students not only learn more but also experience greater satisfaction with the training process. This study examined the effects of integrative-learning (IL)-based training in relation to lecture-based training. Employees enrolled in a 3-day manufacturing resource planning training course were randomly assigned to either IL or traditional training. Ss reacted more favorably to IL-based training. Trained Ss performed significantly better than those in a no-treatment control group, but no differences were noted between training interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Combined treatment for children with learning disorders.

The causes of learning disorders are numerous and, although some learning difficulties can be remedied by special educative measures only, many such problems, especially when they are more severe represent a disorder of the total personality. In such a case a diagnosis must be established by a team of different specialists. After a careful evaluation a treatment programme is planned and a choice is made among various specific therapies. Very often the treatment of learning disorders must take into account more or less important emotional factors. A combined approach of psychotherapy and remedial teaching is sometimes essential to attain some success in helping a child. Such a combination of treatments requires close cooperation between psychotherapist and special teacher. Their respective roles have to be frequently clarified and both gain in understanding of the child needs through mutual communication. Following the evolution of a child from two points of view demonstrates more and more clearly how the intellectual processes necessary for learning are subject to inhibiting patterns that are observed in neurotic defense mechanisms against emotional conflicts. In some instances this practical knowledge would be necessary to understand why a child does not profit from remedial measures and to determine how new techniques are to be used to help him. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance across different areas of mathematical cognition in children with learning difficulties.

The performance of 210 2nd graders in different areas of mathematical cognition was examined. Children were divided into 4 achievement groups: children with difficulties in mathematics but not in reading (MD-only), children with difficulties in both mathematics and reading (MD/RD), children with difficulties in reading but not in mathematics, and children with normal achievement. Although both MD groups performed worse than normally achieving groups in most areas of mathematical cognition, the MD-only group showed an advantage over the MD/RD group in exact calculation of arithmetic combinations and in problem solving. The 2 groups did not differ in approximate arithmetic and understanding of place value and written computation. Children with MD-only seem to be superior to children with MD/RD in areas that may be mediated by language but not in ones that rely on numerical magnitudes, visuospatial processing, and automaticity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psycho-motor re-education for children with reading difficulties.

Psycho-motor re-education is a specialized pedagogical treatment based on movement. There are many instances in which a psychomotor re-education is indicated. We will deal today with the cases of children suffering of reading difficulties and a way in which psychomotor re-education can help these children. The objective of psycho-motor re-education is to give by true concrete approach an occasion to the child of experimenting and developing his motricity, his body image and his spatial organization. In those cases in which psycho-motor troubles have been directly or indirectly the cause of learning disabilities, this method of re-education has proven itself valuable, especially if integrated in a body of treatments. Its usefulness comes from the fact that the re-education attacks directly the psycho-motor difficulties and thus allows a motor and spatial reorganization, thus is prevented the existence of "holes" which have to be patched continuously when more scholarly treatment is undertaken. It also allows through a narrow cooperation with corrective teaching the facilitation of constant references to actual learning experiences on the concrete level. There are still of course many unknowns, but we believe that the inter-disciplinary dialogue will be evermore in a position to answer them and to discover them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Images of possibility: adult and further education opportunities for people with learning difficulties

Further education opportunities should be an integral part of community-based provision for people with mental health problems. Yet people with a history of mental health difficulties are under-represented in adult and further education, and many colleges and local education authorities have yet to develop appropriate provision, as ALISON WERTHEIMER reports.     

Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study.

The reading and mathematics growth of 180 children was examined over 4 points, spanning 2nd and 3rd grades. Initially, 4 achievement groups were identified: difficulties in mathematics but not in reading (MD only), difficulties in mathematics as well as in reading (MD-RD), difficulties in reading hut not in mathematics (RD only), and normal achievement in mathematics and in reading. When IQ, income, ethnicity, and gender were held constant, the MD-only group grew at a faster rate in mathematics than did the MD-RD group. In reading, the RD-only and MD-RD groups grew at about the same rate. Reading abilities influence children's growth in mathematics, but mathematics abilities do not influence children's growth in reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing the effectiveness of different educational programs for patients with total knee arthroplasty

PURPOSE: To compare the effects of preadmission and postadmission educational programs for patients with total knee arthroplasty. DESIGN: Quasiexperimental study. SAMPLE: 60 total knee arthroplasty patients. METHODS: Subjects in the experimental group received preadmission preoperative teaching with an instruction booklet during a preoperative outpatient clinic visit. Upon admission to the hospital, they were presented with an educational video tape. The control group received only postadmission preoperative teaching with the same instruction booklet and no video. PREADMISSION AND POSTADMISSION: Preoperative anxiety level, knowledge about postoperative care, exercise performance and postoperative recovery were used as outcome measures. FINDINGS: The research results found: 1. there was no significant difference between the two groups in reduction of preoperative anxiety score: 2. the experimental group had a significantly higher knowledge level than the control group; 3. the experimental group performed exercise more regularly and correctly than those in the control group; 4. the experimental group had greater flexion of the operative knee joint than the control group. CONCLUSION: Preadmission teaching with a videotape program and a health manual for patients with total knee arthroplasty is recommended. IMPLICATIONS FOR NURSING RESEARCH: More indicators such as postoperative pain and patient satisfaction can be used to investigate the effectiveness of intervention. In addition, increasing the sample size is recommended for future studies.     

Patterns of parent-reported homework problems among ADHD-referred and non-referred children.

This study was the first to investigate patterns of homework problems, as assessed by parent reports on the Homework Problem Checklist (HPC), among children in general education and those referred to an evaluation and treatment program for attention-deficit/hyperactivity disorder (ADHD). In Study 1, parents of general education students in grades 3 through 6 (n = 675) completed the HPC. An exploratory factor analysis revealed two salient factors: Inattention/Avoidance of Homework (Factor I), and Poor Productivity/Nonadherence with Homework Rules (Factor II). Study 2, an exploratory factor analysis of a clinic-referred sample (grades 1 through 8; n = 356), uncovered a factor structure that was highly similar to that of the general sample. For purposes of validation, the HPC factors were correlated with subscales from the Behavior Assessment System for Children-Parent and Teacher Ratings Scales. These correlations demonstrated that Factor I was primarily related to aspects of homework functioning that are readily observable by parents (e.g., inattention, avoidance of work, and anxiety during homework); Factor II was primarily related to aspects of homework functioning that are observable by both parents and teachers (failure to accurately record homework assignments, and failure to complete and submit homework). The two-factor model is a useful way to conceptualize homework problems and has important implications for future practice and research aimed at improving assessment and intervention for children with significant homework difficulties. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Executive control in the revising of students with learning and writing difficulties.

This study examined the role of executive control in the revising difficulties of 5th- and 6th-grade students with writing and learning problems. Procedural support was provided in carrying out executive processes by teaching students to use a routine that ensured that the separate elements of the revising process were coordinated and occurred in a regular way. The processing burden involved in revising was further reduced by limiting the types of evaluative and tactical decisions students made. In comparison to their normal approach to revising, procedural support made the process of revising easier for the participating students and increased the number of nonsurface revisions that improved text. Students' difficulties with revising, however, were not due solely to problems with executive control; they were generally indifferent to the possible concerns of their audience, overemphasized form, and struggled with the separate elements underlying revising. Implications for instruction were addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice.

When participants studied a list of paired associates for several study-test cycles, their judgments of learning (JOLs) exhibited relatively good calibration on the 1st cycle, with a slight overconfidence. However, a shift toward marked underconfidence occurred from the 2nd cycle on. This underconfidence-with-practice (UWP) effect was very robust across several experimental manipulations, such as feedback or no feedback regarding the correctness of the answer, self-paced versus fixed-rate presentation, different incentives for correct performance, magnitude and direction of associative relationships, and conditions producing different degrees of knowing. It was also observed both in item-by-item JOLs and in aggregate JOLs. The UWP effect also occurred for list learning and for the memory of action events. Several theoretical explanations for this counterintuitive effect are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are families of children with reading difficulties at risk for immune disorders and nonrighthandedness?

This study used questionnaire data to examine immune disorders and nonrighthandedness in the families of children enrolled in a learning disabilities school and children attending regular classrooms in public schools. Groups were organized according to their performance on a standardized test of reading comprehension to avoid overlap. In total, 468 questionnaires were returned, from which we were able to derive a final sample of carefully matched subjects: 55 subjects undergoing remediation for reading problems and 55 age- and sex-matched control subjects. The results indicated that children with reading problems and their families more frequently suffered from some immune and autoimmune disorders, particularly those involving the gastrointestinal tract and the thyroid gland. In addition, symptoms of attention deficit hyperactivity disorder were associated with Crohn's disease and migraine headache in the families. There was no evidence of an elevated prevalence of nonrighthandedness in the children with reading problems and their families.     

Mothers' mastery-oriented involvement in children's homework: Implications for the well-being of children with negative perceptions of competence.

This research examined the idea that parents' mastery-oriented practices while assisting children with homework are particularly beneficial for children with negative perceptions of their academic competence. One hundred fourteen mothers and children (8 to 12 years old) participated in a 2-wave study. At the 1st wave, mothers took part in a daily telephone interview in which they reported on the frequency and nature of their assistance with homework every weekday for 2 weeks. Children reported on multiple dimensions of their psychological functioning at the 1st wave in a daily telephone interview as well as in traditional questionnaires; children completed the questionnaires again 6 months later at the 2nd wave. Mothers' mastery-oriented practices while assisting with homework predicted enhanced psychological functioning both concurrently and longitudinally only among children with negative perceptions of their academic competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sociometric-status-group classification of mainstreamed children who have moderate learning difficulties: An investigation of personal and environmental factors.

This study examined the classes of variables (nonsocial personal, behavioral, and environmental) identified in D. L. MacMillan and G. M. Morrison's (1984) multicomponent model for research on sociometric status in special education, using multivariate methods to investigate their power to discriminate the sociometric status group membership of mainstreamed children with moderate learning difficulties. Personal and environmental variables each were found to play a significant role in discriminating children with moderate learning difficulties classified as popular or as rejected from those classified as average. Results are discussed with reference to social exchange theory, as an integrative basis for research on children's sociometric status, and implications for mainstreaming practice are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vygotsky's Zone of Proximal Development: implications for nurse assistance of children's learning

Vygotsky's general theoretical framework of cognitive development is reviewed, including his concept of the zone of proximal development: the region of potential mastery lying between the level at which the child has the ability for independent performance and the level at which the child can master the task only with adult collaboration. Examples of the use of Vygotskian theory in nursing practice are provided.