Developmental Learning Disabilities Research Articles

Comprehension of Affective Prosody in Veterans With Chronic Posttraumatic Stress Disorder

Posttraumatic stress disorder (PTSD) is one of the few psychiatric conditions in which a subjective decrease in emotional range serves as a diagnostic criterion. In order to investigate whether veterans with chronic PTSD also experienced objective limitations in emotional perception, the authors administered the Aprosodia Battery to a group of 11 veterans with chronic PTSD, nine subjects with right hemisphere damage, seven subjects with left hemisphere damage, and 12 comparison subjects. The patients with PTSD displayed significant deficiencies in the comprehension and discriminative components of affective speech, similar in severity and performance profile on the Aprosodia Battery to the individuals with focal right hemisphere damage due to ischemic infarction.

Outcome of early intervention in infants at risk of developmental delay: a pilot study

Objectives To assess the outcome of a home based psychosocial intervention programme on facilitating development in infants at risk of developmental delay. Method Three groups of infants were involved. Group I comprised infants who suffered from adverse pregnancy and perinatal events and received psychosocial intervention. Group II comprised infants born during the same period with no similar risks and no intervention. Group III comprised infants who had adverse pregnancy and perinatal experiences but did not receive any intervention. Group 1 mothers were trained to carry out structured activities at home with the infant, adapted from the Portage Model. Outcome was measured at 12 months of age. The scores in 12 different skills in 5 developmental domains in the three sample groups were compared at the end of 12 months. Results Mean developmental scores in Groups (Gps) I (n=36), II (n=32) and III (n=9) were 10.00, 10.75 and 3.11 respectively. Independent sample t test showed no statistically significant difference in developmental scores at 12 months between Gps I and II (p=0.242, mean difference 0.750, 95% CI 2.019 to 0.519). Difference in developmental scores between Gps I & III was highly significant (p=0.000, mean difference 6.889, 95% CI 4.588 to 9.189). Conclusion Early intervention is effective and feasible in preventing developmental delay. ___________________________________________ 1 Professor of Psychological Medicine, Faculty of Medicine, Colombo. 2 Public Health Nursing Sister, MOH Division, Panadura (Received on 23 June 2006. Accepted on 20 July 2006). Introduction Prevalence of developmental disorders in children in non-industrialised countries is 12-29% 1 . Prevalence for Sri Lanka probably falls within this range, as indicated by population based studies. For example, a study, which assessed developmental readiness for school entry at 5 years of age, showed delayed cognitive development in 17.8%, leading them to being less ready to commence formal education 2 . Further, a study on mental health problems of urban preschool children identified delayed language development alone in 10% 3 . Many children with clinically identifiable developmental problems present late for medical help due to low rate of early recognition. For example, 34.5% of referrals to a specialist child mental health outpatient service were for developmental delay and learning disabilities, but the majority of referrals were over 5 years of age at the time of seeking help 4 . Though 49.9% of these children had delayed early motor and language milestones and 24.3% had suffered adverse birth and perinatal events, these negative prognostic indicators were not acted upon with earlier developmental interventions. In industrialized countries, community based intervention programmes for developmentally delayed children have been available for over three decades. These programmes are based on a range of biological, social-ecological and psychodynamic models. Irrespective of the cause of the developmental disorder, these intervention programmes are designed to improve skills, educational attainment and quality of life and prevent behavioural problems. A few such programmes are, the “Head Start” in the United States (US), “Sure Start” in the United Kingdom (UK) and “Portage Early Education Programme” in US and UK. Most programmes require high resource utilization and mainly target the infant and preschool age groups. Rationale for intervention commencing in infancy as opposed to preschool years is supported by recent advances in knowledge on neuro-biological processes associated with development. It has been shown that development of cognitive skills is related to significant structural changes in brain during perinatal period and first few months after birth. These changes include increase in brain weight and neuronal density, rapid dendritic arborisation and synaptogenesis and functional specialization 5,6 . Hence, the outcome of developmental intervention is optimal if applied in infancy as synaptic connections are unlikely to establish later. In addition, as the shaping of brain structures and strengthening of connections takes place, there is weakening and elimination of unused connections 7 . Therefore, psychosocial stimulation should be provided in infancy to obtain the best benefit. This approach is especially relevant for cognitive and language development, even though clinical evidence of developmental delay in these skills may not be apparent at this early stage. Considering the above mentioned evidence, this study examines the effectiveness and feasibility of using a psychosocial intervention programme in early infancy in those who are identified at birth with risk factors for later developmental delay.

A new look at XXYY syndrome: medical and psychological features.

XXYY syndrome occurs in approximately 1:18,000-1:40,000 males. Although the physical phenotype is similar to 47,XXY (tall stature, hypergonadotropic hypogonadism, and infertility), XXYY is associated with additional medical problems and more significant neurodevelopmental and psychological features. We report on the results of a cross-sectional, multi-center study of 95 males age 1-55 with XXYY syndrome (mean age 14.9 years), describing diagnosis, physical features, medical problems, medications, and psychological features stratified by age groups. The mean age of diagnosis was 7.7 years. Developmental delays and behavioral problems were the most common primary indication for genetic testing (68.4%). Physical and facial features varied with age, although hypertelorism, clinodactyly, pes planus, and dental problems were common across all age groups. Tall stature was present in adolescents and adults, with a mean adult stature of 192.4 cm (SD 7.5; n = 22). Common medical problems included allergies and asthma (>50%), congenital heart defects (19.4%), radioulnar synostosis (17.2%), inguinal hernia and/or cryptorchidism (16.1%), and seizures (15%). Medical features in adulthood included hypogonadism (100%), DVT (18.2%), intention tremor (71%) and type II diabetes (18.2%). Brain MRI (n = 35) showed white matter abnormalities in 45.7% of patients and enlarged ventricles in 22.8%. Neurodevelopmental and psychological difficulties were a significant component of the behavioral phenotype, with developmental delays and learning disabilities universal but variable in severity. Twenty-six percent had full-scale IQs in the range of intellectual disability (MR), and adaptive functioning was significantly impacted with 68% with adaptive composite scores <70. Rates of neurodevelopmental disorders, including ADHD (72.2%), autism spectrum disorders (28.3%), mood disorders (46.8%), and tic disorders (18.9%), were elevated with 55.9% on psychopharmacologic medication overall. Recommendations for evaluation and treatment are summarized.

Current Genetic Discoveries and Education: Strengths, Opportunities, and Limitations

ABSTRACT— This article notes that many key positive developments in education originated in research on the structure and genetics of abilities, providing primary evidence for ability in disadvantaged groups and playing a critical role in demonstrating the existence of developmental learning disorders and effective interventions. It is argued that new work in genetics offers similar hope, but that widely held beliefs about genetic equipotentiality and brain plasticity act as roadblocks to research improving educational outcomes. It is suggested that rebuilding the collaborative links between educationalists and psychometric and genetic research that functioned so effectively in the early development of universal education can again underpin improved educational outcomes.

Risk of learning and behavioral disorders following prenatal and early postnatal exposure to tetrachloroethylene (PCE)-contaminated drinking water

This population-based retrospective cohort study examined the association between developmental disorders of learning, attention and behavior and prenatal and early postnatal drinking water exposure to tetrachloroethylene (PCE) on Cape Cod, Massachusetts. Subjects were identified through birth records from 1969 through 1983. Exposure was modeled using information from town water departments, a PCE leaching and transport algorithm, EPANet water flow modeling software, and a Geographic Information System (GIS). Mothers completed a questionnaire on disorders of attention, learning and behavior in their children and on potential confounding variables. The final cohort consisted of 2086 children. Results of crude and multivariate analyses showed no association between prenatal exposure and receiving tutoring for reading or math, being placed on an Individual Education Plan, or repeating a school grade (adjusted Odds Ratios (OR)=1.0–1.2). There was also no consistent pattern of increased risk for receiving a diagnosis of Attention Deficit Disorder (ADD) or Hyperactive Disorder (HD), special class placement for academic or behavioral problems, or lower educational attainment. Modest associations were observed for the latter outcomes only in the low exposure group (e.g., adjusted ORs for ADD were 1.4 and 1.0 for low and high exposure, respectively). (All ORs are based on an unexposed referent group.) Results for postnatal exposure through age five years were similar to those for prenatal exposure. We conclude that prenatal and early postnatal PCE exposure is not associated with disorders of attention, learning and behavior identified on the basis of questionnaire responses and at the exposure levels experienced by this population.

Index of Suspicion in the Nursery

A 15-day-old girl has abnormally shaped low-set ears, left facial microsomia, and micrognathia suggestive of Goldenhar syndrome. Magnetic resonance imaging (MRI) of the brain reveals colpocephaly, membranous cleft palate, and fluid in the left middle ear cavity. Echocardiography documents normal heart anatomy and function. The infant is feeding well and has appropriate weight gain, but she has occasional decreases in oxygen saturation during feedings. Upper gastrointestinal radiographic study shows massive reflux, prompting the administration of ranitidine and positioning with her head elevated. Despite the reflux precautions, the baby continues to have episodes of low oxygen saturation while feeding, which now occur even at rest. The episodes last for less than 1 minute and are relieved by bag-and-mask ventilation. Twenty days after birth, she has a generalized clonic seizure. At this time, her glucose concentration is 67 mg/dL (3.7 mmol/L) and ionized calcium concentration is 2.48 mg/dL (0.62 mmol/L) on a capillary specimen, which is confirmed by a similarly low venous blood determination of total calcium of 4.3 mg/dL (1.08 mmol/L). She also develops a staphylococcal abscess in the left leg and left femoral vein thrombosis. Calcium gluconate infusion resulted in resolution of the seizure. However, calcium concentrations …

Precautions regarding nonword repetition tasks

Using nonword repetition tasks as an experimental approach with both adults and children has become quite common in the past 10 to 15 years for studying lexical learning and phonological processing (e.g., Bailey &amp; Hahn, 2001; Gathercole, Frankish, Pickering &amp; Peaker, 1998; Munson, Edwards, &amp; Beckman, 2005; Storkel, 2001; Vitevich &amp; Luce, 2005). In her Keynote, Gathercole (2006) indicates that “The ability to repeat multisyllabic nonwords…probably represents the most effective predictor of language learning ability that is currently known” and that “nonword repetition…may also hold the key to understanding developmental disorders of language learning.” Her Keynote reviews many of the findings from a variety of nonword repetition studies with typically developing children and children with specific language impairment (SLI) or other language-related disorders. Despite the substantial benefits and interesting findings that nonword test paradigms have provided in addressing different issues, a number of questions and precautions should be kept in mind regarding such approaches. Researchers who routinely employ these procedures are likely to be well aware of these issues, and in fact, Gathercole points out some of the limitations. For those less familiar with nonword repetition tasks, it seems advisable to reinforce the need for a certain amount of caution in evaluating the results of such approaches.

Inclusion in the mainstream: Challenges in the care of people with intellectual impairment

The effect of care in the community and integration into mainstream health services for people with intellectual impairment (including learning disabilities and other neurological disorders such as acquired brain injury that result in diminished cognition) has proved variable. The Department of Health's policy Valuing People: A New Strategy for Learning Disability for the 21st Century (2001) advocates continued ‘inclusion’ into mainstream services for this client group. While the development of specialist services under the Learning Disability Development Fund is planned for clients who present with complex issues such as severe behavioural problems, there are concerns that such provision is inadequate. The aim of this paper is to highlight some of the challenges associated with the drive to inclusion for many people with intellectual impairment, and the factors that limit their integration with the non-intellectually impaired community. A consideration of the conceptual foundations of the policy of inclusion will help shed light on these challenges and on ways to address them. It is important that nurses working in all fields of neuroscience are aware of some of the pitfalls and problems associated with the policy of inclusion so that they can support their patients and advise colleagues working in mainstream services on caring for this group. It is argued that the benefits of inclusion and the initiatives that have resulted from its development have not been proved and cannot be assumed.

Clinical Neurophysiology: EEG–Video Monitoring

Clinical Neurophysiology: EEG–Video Monitoring

AMA, AAMC Say Reform Needed Across Continuum of US Medical Education

sures to methyl mercury,” said Katherine M. Shea, MD, MPH, a fellow of the American Academy of Pediatrics. “There is no doubt that methyl mercury contributes to developmental delay, learning disabilities, and loss of IQ points.” In the lawsuit, the groups allege that the EPA failed to consider the scientific evidence submitted in comments to the agency before the rule was finalized. Melanie A. Marty, PhD, chair of the EPA’s Children’s Health Protection Advisory Committee (CHPAC), sent a letter to EPA Administrator Michael Leavitt in January 2004 that expressed concerns about the cap and trade proposal: “The concern of the CHPAC is that this proposed action does not go as far as is feasible to reduce mercury emission from power plants, and thereby does not sufficiently protect our nation’s children.” A recent study estimated that between 316 588 and 637 233 infants born each year have cord blood mercury levels greater than 5.8 mg/L, a level that has been associated with the loss of IQ (Trasande et al. Environ Health Perspect. 2005;113:590-596). The authors also estimated that this loss of intelligence leads to productivity losses that cost the United States $8.7 billion annually. Noting that sources other than power plants contribute to the contamination, the authors estimated that $1.3 billion of these losses can be attributed to mercury emitted by power plants. Pamela C. Hagen, MSN, RN, chief programs officer of the American Nurses Association, noted that strict federal regulations have already reduced by 90% mercury emissions from hospital incinerators (and municipal waste incinerators), which were a top source of mercury emissions. Additionally, many hospitals have phased out the use of mercury-containing versions of devices such as thermometers and blood pressure cuffs. “We must expect no less from the electric utility industry,” Hagen said. “Both individual and societal success requires healthy minds,” Shea said. “We can ill afford to allow continued, preventable pollution with methyl mercury to trim away the IQ points and critical brain functions of our children.”

Psychotropic Medication Use among Kansas Medicaid Youths with Disabilities

Knowledge of current patterns of psychotropic medication use by disabled youths is an important starting point for targeting future efforts to improve prescribing practices. This study provides a retrospective, descriptive analysis of the prevalence and patterns of psychotropic medication among 1022 Kansas Medicaid youths in 2001 who were enrolled with either Supplemental Security Income (SSI) or Medically Needy benefits and who were having clearly defined mental and neurological disabilities. Rates of psychotropic medication use were generally higher for the Medically Needy than for the SSI youths: Central nervous system (CNS) stimulants (24.6% versus 20.0%), antidepressants (30.9% versus 13.7%), anticonvulsants (22.0% versus 13.9%), and antipsychotics (23.3% versus 11.5%). Use of the four major drug classes varied among children with attention-deficit/hyperactivity disorder (ADHD) and disruptive disorders, pervasive developmental disabilities, mental retardation (MR) and learning disabilities, mood and anxiety disorders, and adjustment disorders. Future work should explore the appropriateness and effectiveness of these medications within specifically targeted subgroups.

Health promotion and research in the Chinese community in Montreal: A model of culturally appropriate health care

In the past three decades, rapidly changing demographic characteristics have been witnessed in western society. Concurrently, numerous culture-related studies have attested to the disparity in health services among different ethnic groups. Reports have shown contributing factors that can render main stream services inaccessible to immigrants include cultural and language barriers, adaptation difficulties, racial discrimination and lack of culturally appropriate psychosocial services. Inadequate training of health professionals regarding cross-cultural issues may hinder patient compliance and therapeutic alliances. In a paediatric practice in Montreal, prevalent health problems among Chinese families were identified to be related to cultural beliefs and psychosocial factors. These included a low breastfeeding rate (8%) among Chinese newborns, prevalent iron deficiency anemia (12%), nursing caries, social isolation, delayed diagnosis of developmental delay, learning disabilities and psychosocial problems. The participation in community research and advocacy, the development of health promotional projects with an interdisciplinary approach and the preparation of Chinese health information such as perinatal programs, infant nutrition, dental hygiene and immunization, were described. Subsequent studies in this population illustrated an increased breastfeeding rate (48%), decreased incidence of iron deficiency (2.8%) and improved self-health maintenance practices. More culturally appropriate allied health services, including the Multiculturalism Department in the Montreal Children's Hospital, have subsequently been developed for the community.In summary, identifying prevalent health problems of ethnic propensity may be the initiatives needed to develop research and health promotional projects for a target population. Comprehensive health care to different ethnic groups requires health professionals to incorporate cross-cultural issues in their services.

On a Practitioner's Need of Further Development of Wechsler Scales. Adaptive Intelligence Diagnosticum (AID 2)

Wechsler's intelligence test-batteries are still popular yet suffer from psychometric shortcomings and lack a certain content improvement and enlargement. In this paper a new approach will be presented that suits traditional Wechsler-testing. The approach in question is the Adaptive Intelligence Diagnosticum (AID 2; Kubinger & Wurst, 2000). Due to it's "branched testing" design, AID 2 works out to be more economical and in this regard also offers other advantages, such as parallel tests and short forms. AID 2 offers a method of survey for identifying specific developmental disorders or learning disabilities. It includes an optional non-verbal instruction and a schedule for retrograde observation support of behavioral misfits. It also offers discriminative indicators for intellectual neglect vs. intellectual advancement.

Language disorder in schizophrenia as a developmental learning disorder

Receptive language disorder in schizophrenia is hypothesized to represent a learning disorder that involves a neurodevelopmental etiology. It is argued that a preexisting developmental language disorder may characterize a subset of schizophrenia patients. A primary deficit in the temporal dynamics of brain function is assumed to cause receptive language disorder in schizophrenia. This hypothesized core deficit includes both disturbance in the processing of rapid, sequential information and disruptions to patterns of brain activation and synchronization. These timing deficits may alter the way associative connections are formed and/or accessed in semantic memory. It is suggested that abnormalities in second-messenger pathways of subcortical–cortical circuitry offer an etiological nexus for language dysfunction in schizophrenia and developmental dyslexia.

Children with low motor ability have lower visual-motor integration ability but unaffected perceptual skills

The purpose of this study was to examine perceptual, visual-motor abilities and intellectual skills in children with low, average and above average motor abilities. The participants were 144 children (aged 6–10 years) attending elementary school. Three groups of children were identified on the basis of their performance at the TGMD (Test of Gross Motor Development; [Ulrich, D.A. (1985). TGMD, Test of Gross Motor Development. Austin, Texas: PRO-ED. Edizione Italiana a cura di D. Ianes, TEST TGM. Test di valutazione delle abilità grosso-motorie. 1994, Trento: Edizioni Centro Studi Erickson]). Each child received an intelligence test (K-BIT; [Kaufman, A.S., & Kaufman, N.L. (1990). K-BIT. Kaufman Brief Intelligence Test. Circle Pines, MN: American Guidance Service]) and was evaluated for perceptual and visual-motor integration abilities (DTVP; [Hammill, D.D., Pearson, N.A., & Voress, J.K. (1993). Developmental Test of Visual Perception (2nd ed.). Austin, Texas: PRO-ED. Edizione Italiana a cura di D. Ianes, TEST TPV. Test di percezione visiva e integrazione visuo-motoria. Trento: Edizioni Centro Studi Erickson]). Results highlight a significant difference in visual-motor integration between children with high and low gross-motor abilities, in the absence of significant differences in perceptual skills or intellectual ability. The findings are discussed with reference to the concept of atypical brain development [Gilger, J.W., & Kaplan, B.J. (2001). Atypical brain development: A conceptual framework for understanding developmental learning disabilities. Developmental Neuropsychology, 20, 465].

Conductive hearing loss and otopathology in cleft palate patients

Objectives: To assess incidence of conductive hearing loss, ear pathology, and associated communicative disorders in cleft palate patients. Methods: Retrospective chart review of 100 patients all treated at a tertiary facility since birth. Results: The median patient age was 19 years old (range, 7–25) at last follow up. Girls comprised 35% of group. The median age of cleft palate repair was 16 months (range, 12–60). Median number of myringotomy tubes placed was 3 (range, 1–7). Conductive hearing loss(CHL) >20 db PTA was found in 25% of patients at last follow-up. Severity of CHL was mild in 75%, moderate in 21%, and severe in 4%. Middle ear surgery was performed on 13%. Cholesteatoma was identified in 6%. The mean age at resolution of CHL was 5 years (range, 3–19). Developmental learning disorders were identified in 8%. Speech difficulties requiring surgical treatment occurred in 27%. Risk factors associated with CHL at last follow-up included middle ear surgery ( P = 0.016), cholesteatoma ( P = 0.003), and increased number of myringotomy tubes ( P = 0.030). Associations between CHL and age at cleft repair, speech impairment, or learning disabilities were not found. Conclusions: Otopathology in cleft palate patients continues to be a problem despite close observation. Children requiring increased number of myringotomy tubes, middle ear surgery, and found to have cholesteatoma are at increased risk for long-standing CHL. The impact of hearing on speech and developmental learning also underscore the importance of close audiologic monitoring in cleft palate patients.

Prevalence, Symptoms, and Prognosis of Intracerebral Abscess

Neurology| August 01 2004 Prevalence, Symptoms, and Prognosis of Intracerebral Abscess AAP Grand Rounds (2004) 12 (2): 15. https://doi.org/10.1542/gr.12-2-15 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Prevalence, Symptoms, and Prognosis of Intracerebral Abscess. AAP Grand Rounds August 2004; 12 (2): 15. https://doi.org/10.1542/gr.12-2-15 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search toolbar search search input Search input auto suggest filter your search All PublicationsAll JournalsAAP Grand RoundsPediatricsHospital PediatricsPediatrics In ReviewNeoReviewsAAP NewsAll AAP Sites Search Advanced Search Topics: abscess Source: Goodkin HP, Harper MB, Pomeroy SL. Intracerebral abscess in children: historical trends at Children’s Hospital Boston. Pediatrics. 2004;113:1765–1770. Of the 386 patients identified by databases as having been treated for intracerebral abscess at Children’s Hospital, Boston, Mass, between 1981 and 2000, 55 had the diagnosis confirmed by cranial imaging or autopsy reports. A retrospective review of the records of these 55 patients was performed. The age of patients ranged from 5 days to 34 years; 7 were younger than 8 weeks at presentation and 5 were younger than 1 month. Nine children were classified as immunosuppressed, 6 had organ transplantations, 2 were treated for acute lymphoblastic leukemia, and 1 had hyperimmunoglobulin M syndrome. Abscesses were single in 37 and multiple noncontiguous in 18. Cultures obtained by aspiration, resection, or biopsy on 42 occasions identified pathogens in 36 (86%), with 2 or more organisms in 14. Streptococcus milleri was the most frequent isolate. Of the 9 patients with fungal infections, 7 were immunosuppressed, and all died. Presenting symptoms included headache in 27 (50%), vomiting in 12 (22%), photophobia in 5 (9%), fever in 16 (29%), seizures in 15 (27%), changes in mental status (lethargy to coma) in 17 (31%), paresthesias in 4 (7%), hemiparesis in 4 (6%), and increasing head circumference in 3 (6%). All but 1 patient received antimicrobial therapy, either alone or in combination with surgery. Surgical treatment (aspiration in 39 and resection in 3) was performed in 42 (76%) cases, with 20 patients requiring 2 or more procedures. Thirteen (24%) patients died, with the most common cause of death being multisystem failure. Of the 24 patients followed after discharge (16 lost to follow-up), 7 recovered, 10 had developmental delay or learning disorders, 6 had epilepsy, and 3 developed hydrocephalus requiring a ventriculoperitoneal shunt. The 55 patients in this 1981–2000 series were compared to a similar study of the natural history of intracerebral abscess in 94 patients treated between 1945 and 1980.1 Congenital heart disease was the most common predisposing factor during both time periods, with the rate of cerebral abscess similar in both time periods (2.75 per year for 1981–2000 versus 2.68 per year for 1945–1980). When compared to the earlier era, the more recent case series revealed a decrease in the frequency of abscesses associated with sinus or otitic infection (11% in 1981–2000 versus 26% in 1945–1980), an increase in infants affected (18% versus 7%), an increased number associated with acute immunosuppressive diseases (16% versus 1%), an increase in cases treated with antibiotics alone (22% versus 1%), no significant change in mortality (24% versus 27%), previously unrecognized Citrobacter causative organism (only in 3 neonatal cases), and fungus infection (predominantly in immunosuppressed patients) not encountered in the 1945–1980 era. Despite improvements in diagnosis due to neuroimaging, brain abscess continues to result in high rates of neurologic impairment and death. A brain abscess consists of localized pus within the brain substance. Organisms enter the brain via the blood stream from a distant... You do not currently have access to this content.

Social‐Information‐Processing Skills of Kindergarten Children with Developmental Learning Disabilities

The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings.

Consequences of Comorbidity of Developmental Coordination Disorders and Learning Disabilities for Severity and Pattern of Perceptual—Motor Dysfunction

Children with developmental coordination disorder (DCD) have difficulty learning and performing age-appropriate perceptual-motor skills in the absence of diagnosable neurological disorders. Descriptive studies have shown that comorbidity of DCD exists with attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). This study examined the consequences of the comorbidity of DCD and LD for the severity and pattern of perceptual-motor dysfunction. Compared to children with DCD without LD, children with comorbid DCD and LD performed lower on a standardized assessment of perceptual-motor ability. Furthermore, it appeared that children with combined DCD and LD have particular difficulty performing manual dexterity and balance tasks but not ball-skill tasks. Implications for understanding the relationship between LD and perceptual-motor problems are discussed. We conclude that the comorbidity of DCD and LD not only affects the severity of perceptual-motor dysfunction but also is associated with a distinctive pattern of perceptual-motor dysfunction.

Fine motor deficiencies in children with developmental coordination disorder and learning disabilities: An underlying open-loop control deficit

Thirty-two children with Developmental Coordination Disorder (DCD) and learning disabilities (LD) and their age-matched controls attending normal primary schools were investigated using kinematic movement analysis of fine-motor performance. Three hypotheses about the nature of the motor deficits observed in children with LD were tested: general slowness hypothesis, limited information capacity hypothesis, and the motor control mode hypothesis. Measures of drawing movements were analyzed under different task conditions using a Fitts’ paradigm. In a reciprocal aiming task, the children drew straight-line segments between two targets 2.5 cm apart. Three Target Sizes were used (0.22, 0.44, and 0.88 cm). Children used an electronic pen that left no trace on the writing tablet. To manipulate the degree of open-loop movement control, the aiming task was performed under two different control regimes: discrete aiming and cyclic aiming. The kinematic analysis of the writing movements of the 32 children with DCD/LD that took part in the experimental study confirmed that besides learning disabilities they have a motor learning problem as well. Overall, the two groups did not differ in response time, nor did they respond differently according to Fitts’ Law. Both groups displayed a conventional trade-off between Target Size and average Movement Time. However, while movement errors for children with DCD/LD were minimal on the discrete task, they made significantly more errors on the cyclic task. This, together with faster endpoint velocities, suggests a reduced ability to use a control strategy that emphasizes the terminal control of accuracy. Taken together, the results suggest that children with DCD/LD rely more on feedback during movement execution and have difficulty switching to a feedforward or open-loop strategy.