Mild Learning Disabilities Research Articles

Alcohol‐related knowledge and attitudes in people with a mild learning disability – the effects of a ‘sensible drinking’ group

AbstractAlcohol‐related knowledge and attitudes in people with a mild learning disability, who were either living, or being prepared to live, in relatively independent conditions in the community, were assessed through a structured interview format. Compared with non‐learning‐disabled teenagers, adults and a hospitalized patient sample, alcohol‐related knowledge in the people with a learning disability was found to be significantly poorer, alcohol was reported as having particularly negative effects and susceptibility to social pressure to drink alcohol was greater. A ‘sensible drinking’ group, taking a social skills and influences approach to alcohol education, was conducted with a subgroup of the individuals with a learning disability. The group format and methods, including in vivo sessions in a public house, are described. Follow‐up evaluations suggested some significant positive changes in knowledge, attitudes and sensible drinking skills. It is concluded that this population, which is increasingly living, or being moved into, independent conditions in the community, is at least as vulnerable to social influences on alcohol use and abuse as are young people. As with young people, the usefulness of making available such alcohol‐education programmes as described in this study, is discussed.

Prader-Willi Syndrome: Consensus Diagnostic Criteria

The diagnosis of Prader-Willi syndrome (PWS) is based on clinical findings that change with age. Hypotonia is prominent in infancy. Obesity, mild mental retardation or learning disability, and behavior problems, especially in association with food and eating, result in a debilitating physical and developmental disability in adolescence and adulthood. No consistent biological marker is yet available for PWS in spite of recent research activity in cytogenetics and molecular genetics. Diagnostic criteria for PWS were developed by consensus of seven clinicians experienced with the syndrome in consultation with national and international experts. Two scoring systems are provided: one for children aged 0 to 36 months and another one for children aged 3 years to adults. These criteria will aid in recognition of the syndrome in hypotonic infants and in obese, mildly retarded, behaviorally disturbed adolescents and adults. They will also ensure uniform diagnosis for future clinical and laboratory research in PWS.

Assessment and treatment of fire‐setting: A single‐case investigation using a cognitive‐behavioural model

There is a dearth of published studies on the treatment of arson in adults. A cognitive‐behavioural model of the fire‐setting of a young man with a mild learning disability and facial disfigurement is described. On the basis of the model, a comprehensive package of treatment, including facial surgery, social skills and assertiveness training, alternative coping strategies, and ‘assisted’ covert sensitisation, was carried out. At follow‐up, 48 months after moving to an environment which was not secure, there was no evidence that the man had either set further fires or made hoax calls to the fire brigade.

The Please Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities

This study investigated the effectiveness of a metacognitive strategy, the PLEASE strategy, for teaching students with learning disabilities to write paragraphs. The investigation examined (a) students' metacognitive knowledge about prewriting planning, composition, revision, and parts of the paragraph; (b) student writing samples; and (c) student attitudes toward writing paragraphs. Results suggest that, compared to the traditional language arts curriculum used with a comparison group, the experimental treatment was significantly more effective in developing the metacognitive abilities of 6th graders with learning disabilities for prewriting planning, composition, and revision. Findings also suggest that students' attitude toward writing and writing instruction improved significantly following the experimental treatment.

An empirical subgrouping of finnish learning-disabled children

The internal and external validity of a subgrouping of 82 Finnish children with relatively mild learning disabilities and 84 Controls was explored. The sample was selected from a total population of 1607 second grade pupils. Eight neuropsychological measures from four function areas were selected as classification criteria in cluster analysis. Six consistent and clinically meaningful subgroups were derived. These subgroups were designated as follows: (1) Normal, (2) General Language, (3) Visuo-Motor, (4) General Deficiency, (5) Naming, and (6) Mixed. Most of the LDs were clustered in subgroups (2) through (6); and most of the Controls, in subgroup (1). Several internal and external validation procedures indicated at least moderate validity in the subgroups, with the exception of the Mixed subgroup. The five valid subgroups encompassed 82% of the LDs and 90% of the Controls, and moreover, resembled subgroups which previously have been found among English-speaking children. This suggests that language differences exert no significant effect on the types of the emerging subgroups.

Comparisons of Performance on Academic Probes by Students with Mild Retardation, Learning Disabilities and Behavior Disorders

The assumptions of cross-categorical special education have rarely been subjected to empirical review. Therefore, the purpose of this investigation was to evaluate academic functioning, as measured by spelling and arithmetic performances, of students identified as mildly retarded, learning disabled, and behavior disordered. Significant differences between students with mild retardation and one or both of the latter two groups of students were found in five of the six academic measures that were used. Implications for cross-categorical programming are discussed within the context of overall curricular needs of students with mild handicaps.

Neuropsychological Stability and Prognosis of Subgroups of Children with Learning Disabilities

A sample of 74 Finnish children with mild learning disabilities (LD) and 57 controls was followed from the third grade (Study 1) to the sixth grade (Study 2). In the initial study, the sample had been grouped into five valid subgroups (Normal, General Language, Visuo-Motor, General Deficiency, Naming) utilizing a cluster analysis. In both studies a battery of 12 neuropsychological, reading, and writing tests was administered, and teacher ratings were obtained. The results indicated that the general neuropsychological profiles of the subgroups were maintained, but some changes, consistent with the progress in reading, were noted. The developmental rate of some neuropsychological functions from Study 1 to Study 2 in the subgroups of children with learning disabilities more closely approached that of the Normal subgroup. At follow-up, 64% of the original LD sample continued to have marked reading and/or writing problems. The Naming subgroup had a more unfavorable prognosis than the other subgroups, especially in reading, and the General Deficiency subgroup in writing (spelling), respectively. Some possibilities for using the results to improve remedial teaching are discussed.

An Examination of the Reading Performance of Students with Mild Educational Handicaps or Learning Disabilities

Reading performance is a primary concern in both regular and special education. Reading is also the dominant medium through which educators conduct lessons, or students acquire information in subjects such as science and mathematics. Reading performance can be measured in a variety of ways. The present study examined the performance of students with mild educational handicaps (n = 28) or learning disabilities (n = 38) on a combination of norm-referenced and curriculum-based assessment (CBA) approaches that used science content. Overall, there were no significant differences between the samples on measures of word recognition, but significant differences favoring students with learning disabilities did occur in comprehension.

Counseling Clients with Specific Learning Disabilities to Overcome Employer Resistance

Due to the large variance in needs, skills, and characteristics of learning disabled adults, there is confusion concerning how vocational counselors can most effectively help clients with specific learning disabilities (SLD) establish fulfilling careers. This situation is further complicated by the fact that employers are resistant to hiring SLD adults. This paper provides: (1) an overview of SLD including a definition, legal considerations, and the impact of employer resistance; (2) guidelines for distinguishing between 3 types of SLD adults-those with mild, moderate, and severe learning disabilities in relation to 3 factors; and (3) a section pertaining specifically to the counseling needs of the SLD adult.

The Predictive Capabilities of Three Sources for a Promised Consequence

The present investigation evaluated the predictive capabilities of three sources frequently used for the identification of effective rein forcers for 54 students with mild learning and behavioral disabilities. The effectiveness of parent, teacher, and student rankings of a given set of consequences as predictors of the strength of an anticipated consequence in influencing the subject's performance on a basic math skills task was investigated. Ten cards depicting various consequences were independently ranked from most to least preferred for each student by the parent, teacher and student. Then the ten stimuli on the cards were each evaluated for their “anticipated” consequent strength for each student. This procedure involved presenting the student with (a) a 1-minute sampling of the particular consequence being evaluated and an explanation of the contingency to the subject; (b) a 2-minute presentation of an 84-problem single-digit addition fact worksheet; and (c) the presentation of the consequence contingent upon the number of problems correctly computed. Performance rates under ten anticipated consequating conditions formulated the promised consequence rankings. Spearman rank-order correlation coefficients were computed in an effort to access the predictive capabilities of the three sources of information (parent, teacher and child rankings) with regard to the promised consequence ranking (strength). Results indicate that the consequence rankings reported by the child were the only scores that significantly correlated with the anticipated consequence ranking performance. Although neither parent nor teacher rankings significantly correlated with the anticipated consequence rankings, they did significantly correlate with each other. These findings appear to suggest that the student him/herself is the only source which can significantly predict in advance the potential influence of an anticipated consequence.

Discrepancy and Severity in the Learning Disabled: A Consolidated Perspective

This paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. Academic and socialization skills are evaluated in light of seven considerations: 1) the problem's effect on other abilities, 2) academic and socialization problem correspondence, 3) alteration of future life needs, 4) remediation versus compensation, 5) effect on social skills with peers and adults, 6) strengths and weaknesses, and 7) avoidance of problem areas. The seven criteria are applied to a mild, moderate, and severe learning disability grouping. Research indicating the need for continued investigation into the use of the model is reported. Recommendations for research and educational uses of the model are also presented.