Abstract
Rotation, its physiological processing, as well as how this lateralized direction of movement is sensed, is regularly taken for granted and little appreciated when studying how learning develops. Preference for direction of rotational movement and how one processes this information has been found to differ greatly from one individual to another. This report discusses how bimanual rotational hand use preference and reversed direction of body part and movement sensation detection may be utilized to help identify certain currently unrecognized classroom learning difficulties. What we label Reversed Positioning Sensation (RPS) is evidenced in our research and is found in many children and adults presently identified as ‘learning disabled’ and/or ‘hyperactive’ or just those considered “bright underachievers”. Easily administered tests to help identify individuals who may be at risk are discussed. When RPS occurs without the necessary sensory-motor accommodation or compensation, we theorize that written language disability (WLD), as well as compromised organizational skills often identified as ADHD, result. In addition, this paper discusses a summary of our findings examining families with biologically related family members reporting primary difficulties related to organization and written language skills. Case studies from four of the many families we have studied demonstrate how to determine if an individual is able to sense his/her own body extremities in correctly functioning or maladaptive directional orientation. In some cases, just changing a writing hand position has been shown to help overcome many of the problems of RPS. This change is meant is to redirect the writing hand movement to sense a top/down orientation.
Highlights
Members of a former research team from the University of Connecticut Biobehavioral Research Laboratory worked for many years to gain more understanding of academic underachievement involving motoric behavior from a bio-behavioral perspective
The test we developed for this research is called the YoungGinsburg Lateral Direction Assessment and Spatial Test (YGLD)
Long term results of this 25-year project, are the results of remaining involved with some of the families with identified learning disability (LD) members, as well as with other family members demonstrating the characteristics of Reversed Positioning Sensation (RPS)
Summary
Members of a former research team from the University of Connecticut Biobehavioral Research Laboratory worked for many years to gain more understanding of academic underachievement involving motoric behavior from a bio-behavioral perspective. As Lyon, (1996) noted, “Currently, there are no universally accepted tests, assessment batteries nor standards for identifying children with WLD (written language disability)” (Lyon, 1996). Katusic and colleagues stated that, “Since children with WLD are clearly a heterogeneous group, additional research is needed to identify specific interventions that target the specifics of writing problems” (Katusic, 2009). In aiding this identification, it is suggested that a complex
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
