bluuebunny/crossref_metadata_2025 huggingface dataset:
Receptor of Advanced Glycation End Products (RAGE) Positively Regulates CD36 Expression and Reactive Oxygen Species Production in Human Monocytes in Diabetes
Authors: Xanthis A. , Hatzitolios A. , Fidani S. , Befani C. , Giannakoulas G. , Koliakos G.
Published: February 2009

Introduction: Advanced glycation end products (AGEs) engagement of a monocyte surface receptor (RAGE) induces atherosclerosis. AGEs also act as CD36 ligands. We studied reactive oxygen species (ROS) and CD36 expression after siRNA inhibition of RAGE expression in human monocytes. Methods: We isolated monocytes from: a) 10 type 2 diabetics, and b) 5 age- and sex-matched healthy individuals. CD36 expression and ROS production were evaluated before and after RAGE knockdown. Results: After incubation of monocytes with AGE + bovine serum albumin (BSA), CD36 expression and intracellular ROS increased significantly in all groups. In RAGE-knockdown monocytes, AGE-induced CD36 expression and ROS generation were also significantly inhibited. Conclusions: Blocking RAGE expression using siRNA in human monocytes led to a significant inhibition of CD36 expression and ROS production, suggesting a positive interaction between RAGE, CD36 expression and ROS generation in monocytes.
“Sinking, Like Quicksand”
Authors: Anderson Noel S. , Larson Colleen L.
Published: February 2009

Purpose: The purpose of this interpretive case study is to examine the assumptions underpinning one Upward Bound program to understand how the program attempts to increase educational opportunity for poor urban youth and how this approach plays out in the lived experiences of three young men who participate in the program. Research Design: This study of an Upward Bound program was conducted at a large urban university in the Northeast. Based on the methodological framework of interpretive interactionism by Norman Denzin (1989), this interpretive case study was conducted over an entire academic year. Formal and informal interviews, observations, and document analysis were used to gather data to understand the phenomena being studied in-depth. The conceptual lenses of Amartya Sen and Martha Nussbaum frame the analysis of this study, revealing the logic and limits of focusing on achievement alone to increase educational opportunity for impoverished youth. Findings: The director of “College Access Initiative” believes that this program can increase educational equity and opportunity for impoverished youth by: a) emphasizing an ethic of rugged individualism, b) insisting that the young men focus on the future, and c) immersing students in an intense academic and test preparation program. The findings of this study reveal that this academic approach to expanding educational opportunity for the young men was not sufficient for increasing their freedom to focus on academic achievement or to stay in the program. Conclusions: These findings suggest an urgent need for coordinating academic support programs with other social, economic, and human service agencies serving poor communities if we are to enhance real opportunities to achieve for impoverished youth.
An Application of the Piogetion Model to Perceptual Handicaps
Authors: Land Seymour J. Fried , Meisels Samuel J.
Published: February 2009

In his work on children's concepts of space, Piaget has proposed that development is characterized by an advancement from an initially topological conception of space to a space characterized by Euclidean properties. The former is characterized by relationships between points which are unaffected by continuous deformation and transformation, while the latter is identified by relationships between various fixed coordinates and shapes. The present paper discusses Piaget's work and examines its usefulness in providing a developmental explanation of some aspects of spatial organization associated with children with perceptual handicaps.
The Pedagogical Orientation
Authors: Lloyd John
Published: February 2009

Radical changes for special education are urged. The pedagogical argument is based upon the premise that learning is not a function of student characteristics, but rather, of teaching attributes. It is argued, therefore, that education should shift its focus from treating learning disabilities to improving teaching abilities. Some aspects of such a reorientation critical to its success are introduced and discussed.
Central Auditory Dysfunction in Learning Disabled Children
Authors: Stubblefield James H. , Young C. Ellery
Published: February 2009

Comparisons of performance on the SSW Test of Central Auditory Function were made between 7- and 11-year-old learning disabled and normally achieving children. Statistically significant performance differences were found between the two groups, with reversal-type errors being a consistent differentiator. The LD group scored well above the top limit of allowable errors (for normal performance) and the control group scored well below the norms standardized for adult performance. It appears reasonable to consider judging the performance of 7- through 11-year-old children by adult performance criteria, and a screening instrument for early detection of central auditory dysfunction appears feasible.
The Effect of Verticality as a Stimulus Property on the Letter Discrimination of Young Children
Authors: Hyman Joan , Cohen S. Alan
Published: February 2009

Do the vertical elements of the letters b, d, p, q influence the reading reversal behavior of kindergarten children? This study investigated the possibility of a causal relationship between the strength of the vertical aspect of the letter and the number of reversals. A group of 180 kindergarteners were randomly selected from a racially mixed population and randomly assigned to one of four visual matching of letters tasks which included: (1) matching letters containing both vertical and directional aspects (p to p, q, b, d); (2) matching letters containing directional aspects only (c to c, u, n) (3) matching Task One letters with strength of the vertical element reduced; and (4) matching Task One letters with strength of the directional aspect reduced. The major findings demonstrate that something more than directionality influences the young child when he makes letter reversals. An attraction to the vertical — to a degree of distractibility — seems to have an “interaction effect” with left or right directionality. The “drawing power” of the vertical element intensifies the effect of a weak sense of directionality. The weak directionality element, by itself, is far less of a problem than the drawing power of the vertical elements.
Establishing Letter — Sound Associations by on Object — Imaging — Projection Method
Authors: Isgur Jay
Published: February 2009

Reading disabled subjects were very quickly taught letter-sound associations (later used in reading) by an object-imaging-projection method utilizing 26 actual objects found around the home (flower, key, pan, etc.), each object having a name whose beginning sound is a letter sound, and having a form very similar to the letter form. This method might also be quite effective in reteaching reading to people who have suddenly lost the ability to read due to brain damage. It appears that with this method, our language becomes an easily learned, multiprocessed object language, not requiring letter distortion for the learning process.
Elementary and Secondary Learning Disabilities Programs in the U.S.
Authors: Scranton Thomas R. , Downs Mary Lou
Published: February 2009

A survey of the 50 states was undertaken to determine the present level of development in both elementary and secondary level learning disability programs. Considerable variance between the elementary and secondary levels was discovered as was a good deal of variance among the states in terms of the level of state-wide development. A summary of opinions of state special education officials as to the reasons for differences between the level of development of elementary and secondary programs is included.
The Use of Electromyographic Biofeedback in the Control of Hyperactivity
Authors: Braud Lendell Williams , Lupin Mimi N. , Braud William G.
Published: February 2009

A 6 1/2-year-old hyperactive boy was taught to reduce his muscular activity and tension through the use of electromyographic biofeedback for 11 sessions. The child was instructed to turn off a tone which signaled the presence of muscular tension. Muscular tension and activity decreased both within and across sessions. A follow-up session after a seven-month interval indicated that he continued to be able to control hyperactivity. Improvement was seen in the child's behavior in class and at home as long as he continued to practice and use, both at home and at school, the techniques he had learned in the laboratory. The child also improved a range of 25 to 56 months on four subtests of the ITPA. Improvement also occurred on a group-administered achievement test at school. These gains would indicate that pretest scores were depressed by hyperactivity and poor attention. There was also improvement in self-confidence and self-concept.
The Interdisciplinary Team
Authors: Coleman Raymond F. , Strenecky Bernard J.
Published: February 2009

This paper describes an innovative educational model which utilizes local public schools and the Colleges of Medicine and Education at the University of Rochester. Graduate students majoring in learning disabilities, pediatric residents, and medical students, are united in conjunction with the professionals in the public schools, thus forming an interdisciplinary team in each school. The teams offer service and consultation to children, parents, and classroom teachers in a manner not usually provided. A distinct advantage of the school health team is that it offers professional education, stimulation, growth and development for all participating members.
Informal Diagnostic Procedures
Authors: DeGenaro Jennie J.
Published: February 2009

This paper describes informal methods for assessing children suspected of having a learning disability. Diagnostic techniques are described and a simple record-keeping matrix is presented. Information gained from these activities provides significant referral data as well as information to assist the teacher in individualizing instruction in the classroom. Pupil strengths and weaknesses are determined without the use of formal instruments. Normative data are included as a guide to aid teacher expectations.
Meaningful and Linguistic Variables in Auditory Processing
Authors: Lasky Elaine Z. , Jay Barbara , Hanz-Ehrman Mary
Published: February 2009

Differences in the delayed recall performance of auditory stimuli that were linguistic-meaningful (words), linguistic-nonmeaningful (nonsense syllables), nonlinguistic-meaningful (environmental sounds) and nonlinguistic-nonmeaningful (pure tones) were evaluated with normal children and children with learning disabilities. Although the normal group performed better on each task, a similarity in the relative performance was observed with both groups performing better on the words and pure tones than on the environmental stimuli or nonsense syllables. Several auditory training programs recommend training or remediation activities beginning with n on linguistic-meaningful stimuli — such as animal sounds, telephones, vacuum cleaners — or linguistic-nonmeaningful stimuli and nonsense syllables. There does not appear to be evidence to suggest that these are easier or that they aid attending behavior. On the contrary, evidence from this and other cited studies suggests that these stimuli are more difficult for both groups tested than the linguistic-meaningful words. Implications are discussed.
A Parent Education Group in Learning Disabilities
Authors: McWhirter J. Jeffries
Published: February 2009

Parent counseling and parent education procedures are increasingly recognized as important interventive mental health strategies. This article describes a parent education group which focuses on the learning disabled child and provides parents with a survey of specific learning disabilities. Factual information and emotional support are provided in a series of 6 to 8 group sessions. The content areas include LD definitions, laterality and directionality, visual perceptual difficulties, auditory perception problems, and perceptual-motor issues. In addition to the cognitive input, parents are involved in experiential activities designed to help them experience the world of the learning disabled. Time is provided for open-ended discussion, of specific problems. Feedback from parents indicated a very positive response.
Programs, materials and techniques
Authors: Brown Virginia L.
Published: February 2009

Interest in word analysis tests and techniques is widespread in the field of learning disabilities. Yet, the role that word analysis, as it is commonly considered, plays in learning to read is still ambiguous. Because of the controversial nature of this topic, this month's column presents a detailed, critical review of the Sipay Word Analysis Tests (SWAT). SWAT is an individually administered series of phonic-related tests designed to reinforce the basis for the development of remedial programs.

Also included in this column are briefer descriptions of several programs, techniques, and materials of potential value to learning disabilities personnel and to parents. The Peabody Articulation Decks are a set of 10-card decks to be used with speech, language, classification, and association activities. Essentially a guide to organization, Planning Curriculum Development will appeal to persons charged with the design and implementation of curriculum projects. Teaching Interpersonal Social Skills is a notebook developed under Title III in San Diego County. It contains group problem-solving activities and individual behavior control techniques. Northcott's Curriculum Guide for young, hearing impaired children is recommended for some of the techniques and materials suggestions useful for the learning disabled student. Of interest to those who teach adolescents and young adults will be The Big-New-Mother Mind-Boggling Behavior Expander to teach the principles and applications of behavior modification. And finally, The Whole Kids Catalog for Adventure Seekers of All Ages is highly recommended. It includes several suggestions for special use with students labeled learning disabled.
Peer Popularity of Learning Disabled Children
Authors: Bryan Tanis H.
Published: February 2009

The purpose of this study was to determine the peer popularity of learning disabled children who had participated in a sociometric study one year earlier. A sociometric technique was administered to 20 fourth and fifth grade classrooms in which there were 25 learning disabled children from the original study. An analysis of variance was computed for votes received on scales of Social Attraction and Social Rejection by learning disabled children and comparison children matched on variables of sex, race, and classroom. The results indicate that learning disabled children receive a greater number of votes than comparison children on Social Rejection and fewer votes on Social Attraction. The results indicate that there is reliability in children's friendship and rejection ratings across time and across classrooms.
Influence of Fluorescent Lights on Hyperactivity and Learning Disabilities
Authors: Ott John N.
Published: February 2009

During the first five months of 1973, a pilot project was conducted by the Environmental Health and Light Research Institute in four first-grade windowless classrooms of a school in Sarasota, Florida. In two of the rooms, the standard cool-white fluorescent tubes and fixtures with solid plastic diffusers remained unchanged. In the other two rooms, the cool-white tubes were replaced with full-spectrum fluorescent tubes that more closely duplicate natural daylight. Lead foil shields were wrapped around each end of the tubes where the cathodes are located. Aluminum “egg crate” diffusers with an additional grounded aluminum screen grid replaced the solid plastic diffusers in these latter rooms. A dramatic improvement in behavior was demonstrated in hyperactive children.
Conceptual Tempo and the Early Detection of Learning Problems
Authors: Becker Laurence D.
Published: February 2009

This study was designed to investigate the notion of conceptual tempo and the ability of kindergarten children to regulate tempo in situations of varying levels of task complexity and under varying sets of instructions. Two groups of kindergarten children, “risk” and “nonrisk,” were selected on the basis of two validated early screening techniques — behavior observation and teacher ratings. It was hypothesized that risk children are more impulsive than nonrisk children and that they are less able to regulate tempo in various situations. Results suggest that risk children were more impulsive than nonrisk children, and were also less able to alter tempo when going from simple to complex situations and when told to work fast or to work slow. The data support the importance of regulation of conceptual tempo as a dimension of educational risk at kindergarten level and in later school success.
The Use of Contingent Skipping and Drilling to Improve Oral Reading and Comprehension
Authors: Lovitt Thomas C. , Hansen Cheryl L.
Published: February 2009

In this study three reading behaviors were measured for several days: oral correct and incorrect rates, and correct percentage for answering comprehension questions. Throughout a baseline, neither an instructional nor a reinforcement technique was scheduled. During the second condition of the study, contingent skipping and drilling were involved. If, during this phase, a pupil's oral reading rates and comprehension score exceeded criterion levels, he was allowed to skip several stories in his assigned reader. If, however, he did not skip for several consecutive days, drilling procedures were arranged. Following this intervention period, baseline conditions were reinstated. The data indicated that from first to second condition every student's reading improved in respect to correct rate and comprehension accuracy. When the intervention was removed, during the third phase, the performances of most students maintained. Subsequent studies were conducted in an effort to determine the effects of either component of the intervention, skipping or drilling. Only tentative remarks were made in this regard. Recommendations to teachers of reading are offered based on the results of this study.
The Speech Pathologist and Handicapped Learners
Authors: Stick Sheldon
Published: February 2009

Some children attend school and learn what the teachers present to them. Other ostensibly normal children attend the same school and have the same teachers, but fail to learn the same material. Why? Instead of eliciting constructive answers, this question raises many others — Who can work with these children? Who should work with these children? This paper presents the position that speech pathologists are vital contributors to intervention programs for handicapped learners. It presents the contributions of speech pathologists that are important and explains how and when speech pathologists can be the appropriate professionals for providing certain necessary services to handicapped learners.
Food Additives and Hyperkinesia
Authors: Spring Carl , Sandoval Jonathan
Published: February 2009

This article evaluates evidence relevant to Feingold's hypothesis that synthetic food colors and flavors cause hyperactivity. Feingold's opinion that a recent “epidemic” of hyperkinesis is due to an increase in the use of synthetic colors and flavors is examined. The authors conclude that there are no reliable data to support the belief that there has been an epidemic of hyperkinesis. Results from clinical tests and uncontrolled studies of an elimination diet are reviewed, and the contaminating effect of placebo responses is discussed. Finally, results from two recent controlled studies of the diet are examined. The authors agree with the investigators that these controlled studies show equivocal results which should be interpreted with caution. A moratorium on further public advocacy is recommended until the efficacy of the diet for a defined population is firmly established by controlled research.
Conceptualizing a Personnel Preparation Program
Authors: Adelman Howard S.
Published: February 2009

A conceptual model of the major phases and tasks involved in establishing a systematic personnel preparation program is summarized. Such programs involve seven phases of activity: (1) formulating an overall program rationale, (2) curricular planning, (3) evaluational planning, (4) administrative planning, (5) instructional planning, (6) implementation, and (7) an evaluation phase. Each phase encompasses a set of sequential tasks. The major tasks involved in the first phase, formulating a program rationale, are discussed. Examples are provided as to how the nature and scope of the rationale shapes subsequent program development.
Effects of an Auditory Perceptual Remediation Program on Reading Performance
Authors: Wilson Stewart P. , Harris Chester W. , Harris Margaret L.
Published: February 2009

Four different commercially produced programs were employed to determine their relative effectiveness with a population of school children who had failed an auditory perception test. Replications of the study at two different grade levels consistently support the hypothesis that the program to remediate auditory perceptual development successfully achieved its purpose, but these results also consistently failed to support the hypothesis that increasing competency in auditory perception had a significantly different impact on the child's typical reading and spelling behavior than more traditional types of reading instruction.
Morphological Ability in Normal and Dyslexic Children
Authors: Vogel Susan A.
Published: February 2009

Two tests of morphological ability, the Berry-Talbott Test (Berry & Talbott. 1966) and the Grammatic Closure Test of the Illinois Test of Psycholinguistic Abilities (Kirk, McCarthy, & Kirk 1968), were administered to 20 good readers and 20 dyslexics. The results indicated that the dyslexics were inferior to the good readers on both measures, and that on the Berry-Talbott Test, the complex items accounted for most of the difference between the sample groups. These two measures might be useful in identifying children experiencing difficulty in generating and mastering morphological rules. In addition, an item analysis may provide valuable information for the language therapist. Teachers of reading should also be alert to the possibility that poor readers may be deficient in morphological ability which, in turn, may result in an inefficient use of semantic and syntactic clues provided in the morphology of written language. Through oral language instruction, such children may be helped to internalize complex morphological structures.
Family Systems and the Learning Disabled Child
Authors: Abrams Jules C. , Kaslow Florence
Published: February 2009

Types of learning disorders are manifold, and each may require different modes of intervention. In children whose learning difficulties stem from psychological causes, family dynamics can play a significant role. Different family constellations provide clues as to the best possible intervention for the individual child. Presented here is a continuum of the varying types of treatment that might be employed, dependent upon the child's problem and the family dynamics. Factors which are important in ultimate choice of treatment are detailed.
The Effectiveness of Three Kindergarten Predictors For First-Grade Achievement
Authors: Glazzard Margaret
Published: February 2009

To aid in the early identification of potential learning disabled children, a multiple regression with analysis of covariance was used to determine which predictors (a reading readiness test, a reading achievement test, and a kindergarten teacher rating scale), scored on 87 subjects, correlated maximally with first-grade achievement as measured by the Gates-Mac-Ginitie Reading Test. All three of the independent predictor variables were statistically significant (p<.01) for the criterion. Analysis of covariance showed that the teacher rating scale and the reading readiness test were uniquely significant (p<.01) in predicting first-grade vocabulary achievement. The teacher rating scale was uniquely significant (p<.02) in predicting first-grade comprehension achievement. The teacher rating scale would be a more efficient predictive measure as it takes much less time to administer, and guides the teacher to consider a child's learning processes, as well as his performance.
Auditory-Visual Integration, Auditory Memory, and Reading in Retarded and Adequate Readers
Authors: Badian Nathlie A.
Published: February 2009

This study investigated the nature of the inferior performance of retarded readers on auditory-visual integration tests. Because retarded readers have difficulty processing temporal stimuli, it was hypothesized that a memory deficit might be related to the auditory-visual integration inferiority. Thirty retarded readers were compared with 30 adequate readers on the visual, auditory, and memory skills underlying auditory-visual integration, and on tests of auditory-visual integration which made varying demands upon memory. The two groups differed significantly on auditory memory tests and on all auditory-visual integration tests. In contrast to the adequate readers, the performance of the retarded readers deteriorated sharply as memory demands increased. A short-term auditory sequential memory deficit appears to be a major factor in the inferior auditory-visual integration performance of retarded readers.
Auditory-Vocal Activation
Authors: Kaliski Lotte
Published: February 2009

Deficits and strengths in the acquisition of perceptual skills are apparent in the child with specific language disabilities (SLD). We feel that proficiency in receptive and expressive language is based on the attainment and integration of perceptual skills and conceptualizations. Furthermore, reading, writing, and spelling require the ability to comprehend and express language. The individual differences of SLD children must be met by exploring their responses to auditory-vocal stimuli in their acquisition of reading, writing, and spelling. Methods are presented and discussed, followed by a case report of method application.
Programs, materials, and techniques
Authors: Van Etten Carlene , Watson Bill
Published: February 2009

High school counselors expend much effort assisting students in planning for their futures. Teachers present career and vocational units, take students on field trips, bring in guest speakers, and provide reading material about various occupations. When the pupil who is considering career planning also has a learning disability, the teacher and counselor must even more carefully plot exploration of possible jobs — in the elementary school curriculum as well as at the secondary level.

Part of our efforts should also be directed toward earlier introduction of vocational information into the school curriculum. The last few years have, in fact, seen a move toward earlier introduction of career awareness activities and exploration of the world of work. This development seems a positive step in the direction of lessening the “I graduate in May, what am I going to do now?” problem.

This column does not attempt to address itself to the current issue of whether the major emphasis in secondary programming should be on basic skills, with career education as a subunit, or on a career education as the primary teaching goal. We do feel, however, that career awareness must be at least a part of the total curriculum for the learning disabled student. Further, many varied, and careful opportunities for exploring career possibilities will more likely result in job selections which will minimize the effect of various learning disabilities in individual students.

We have included examples of career awareness, career exploration, and planning materials. Materials for young children are reviewed here, as well as materials suitable for secondary programming. We have also included materials in a variety of formats. — C.V.E., B.W.
Research on the McCarthy Scales and Its Implications for Assessment
Authors: Kaufman Alan S. , Kaufman Nadeen L
Published: February 2009

This paper reviews the research on the McCarthy Scales of Children's Abilities, which are designed to assess several areas of a child's cognitive and motor development from the age of 21/2 to 81/2 years. Pertinent research findings are considered in terms of their implications for assessment; the real possibility that McCarthy's General Cognitive Index GCI is different from the IQ is explored. Other types of investigations needed to help validate the instrument and better define its clinical usefulness also are mentioned. Finally, the roles of the McCarthy in different aspects of psychoeducational diagnosis are discussed in view of present knowledge about the instrument.
Relationships Among Language Processing and Production Abilities of Learning Disabled Adolescents
Authors: Wiig Elisabeth H. , Lapointe Constance , Semel Eleanor M.
Published: February 2009

This study assessed the relationships among various language processing and production abilities of 32 learning disabled adolescents. Kendall rank correlation coefficients indicated that 1 chronological age correlated negatively with performance on three of the language tests, and 2 WISC Verbal IQs correlated positively with performance on all but one of the language processing subtests and with performance on two of the language production subtests: Performance on the various language processing subtests tended to correlate positively with each other and negatively with performance on language production subtests. Measures of the accuracy of responses on the language production subtests generally correlated positively with each other and negatively with measures of speed of retrieval. These findings suggest that the learning disabled adolescents had reached a performance plateau and that developmental factors no longer produced an increase in their language abilities. They also suggest the presence of at least two distinct language deficit syndromes within the learning disabled population. These are: 1 cognitive-linguistic processing deficits characterized by reductions in morphology and syntax and in the comprehension of linguistic concepts and 2 “dysnomia” characterized by verbal paraphasias and word finding and retrieval deficits.
Concurrent Validity of the Myklebust Pupil Rating Scale in a Kindergarten Population
Authors: Colligan Robert C.
Published: February 2009

A sample of 60 kindergarten children was studied intensively to determine whether the Pupil Rating Scale PRS would correlate as well with achievement measures as reported in Myklebust's normative sample. The study included one group test designed to measure general learning readiness Metropolitan Readiness Test, a group test more clearly tied to specific mastery of prereading tasks Lippincott Reading Readiness Test, and individual assessment of each child's knowledge of letters and numbers. The significant correlations with these measures of outcome provide considerable support for the use of the PRS in a kindergarten population.
Some Psychological Correlates of Developmental Dyslexia
Authors: Sobotka Karen R. , Black F. William , Hill Suzanne D. , Porter Robert J.
Published: February 2009

This study compares psychological test performance of 24 dyslexic boys and 24 normal readers using four age levels (7, 9, 11, and 13 years). Screening of all boys and matching techniques were used to eliminate the possibility that reading differences were due to social or educational deprivation, gross sensory-motor handicaps, specific neurologic deficiencies, intellectual impairment, or primary emotional disorders. All children were administered a psychological battery composed of measures of perceptual and perceptual-motor abilities (WISC Performance IQ, Bender-Gestalt, and an auditory-visual integration test) and of verbal-cognitive skills (WISC Verbal IQ, two dichotic listening tasks, and a test of word fluency). Significant developmental differences between dyslexics and controls were found only for the overall measure of perceptual-motor and verbal-cognitive ability. The results of this study do not support a hypothesis of a single etiology, either deficit or developmental delay, for dyslexia. In a final section, the educational implications of this study are discussed with particular consideration of programs for reading remediation.
Has the Perceptual Deficit Hypothesis Led Us Astray?
Authors: Vellutino Frank R. , Steger Barbara M. , Moyer Sara C. , Harding Constance J. , Niles Jerome A.
Published: February 2009

This article gives a critique of current practice in the field of learning disabilities and examines several popular approaches to remediating educationally handicapped children. Various rationales underlying these approaches are analyzed in relation to recent research findings, with particular emphasis given to perceptual deficit models of learning disability. It is concluded that there is no foundation for many assumptions underlying assessment and treatment practices which pervade the field of learning disabilities. Suggestions are made for initiating change.
The Role of Vision in Learning Disorders
Authors: Allen Merrill J.
Published: February 2009

Certain subtle abnormalities in ocular motor control are to be found in virtually all children having difficulty in learning to read. This paper cites some recent literature which indicates that these visual abnormalities are, in fact, significant to the processing of visual information and thereby also significant to those who are working with learning disordered children. A schema showing the probable relationship of various visual conditions to learning disorders is also presented. Suggestions are offered for correcting some of these disorders.
Identification of Learning Disability (Dyssymbolia)
Authors: Kass Corrine E.
Published: February 2009

This article reports the attempt to refine the term and definition of learning disabilities. The new term is dyssymbolia. Four criteria for making placement decisions are presented and discussed. Finally, the results of five studies which have contributed to the refinement of the definition of the terms are given in prècis.
Learning Disabled Children's Comprehension of Nonverbal Communication
Authors: Bryan Tanis H.
Published: February 2009

A problem shared by many learning disabled youngsters which confounds their academic difficulties is adequate social adjustment. Frequently, inadequate social adjustment among the learning disabled is conceived of as derived from their academic failure, mediated by lowered self-confidence. Various psychodynamic and social-psychological explanations for this phenomenon are widely known. In this article, Bryan poses an alternative, that the learning disabled child may be less sensitive to social cues and, hence, may be more apt to misinterpret them, the result being inappropriate, maladaptive social behavior. While confirmation of this hypothesis in no way disproves the fact that some children may show inappropriate social behavior for other reasons, the demonstration that some learning disabled children do have less accurate social perceptions has distinctive remedial implications which Bryan discusses. — G.M.S.
The Effect of Focusing on the Cognitive Processes of Learning Disabled Children
Authors: Maier Arlee S.
Published: February 2009

This research studied the effect of focused or preorganized instruction on the mental operations of learning disabled children. Subjects were 64 learning disabled children divided randomly into experimental and control groups. Two folk tales were read on separate occasions to each child. The experimental group was focused periodically to watch for certain information, while the control group heard the stories uninterrupted. Following the reading each child was asked to retell the story and was questioned about the content. Replies were recorded and the language sample coded according to a hierarchy of cognitive responses. Results indicated focused instruction had a positive effect on cognitive functioning. Findings suggest possibilities for the use of a language sample to assess children's mental processes and support for the efficacy of focused presentation of material to learning disabled children.
“I Must Be Good If I Can Teach!” — Peer Tutoring with Aggressive and Withdrawn Children
Authors: Lazerson David B.
Published: February 2009

This study tested the hypothesis that both aggressive and withdrawn children would benefit from participating in brief daily learning sessions with peers having similar behavioral problems. In particular the study looked for gains in self-concept and in the children's behavioral difficulties. Sixty children from a Buffalo public school were randomly placed into three groups: tutors, tutees, and control subjects. After random assignments were made, I met with the tutors for two training sessions in which they learned how to correct and reinforce their students in an easygoing, nonhostile manner. Tutors were given freedom to manipulate content materials of each session and were allowed to meet with their tutees as often as they wanted. After the five weeks of peer tutoring, almost all children who actively participated in the program showed higher gains than the control subjects. They had higher self-concepts and made greater behavioral improvements. In addition they demonstrated a renewed interest in school and in the learning process. A significant correlation was found between gain scores and the number of times of participation in the peer-tutoring sessions. Teachers and administrators were in favor of continuing the project with some modification. They felt that the sessions should be more structured and more under a teacher's control.
Communication Skills Training for Resource Teachers
Authors: Robinson Edward H. , Brosh Marguerite Click
Published: February 2009

In this issue of PMT the accent is on improving the communication skills and strategies of those persons (teachers, parents, clinic and school personnel) who wish to assist children with learning disabilities. Robinson and Brosh focus on strategies to improve teachers' affective interpersonal communication skills. Towle describes a process through which parents or school personnel in any community can organize a present group to help themselves and their children. Gottesman details the collaborative efforts of clinic and school district personnel to provide evaluations of comprehension in children with severe learning difficulties and to facilitate communication between parents and the school. — D.A.S.
Teachers' Behavior Toward LD and Non-LD Children
Authors: Siperstein Gary N. , Goding Melinda J.
Published: February 2009

Teachers' differential behavior toward isolated/rejected LD children and toward popular non-LD children was assessed in fourth, fifth and sixth grade classrooms. Differential behavior was defined by classroom observations of the interaction patterns and sequences of behavior that occurred between teachers and target students. In addition, an intervention strategy designed to make teachers aware of their behaviors was employed. Results indicated that prior to the awareness program, teachers initiated significantly more interactions, responded with greater frequency of corrective behavior, and used more negative verbal and nonverbal behaviors with isolated/rejected LD than they used with popular non-LD children. Post-awareness, the quantity of teachers' interactions remained essentially the same; however, the negative quality of these interactions was significantly reduced. When attempting to promote a more positive social climate for LD children who are low in social status, direct intervention with teachers' specific behaviors rather than with their general attitudes is most important.
Accepting the Diagnosis
Authors: Switzer Lynn Stoll
Published: February 2009

A procedure for helping families with children that have been described as learning disabled is presented. The procedure, termed a cognitive problem solving model is described, and three case examples are included for clarification. It was suggested that the procedure is a useful tool for professionals interested in sharing information with groups for the purpose of decreasing anxiety.
The Effects of an Intermediary Placement on Learning Disabled and Low-Achieving Adolescents
Authors: Waldron Karen A.
Published: February 2009

Staffed by a team of regular and special educators and funded by a combination of regular and special education monies, an intermediary setting, the “Learning Laboratory,” was established for learning disabled and low-achieving adolescents. Students' academic abilities were not strong enough for regular class placement, but not so weak as to require a special education resource setting. After a year of participation, analyses of pre- and post-academic measures indicated that sixth to eighth grade learning disabled students demonstrated significant reading gains when compared with control students; ninth to twelfth grade learning disabled students did not demonstrate academic gains. However, subsequent analyses of school attendance data showed a significantly higher absenteeism rate for low-achieving students across sixth to eighth and ninth to twelfth grades. Results indicate that while some learning disabled students may benefit from such a setting, non-special education students may respond negatively to being placed with exclusively learning disabled students in certain classes.
Running Can Modify Classroom Behavior
Authors: Bass Catherine Kelly
Published: February 2009

In the last decade, there have been concerted efforts to document the benefits of exercise as a treatment for physical and mental problems. More specifically, running/jogging has recently received support as an effective treatment for children's behavior and learning difficulties. The following article describes a running program that may help increase the attention span and impulse control of learning disabled children. Speculations are made regarding the mixed results of the the author's study and suggestions are given for tighter controls in future research.
Interventions
Authors: Trammel Diana Lynn , Schloss Patrick J. , Alper Sandra
Published: February 2009

This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily assignments given by regular classroom teachers. A multiple-baseline design across subjects demonstrated a clear relationship between the introduction of self-monitoring of assignments and an increase in assignments completed. Goal setting and self-graphing of data appeared to increase this effect.
Delinquent Development in a Sample of High-Risk Youth
Authors: van der Geest Victor , Blokland Arjan , Bijleveld Catrien
Published: February 2009

The authors analyzed delinquent development from age 12 to 32 in 270 male offenders who underwent residential treatment for problematic behavior and delinquency in a Dutch juvenile justice institution. Stable personality and background characteristics were measured on admission. The development of offending was examined on the basis of conviction data from age 12 to 32, constituting an average 13-year follow-up after release. Trajectory analysis distinguished five groups of serious offenders. Using nonlinear canonical correlation analysis, these offending groups were characterized on personality, behavioral, and background characteristics. Although delinquent activity declined for most juveniles, two groups, high-frequency chronic offenders and late bloomers, showed nontrivial levels of serious criminality until their late 20s and early 30s. High-frequency chronic offenders were characterized mainly by a criminogenic social environment. Late bloomers combined psychopathology with risk-taking behavior and poor social skills. Examining the nature of the offenses committed within each trajectory revealed that late emerging offending became increasingly violent over time.
The Influence of Teaching-Career Level and Primary Performance Instrument on the Assessment of Music Performance
Authors: Hewitt Michael P. , Smith Bret P.
Published: February 2009

The purpose of this investigation was to examine the influence of teaching-career level and primary instrument on music teachers' assessment of music performance. The main and interaction effects of three career-level conditions (in-service teachers, upper-division undergraduate students, and lower-division undergraduate students) were examined, along with two primary instrument conditions (brass, not brass), on tone, intonation, melodic accuracy, rhythmic accuracy, tempo, interpretation, and technique/articulation. Participants ( N=150) listened to performances of six junior high trumpet players of various abilities and rated them using the Woodwind Brass Solo Evaluation Form (Saunders & Holahan, 1997). No statistically significant differences were found for the vast majority of interactions or main effects for either career level or instrument condition, suggesting that no relationship exists between teaching-career level and primary performance instrument on the evaluation of music performances.

June 1, 2004

October 27, 2004.
Conductor and Ensemble Performance Expressivity and State Festival Ratings
Authors: Price Harry E. , Chang E. Christina
Published: February 2009

This study is the second in a series examining the relationship between conducting and ensemble performance. The purpose was to further examine the associations among conductor, ensemble performance expressivity, and festival ratings. Participants were asked to rate the expressivity of video-only conducting and parallel audio-only excerpts from a state-level concert festival. There were significant differences among scores for conducting across festival ratings; however, there were no significant differences for ensemble performances. There was a significant interaction between festival ratings and video and audio excerpts. The relationship between expressivity of conducting and expressivity of ensemble performances found in some previous research was not found in this study; indeed, there was not even a relationship found in expressivity of ensemble performance to festival ratings. The lack of an apparent relationship of expressive conducting to expressive performance found here replicates, in part, the results of Price and Chang (2001).

September 10, 2004

February 2, 2005.
Piano Lessons of Beginning Students Who Persist or Drop Out
Authors: Costa-Giomi Eugenia , Flowers Patricia J. , Sasaki Wakaha
Published: February 2009

The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability and achievement. One child in the pair continued the piano lessons for 3 years, whereas the other child dropped out during the first or second year of lessons. In general, dropouts elicited verbal cues and tended to seek approval from the teachers more often than did the more persevering students. On the other hand, they received fewer actual approvals from the teachers, tended to accomplish the goals set by the teachers less often during the lessons, and obtained lower marks in the end-of-year piano exam than did their matched peers. The results of independent analyses performed for students who dropped out during the first and second year of lessons suggest that behavioral differences related to achievement may help identify late dropouts, but not early dropouts.

March 18, 2005

October 4, 2005