Browsing by Subject "Learning disabled children"

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The mediating effects of rapid automatized naming on children's inattention symptoms and word-reading ability
(2011-05) Smith, Stephen William, 1981-; Keith, Timothy, 1952-; Carlson, Cindy; Nussbaum, Nancy; Sander, Janay; Tucker, David
Attention Deficit/Hyperactivity Disorder (ADHD) and Reading Disability (RD) are among the most common childhood disorders (American Psychiatric Association, 2000) and co-occur significantly more frequently than expected by chance (Dykman & Ackerman, 1991; Semrud-Clikeman et al., 1992). Similar processing deficits are seen in children with ADHD and children with RD, one of which is rapid automatized naming (RAN) (Denckla & Cutting, 1999). These continuous performance tasks require quick naming of visually represented stimuli. Uncertainty about what RAN actually measures, however, makes drawing conclusions about relations to ADHD and RD difficult (Tannock, 1998). By better understanding the cognitive processes involved in RAN, and how those processes relate to ADHD and RD symptoms, the relations among RAN, ADHD, and RD might be better understood. The current study sought to identify variables that would help explain ADHD and RD children’s difficulty with RAN. Five fundamental, neurocognitive skills were hypothesized to be related to RAN performance, ADHD, and reading disability. The effect of children’s phonological awareness, processing speed, working memory, fine-motor speed, and reaction time on their RAN performances was measured. The extent to which these same variables were related to inattention symptoms severity and word-reading ability was also assessed. Finally, the extent to which RAN mediated the effects of neurocognitive skills on inattention symptoms and word-reading ability was measured. By simultaneously measuring the hypothesized relations among variables, the processing deficits responsible for ADHD and RD children’s problems on RAN may be revealed. Structural equation modeling was used to analyze assessment data (i.e., neurocognitive, RAN, and word-reading performance scores; parent-report of inattention symptoms) of 183 children who received neuropsychological evaluations. Results indicated the following significant direct effects: phonological awareness and working memory on word-reading ability, processing speed and working memory on RAN, and RAN on word-reading ability. A possible significant mediation effect of processing speed on word-reading ability through RAN was also shown. Significant effects of study variables on inattention symptoms were not shown, which limited conclusions about RAN’s relation to ADHD. Results are of practical importance in RD assessment because the relation between RAN and word-reading ability was shown to involve processes beyond phonology.
Observing reading instruction provided to elementary students in resource rooms
(2008-05) Swanson, Elizabeth Ann, 1975-; Vaughn, Sharon,1952-
A series of syntheses and consensus reports provides converging evidence regarding effective reading instruction (e.g. NICHD, 2000; Snow, Burnes & Griffin, 1998; Swanson & Hoskyn, 1998). However, findings from recent observation studies of reading instruction provided to students with learning disabilities (LD) are disappointing, with few scientifically based reading instructional components observed (e.g. Vaughn, Moody & Schumm, 1998; Moody, Vaughn, Hughes & Fischer, 2000). In addition, since 2001, only one observation study of reading instruction for students with LD has been published (Rieth, Bryant, Kinzer, Colburn, Hur, et al., 2003), and only two such dissertations (Brasnahan, 2001; Kethley, 2005) have been completed, all three of which were conducted in classrooms for students in middle or high school. Thus, no observation study of reading instruction for elementary students with LD has been published in the past seven years. Within this timeframe, however, systematic and wide-spread efforts have been made to bridge the gap between research and practice in the area of reading instruction (see Reading First Teacher Education Network at www.rften.org). The purpose of this study was to document the extent to which effective reading instruction was provided to students with LD served in the resource room setting. The amount of student and teacher text reading, grouping strategies used, and student achievement over the course of one semester was examined as well. Ten special education resource room teachers were observed during the spring academic semester. Information was gathered through direct observation and standardized measurement of student academic outcomes. All observations were conducted during reading instructional time. Results indicated a range of scientifically based reading instruction of average to high average quality. Students made no stastically significant growth on more distal measures of reading achievement. However, statistically significant growth was detected in oral reading fluency using passages one grade level below student assignment.
Parents as coping resources for adolescents with learning disabilities
(2004) Hoke, Julia Kathleen; Stark, Kevin Douglas.
This study uses a qualitative methodology to examine how adolescents with learning disabilities cope with stressors and the role of their parents in this process. Fifteen middle school students with learning disabilities and their parents were interviewed separately, using a semi-structured interview format. Transcribed interviews were analyzed using a grounded theory approach (Strauss & Corbin, 1998) to create an integrated conceptualization of the role of parents in the coping of learning disabled adolescents. Adolescents with learning disabilities experience academic and interpersonal stressors. The level of stressors experienced by adolescents with learning disabilities seems to vary widely and is related to adolescents’ personal characteristics and their academic and social context. Adolescents in this study utilize a wide variety of coping strategies, dependent on stressor properties (e.g., duration, severity, domain), personal characteristics (e.g., emotionality, knowledge), and environmental characteristics (e.g., family climate, school setting). Based on the current data, a model was developed to explain parents’ role in adolescent coping within this population. The data suggest that parents serve as a coping resource for adolescents with learning disabilities by creating a space in which adolescents are able to develop and use independent coping strategies. Parents engage in monitoring strategies to assess their child’s academic and behavioral functioning, development, and emotional state. Information obtained through monitoring is passed through parents’ cognitive lens— parents’ attributions, knowledge, goals, and beliefs. Parents’ varying beliefs about themselves, their children, and the school system intersect to create predictable patterns of parent support. In creating a space, parents set boundaries and expectations that regulate exposure, shielding adolescents from some experiences, while allowing them access to others. Parents structure the home environment to makes various coping resources available for adolescents and influence the school system to create an environment that is safe, stable, supportive, and sufficiently challenging. Parents also respond to adolescents’ stressors by offering situation-specific coping assistance. Finally, by preparing and equipping adolescents, parents seek to provide adolescents with coping resources such as knowledge and skills.
Social and self perception in children with nonverbal learning disabilities (NVLD)
(2006) O'Neal, Casey Colleen; Semrud-Clikeman, Margaret
Although not represented in the Diagnostic Statistical Manual of Mental Disorders, 4th edition, text revision (DSM IV, TR; American Psychological Association, 2001) researchers agree upon the constellation of deficits that comprise nonverbal learning disabilities (NVLD). NVLD encompasses numerous perceptual deficits errors perceiving visual stimuli, problems reading facial expressions, social cues, and tone of voice. Because of these perceptual deficits and the devastating impact they can have on academic and social success, it is likely that children with NVLD also have inaccurate self perception. Understanding distortions in their self perceptions could lead to more effective treatment models for these children. ADHD/Primarily Inattentive type (ADHD/PI) has been found to be highly comorbid with NVLD. Participants came from a larger study investigating NVLD and ADHD in children. Participants were children ages 8 to 12 years, who had been screened for NVLD and ADHD. This study consisted of three groups: children with NVLD and ADHD/PI, children with ADHD/PI, and children with no disabilities. Children with ADHD/PI were included as a separate group for comparison due to the high incidence of ADHD/PI in children with NVLD. All participants completed the Rorschach Inkblot Test, as well as measures to screen for NVLD. Attentional ability was assessed through clinical interview and behavioral rating scales. The Rorschach was used to assess aspects of social and self-perception. It was expected in all of the statistical comparisons that children with NVLD would demonstrate distorted self-perception and difficulties with accurate perceptions of others while the other two groups would demonstrate performance that is within age appropriate expectations. Findings indicated that children with NVLD + ADHD/PI demonstrated more perceptual distortion than children in either the ADHD/PI or control group. Other analyses were not statistically significant, however, interpretations of group means revealed that children with NVLD demonstrated severely distorted visual perception, lower than average amounts of self-awareness, and higher than average rates of social immaturity. These findings provide empirical validation that children with NVLD demonstrate visual processing errors that cannot be attributed to inattention and likely contribute to misinterpretations in social situations.