bluuebunny/crossref_metadata_2025 huggingface dataset:
Preparing High School Students with Learning Disabilities for the Transition to Postsecondary Education
Authors: Durlak Christine M. , Rose Ernest , Bursuck William D.
Published: December 2008

Increasing numbers of students with learning disabilities (LD) are looking to postsecondary education and training to help them achieve success in career development and eventual job placement. Unfortunately, research suggests that many of these students are having difficulty staying in and completing postsecondary programs. A number of self-determination skills have been identified that are related to students' making a successful transition to post-secondary education. These include stating one's disability and its impact on school performance, and identifying instructional accommodations and strategies for arranging those accommodations with their regular classroom teachers. The purpose of this study was to examine whether these self-determination skills could be acquired through direct instruction, and subsequently generalized to general education classrooms. The results of the effectiveness of this self-determination training are reported and their implications for teachers, parents, and students discussed.
Principal Identifying Features of the Syndrome of Nonverbal Learning Disabilities in Children
Authors: Harnadek Michael C. S. , Rourke Byron P.
Published: December 2008

The identifying features of the syndrome of nonverbal learning disabilities (NLD) were examined with a view to determining their relative discriminant validity. A stepwise linear discriminant function analysis of children with NLD (n = 29), children with reading and spelling disabilities (Group R-S; n = 27), and a group of nonclinical children (NC; n = 27) on 15 neuropsychological variables yielded a subset of scores on four tests (Target Test; Trail Making Test, Part B; Tactual Performance Test; and Grooved Pegboard Test) that accurately (>95%) discriminated the NLD group from the R-S and NC subjects. Of the neuropsychological features of NLD described by Rourke (1987, 1988b, 1989), deficits in visual-perceptual-organizational psychomotor coordination and complex tactile-perceptual skills appeared to be most representative (in the sense of most discriminative) of the NLD syndrome in the children examined. These are also the dimensions that are considered to be “primary” in the NLD model (Rourke, 1989). Replication of these results, employing children with other clinical disorders, is necessary.
Is It True That the Differences in Reading Performance Between Students With and Without LD Cannot Be Explained by IQ?
Authors: Glez Juan E. Jiménez , López Mercedes Rodrigo
Published: December 2008

This study was designed to demonstrate whether the differences in reading between students with learning disabilities (LD) and non-learning disabled students (NLD) can be explained by IQ. A sample of 133 Spanish children (85 male, 48 female) ranging in age from 8 to 13 years were classified into four groups according to IQ as measured by the Wechsler Intelligence Scale for Children-Revised (<80; 81—90; 91—109: 110—140) and into two groups based on reading level (LD and NLD). A lexical decision task was used and we manipulated different word parameters (length, positional syllabic frequency, and familiarity) and pseudoword parameters (length and positional syllabic frequency) to study the routes used by both groups. Our findings indicate that IQ does not explain the differences between children with LD and NLD children in lexical processing. We found that the lexical and sublexical parameters have a greater influence on students with LD than NLD students, independent of IQ. In synthesis, the LD group has more difficulty in lexical processing, which is influenced by poor phonological skills.
Mother-Child Teaching Strategies and Learning Disabilities
Authors: Lyytinen Paula , Rasku-Puttonen Helena , Poikkeus Anna-Maija , Laakso Marja-Leena , Ahonen Timo
Published: December 2008

The teaching strategies used by mothers of sons with learning disabilities (LD) (n = 30) and normally achieving sons (NLD) (n = 30) were examined. The children were matched for age (8- to 11-year-olds) and for parents' socioeconomic status. The behavior of mother-child pairs was videotaped in a teaching task that was constructed to resemble a homework assignment. The results showed that the mothers of children with LD used fewer high-level strategies, and their total time used in teaching was less than that of the mothers of NLD children. The mothers of children with LD exhibited more dominance and less emotionality and cooperation than did the mothers of NLD children; however, the mothers did not differ in task motivation. The children with LD seemed to have more inactive learning strategies, evident in their weaker initiative and greater dependence on their mothers. Analyses concerning the variation of maternal strategies within the LD group revealed that the mothers' motivation, combined with their emotionality and proportion of high-level strategies, had a strong positive association with their children'S success in learning.
The Spelling for Writing List
Authors: Graham Steve , Harris Karen R. , Loynachan Connie
Published: December 2008

Four different vocabulary lists based on the study of children's writing were used to generate a basic spelling list for students with learning disabilities and other poor spellers. For each vocabulary list, the smallest number of different words that accounted for 80% of the words children used in their writing were identified. Words that were common to only one or two of the lists or not normally used by children until fourth grade or later were eliminated. Each word was assigned a grade placement based on difficulty, pattern of occurrence in children's writing, and placement on current vocabulary lists and spelling materials. The resulting spelling list of 335 words is provided.
Targeted Treatment for Adjudicated Youth with Learning Disabilities
Authors: Brier Norman
Published: December 2008

The effects of a criminal diversion project on recidivism rates are described for late-age adolescent defendants with learning disabilities. During the 24-month study period, 73 subjects who had completed the project's requirements and received targeted psychosocial, educational, and vocational treatments were compared with regard to criminal recidivism rates with 85 subjects who did not complete the project and a matched group of 34 untreated subjects. Based on official crime statistics, subjects who had completed the project were found to have a significantly lower recidivism rate (12%) relative to noncompleters (40%) and to subjects in the matched group (38%) (p < .001) over a follow-up period of, on average, 20 months. An analysis of differences between groups on a variety of demographic and criminal justice characteristics suggests that the groups were comparable with regard to the variables assessed. Potential mechanisms contributing to the favorable outcome are noted, as is the importance of targeting treatments so that they are skills oriented and combine the more general needs of delinquent youth with the particular needs of adolescents with learning disabilities.
Congruence of Behavioral Symptomatology in Children with ADD/H, ADD/WO, and Learning Disabilities
Authors: Stanford Lisa D. , Hynd George W.
Published: December 2008

Although evidence generally supports the behavioral differentiation of attention deficit disorder with hyperactivity (ADD/H) and attention deficit disorder without hyperactivity (ADD/WO), a growing body of literature suggests that children with learning disabilities (LD) share behavioral symptomatology with children diagnosed as having ADD/WO. The present study examined this issue by comparing parent and teacher behavioral ratings among groups of children diagnosed as having ADD/H, ADD/WO, and LD on symptoms of impul-sivity, inattention, and social withdrawal. The subjects were 77 outpatients in a diagnostic and referral-service clinic who were divided into three groups. Group 1 included children with a primary diagnosis of ADD/H (n = 35), Group 2 included children with a primary diagnosis of ADD/WO (n = 25), and Group 3 included children with a primary diagnosis of learning disabilities (n = 17). The results indicated that parents and teachers view children with ADD/H as more disruptive than children with ADD/WO or LD. Children with ADD/WO or LD were described as more underactive and shy and as daydreaming more often than children with ADD/H. Teachers rated children with ADD/WO and LD as being similar to each other on symptoms of withdrawal and impulsivity, but both parents and teachers endorsed different symptoms of inattention for children with ADD/WO or LD. Issues related to comorbidity and differentiation of behavioral symptomatology are discussed.
Using Standardized Psychometric Tests to Identify Learning Disabilities in Students with Sensorineural Hearing Impairments
Authors: Sikora Darryn M. , Plapinger Donald S.
Published: December 2008

The purpose of this study was to evaluate the use of standardized psychoeducational diagnostic instruments to identify learning disabilities in students with sensorineural hearing impairments. Nineteen students were evaluated: 14 males and 5 females between the ages of 7 and 13. Results indicated that 12 were functioning at grade level, 2 had cognitive delays, and 2 had learning disabilities. Of the 3 remaining students, 2 had unilateral hearing loss and 1 had a precipitous high-frequency hearing loss; these students were used as controls. Students with hearing impairment were found to demonstrate learning disabilities with a frequency similar to that found in students with normal hearing. These results suggest that standardized instruments can be used effectively to identify learning disabilities in students with sensorineural hearing loss.
Taxonomic Clustering and Frequency Associations as Features of Semantic Memory Development in Children with Learning Disabilities
Authors: Lee Carolyn P. , Obrzut John E.
Published: December 2008

This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory development of children with learning disabilities (LD). Free-recall organization of second- and sixth-grade children with and without LD was analyzed for two types of primary and secondary word lists: (a) items associated with frequency (FA), and (b) items related by category members (CM). In contrast to expected findings, younger, nondisabled children organized words categorically as proficiently as their older nondisabled peers, and the categorization abilities of children with LD were comparable to those of nondisabled subjects, with one exception: Subjects with LD showed less clustering for secondary FA. These results indicate that when individual child-generated word lists (i.e., meaningful and familiar words) are used, children with LD may not be impaired in their ability to recognize and utilize semantic structure to facilitate learning.
Neurolinguistic Differentiation of Children with Subtypes of Dyslexia
Authors: Masutto Cristina , Bravar Laura , Fabbro Franco
Published: December 2008

A detailed analysis of the types of childhood dyslexia proposed by Boder (1973) and Bakker (1990) revealed characteristic patterns of organization of intellectual functions, of hemispheric specialization, and of reading errors in right-handed children with dyslexia. Children with L-type dyslexia (10 subjects) evidenced a large number of reading errors (e.g., substitutions of nouns and verbs), low scores in verbal short-term memory, and right-ear advantage (REA) in dichotic listening. Children with P-dyslexia (18 subjects) evidenced few reading errors, a short attention span, low performance in visual—motor coordination (WISC-R coding), and an absence of REA in dichotic listening. Children with M-type dyslexia (10 subjects) showed numerous reading errors (e.g., substitution of syllables and words), low performance in visual-motor coordination items (coding), and REA in dichotic listening.
Collaborative Teacher Roles
Authors: Voltz Deborah L. , N. Raymond , Cobb Hazel B.
Published: December 2008

The purpose of this study was to analyze and compare the perceptions of a national sample of elementary-level learning disabilities resource teachers (n = 83) and elementary general education teachers (n = 64) in regard to actual and ideal performance of collaborative roles. Resource teacher perceptions of constraints on their performance of collaborative roles also were examined. Results indicated significant differences between teacher perceptions of actual and ideal performance of collaborative roles. Constraints on resource teachers' collaborative role performance were identified.
The Social Adjustment and Self-Concept of Adults with Learning Disabilities
Authors: Lewandowski Lawrence , Arcangelo Karen
Published: December 2008

This study examined the social adjustment and self-concept of 81 adults (18 to 26 years of age), 40 of whom received special education services under the “learning disabilities” designation and 41 of whom had regular education programming. Subjects were mailed a set of questionnaires about their current functioning, including the Social Adjustment Scale-Self Report and the Tennessee Self-Concept Scale. Archival data on IQ and achievement test scores were also obtained. Results indicated no significant differences between groups on the social adjustment measure or any of its subscales, or on the measure of self-concept. A small subset of subjects in the learning disabilities group had clinically low self-concept scores. Achievement and IQ measures, collectively, were good predictors of global social adjustment (R2 = 96%). Overall, the findings suggest that this cohort of subjects with learning disabilities educated under the auspices of P.L. 94-142 fare about as well as their nondisabled peers in terms of social adjustment and self-concept. It appears that any negative effects of a disability classification abate once individuals leave the public school environment, and that previous forecasts of the socioemotional status of adults with learning disabilities may be unnecessarily pessimistic.
Academic Achievement and Attention-Deficit/Hyperactivity Disorder in Children with Left-or Right-Hemisphere Dysfunction
Authors: Branch Walter B. , Cohen Morris J. , Hynd George W
Published: December 2008

The neuropsychological investigation of learning disabilities has contributed much toward a more complete understanding of how the hemispheres are functionally organized and how differences in this functional organization may affect differential patterns of learning and behavior. It has been suggested that right-hemisphere dysfunction increases the likelihood of difficulty with attention/concentration and of overactive behavior, and interferes with arithmetic calculation more readily than reading and spelling. The present study examined the influence of right-versus left-hemisphere neuropsychological dysfunction on academic achievement and attention using two groups of children with learning disabilities and a group of nondisabled children. Results provide limited support for the hypothesis that the right hemisphere subserves attention and concentration. No support was found for the hypothesis that right-hemisphere deficits are more frequently associated with deficient arithmetic calculation, as opposed to reading and spelling performance. Results are discussed in the context of previous research on right-hemisphere dysfunction and learning disabilities.
Teachers' Ratings of the Social Competence and School Adjustment of Students with LD in Elementary and Junior High School
Authors: Tur-Kaspa Hana , Bryan Tanis
Published: December 2008

The purpose of this study was to examine whether teachers' judgments of students' social competence and school adjustment differentiated students with learning disabilities (LD) (n = 30; boys = 19, girls = 11) from low-achieving (LA) students (n = 29; boys = 17, girls = 12) and average-achieving (AA) students (n = 33; boys = 18, girls = 15) at two grade levels: third/fourth (mean age = 9.97, SD = 1.09) and seventh/eighth (mean age = 13.63, SD = .65). Teachers completed the Walker-McConnell Scale of Social Competence and School Adjustment for each student. They rated younger students with LD and LA students as having significantly lower social competence and school adjustment than their AA peers. In addition, the results supported the use of teacher ratings for initial screening and identification of elementary students at high risk for social-behavioral problems. However, teachers' ratings did not discriminate LD, LA, and AA students at the older grade levels. The discussion focuses on the utility of teachers' identification of social problems at different grade levels.
Calculation Abilities in Young Children with Different Patterns of Cognitive Functioning
Authors: Jordan Nancy C. , Levine Susan Cohen , Huttenlocher Janellen
Published: December 2008

This study examined the arithmetic calculation abilities of kindergarten and first-grade children with different patterns of cognitive functioning: children with low language but adequate spatial abilities (Low Language; n = 33, male = 42%); children with low spatial but adequate language abilities (Low Spatial; n = 21, male = 42%); children with general delays (Delayed; n = 21, male = 48%); and children with no language or spatial impairments (Nonimpaired; n = 33, male = 48%). Each child was given a series of addition and subtraction calculations presented as nonverbal problems, story problems, and number-fact problems. Story problems and number-fact problems require mastery of conventional verbal symbols, whereas nonverbal problems do not. The findings show that nonverbal, story, and number-fact problem formats are differentially sensitive to variation in cognitive ability. The Low Language group performed significantly worse than the Nonimpaired group on story problems but not on nonverbal problems or number-fact problems. The Delayed group performed significantly worse than the Nonimpaired group on nonverbal problems as well as on story problems but not on number-fact problems. The Low Spatial group did not differ significantly from the Nonimpaired group on any of the three problem types, although the overall performance of these children was weaker. When we adjusted for finger use on number-fact problems, the Nonimpaired group outperformed both the Low Language and the Delayed groups but not the Low Spatial group. Thus, the finding that the Low Language and Delayed groups perform as well as the Nonimpaired group on number-fact problems is attributable to their greater finger use.
Teachers Attitudes Toward Increased Mainstreaming
Authors: Bender William N. , Vail Cynthia O. , Scott Kristen
Published: December 2008

To investigate the types of instructional strategies offered in mainstream classes, we asked 127 mainstream teachers in Grades 1 through 8 to complete a self-evaluation concerning instructional strategies used in their general education classes. Also, each teacher completed questionnaires concerning their attitudes toward their own efficacy and toward mainstreaming. ANOVAs comparing teachers with positive attitudes toward mainstreaming and teachers with less positive attitudes indicated that the teachers with less positive attitudes used effective mainstream instructional strategies less frequently. Implications of these results in terms of recent educational initiatives resulting in increased inclusion programs are discussed.
The Career Success of an Adult with a Learning Disability
Authors: Kershner John , Kirkpatrick Terry , McLaren Dana
Published: December 2008

B. I. is a 39-year-old, intellectually gifted (IQ = 130) man with learning disabilities who, without known cause, demonstrated symptoms of amnesic-semantic aphasia at age 13. This led to placement in a public school class for students with mild mental retardation and to his dropping out of school after repeating Grade 9. His aphasia is associated with a severe deficit in speech comprehension, poor reading and writing, spatial confusion, and episodic memory loss. We studied the remarkable behavioral and cognitive adjustments that have enabled him to lead a fulfilling life and become a highly successful business executive. Implications are discussed in the context of patterns of successful functioning and current views of the neuropsychological and neurological bases of such disorders.
WISC-III Accommodations
Authors: Hishinuma Earl S.
Published: December 2008

According to professional standards and federal legislation, practitioners should provide reasonable test accommodations to eliminate discriminatory practices and to allow for an “even playing field.” However, a contrasting view is concerned with the possible effects of deviating from standard administration procedures---meaningless scores and an unfair edge for individuals with disabilities. Particularly regarding the Wechsler Intelligence Scale for Children-Third Edition, practitioners are lacking guidelines in the following areas: (a) initial selection of tests to administer; (b) modifications in administration, if any; and (c) interpretation and reporting of results. Greater efforts are needed to formulate guidelines based on a synthesis of student needs, professional standards, federal legislation, psychometric theory, and empirical research.
Homework Practices of Students With and Without Learning Disabilities
Authors: Gajria Meenakshi , Salend Spencer J.
Published: December 2008

This article describes a study examining the homework practices of 48 students with learning disabilities and a matched sample of 48 nondisabled students. Students ranged in age from 11 to 15 years and attended Grades 6 through 8. Students in both groups completed the Student Survey of Homework Practices, a 27-item, Likert-type questionnaire examining students' homework practices and attitudes toward homework. Results indicated that although there were some similarities in the homework practices of both groups, the students with learning disabilities engaged to a significantly greater extent in practices that interfered with homework completion. Suggestions for increasing the homework completion rates of students with learning disabilities are provided.
Reflections on Ethics, Technology, and Learning Disabilities
Authors: Raskind Marshall H. , Higgins Eleanor L.
Published: December 2008

Over the last several years, the field of learning disabilities has directed considerable attention toward the area of technology. However, there have been few discussions regarding the larger ethical implications that surround the use of technology with persons with learning disabilities. This article employs the fundamental ethical principles of beneficence, justice, and autonomy as a framework from which to reflect upon the use of technology with persons with learning disabilities to help ensure that the greatest possible rewards will be gained, while simultaneously minimizing any potential negative consequences. These principles are applied to a number of topics, including instructional/remedial, assistive, and diagnostic technology; technology and special abilities; social/psychological impact of technology; health-related concerns; technological access; and medical technologies.
Liberatory Pedagogy and Special Education
Authors: Rhodes William C.
Published: December 2008

Liberatory theory, related to critical theory, postmodern thought, and constructivism, forms the backdrop of this article, which suggests that the way in which we have conceptualized students with disabilities as the “other” has come from a distorted modernist view that encourages us to distance ourselves from one another. It is suggested that some of our most vehement debates in special education are indicative of our attempts to “nibble at the edges of postmodern thinking.” Liberatory pedagogies developed throughout the world have used education as a means for oppressed peoples to define for themselves their situations and to define action that will be liberating. Thus liberation pedagogy calls on even more action from students or participants than constructivism. Here we are called on to apply these principles to analyze our field.
The Relationship Between Phonological Awareness and Reading and Spelling Achievement Eleven Years Later
Authors: MacDonald G. Wayne , Cornwall Anne
Published: December 2008

This study reports follow-up data from 24 teenagers (mean age = 17 years; 11 boys and 13 girls) who had participated in a study of phonological analysis and reading and spelling abilities 11 years earlier, when they were enrolled in kindergarten. The results indicated that phonological awareness ability assessed during kindergarten (via the Auditory Analysis Test) was a significant predictor of word identification and spelling skills 11 years later, when both socioeconomic status and vocabulary development were controlled. In contrast, socioeconomic status, vocabulary development, word recognition, and spelling achievement assessed at kindergarten were not significantly correlated with reading and spelling achievement 11 years later. Results are discussed regarding the relative stability of phonological awareness and the importance of this awareness as a precursor to the development of word identification and spelling skills.
Macbeth in the Resource Room: Students with Learning Disabilities Study Shakespeare
Authors: Thorson Sue
Published: December 2008

A teacher describes a secondary English unit on Shakespeare implemented in a manner designed to take advantage of the learning differences of resource room students. After developing and investigating questions relating to Macbeth, students then read and enjoyed the drama. As a result of acquiring an understanding of Shakespeare exceeding that of students in general classes, self-esteem and academic motivation increased. Finally, connections to practice and behavioral, constructivist, feminist, and critical theories are discussed. Appendices describe specific schedules and routines.
Anna's Story
Authors: Reid D. Kim , Button Linda J.
Published: December 2008

The narratives of personal experience of an adolescent named Anna provided insights into two issues: first, how well her discourse conformed to linguistic expectations for the types of narrative traditionally deemed acceptable in school, and second, the themes associated with the presentation of self that Anna and her peers addressed when talking about their personal experiences as students labeled learning disabled. By narrative, we mean the root metaphor for human sense-making that is described in the following epigraph by Bruner. We found that Anna's narrative differed from typical school-based expectations in that its structure was reminiscent of the oral tradition. From the group of students, we heard themes of isolation, undervaluing, and oppression. We recommend a more thoughtful and respectful approach to educational decision making that gives voice to students.
Transition and Students with Learning Disabilities
Authors: Blalock Ginger , Patton James R.
Published: December 2008

This article initiates a double issue that addresses a traditionally absent or rare piece in the system puzzle of preparing individuals with learning disabilities to meet the challenges of adulthood. Most professional efforts have focused on academic preparation forthe 25 years or so that learning disabilities have been recognized. The rest of the person's adult adjustment (self-determination, life skills and community living, vocational preparation and employment, etc.) is presented within the framework of vertical andhorizontal transitions, to organize the reader to consider all the options that youth must consider and prepare for. Individualized transition planning is discussed as a dynamic vehicle by which to empower students and families to utilize strengths, set and reach short-term and long-range goals, and include community variables in the process. Finally, an overview of the two issues describestheir creation, their core common themes, and highlights of each article.
Self-Determination Instructional Strategies for Youth with Learning Disabilities
Authors: Field Sharon
Published: December 2008

The concept of self-determination is rapidly gaining attention and acceptance within the disability fields. The focus on selfdetermination is particularly strong in the transition-from-school-to-adulthood movement. The recent Individuals With Disabilities Education Act of 1990 mandated that students with disabilities be involved in the development of their transition plans and that students' preferences and interests be taken into account as transition plans are developed. This article describes four self-determination models and examines several instructional programs and strategies to promote self-determination in students with learning disabilities. Emerging issues in self-determination are examined, and the research and policy implications of these issues are discussed. These issues include (a) redefinition of roles, (b) the importance of taking risks, (c) individual versus group orientation for self-determination, and (d) the importance of early experiences.
Reframing the Learning Disabilities Experience
Authors: Gerber Paul J. , Reiff Henry B. , Ginsberg Rick
Published: December 2008

Reframing the learning disabilities experience has been identified by researchers as a key variable in employment success and adjustment in adulthood. This article provides a discussion of theory, related literature, methods, and techniques related to the process of reframing — from recognition, to understanding, to acceptance of the learning disability, to the development of a plan of action. We argue that successful reframing is imperative if one is to take control of his or her learning disability in adult life. It is also necessary for the development and implementation of self-advocacy skills.
Dyslexia
Authors: Badian Nathlie A.
Published: December 2008

The 144 participants were administered tasks with a demonstrated relationship to reading. Both older students (8 to 10 years old) and younger students (6 to 7 years old) included three groups of poor readers (matched on word reading but differing in the discrepancy from expected reading level) and age-matched average readers. Older poor readers also had a control group of readingmatched younger subjects. The study provided no support for the concept of dyslexia at age 6 to 7 years. Among older participants there was support for the concept of dyslexia as a phonological deficit and of nondiscrepant garden-variety poor reading as a developmental lag. More discrepant participants with dyslexia exhibited orthographic and serial naming-speed deficits, as well as phonological deficits, and were a distinctive dyslexic group. Less discrepant participants with dyslexia were more similar to gardenvariety poor readers than to the more discrepant participants with dyslexia.
Vocational Rehabilitation and Special Education
Authors: Dowdy Carol A.
Published: December 2008

A full range of transition services are now available to eligible individuals with learning disabilities through vocational rehabilitation agencies in each state. However, the differences in professional jargon and the academic focus of special education versus the employment outcome emphasis of vocational rehabilitation (VR) have created roadblocks to collaboration between these two agencies. This article describes the purpose of vocational rehabilitation and the service delivery process for individuals with learning disabilities in transition from school to work or postsecondary education settings. Suggestions are also made to prepare familes and students with learning disabilities, VR counselors, and special educators to become effective partners in the transition process.
Coping with School Stress: A Comparison of Adolescents With and Without Learning Disabilities
Authors: Geisthardt Cheryl , Munsch Joyce
Published: December 2008

The experience of school-related stress during the transition to junior high school is compared in a sample of 59 students with learning disabilities (27 females, 32 males) and 402 students without learning disabilities (241 females, 161 males). Using a checklist of 11 stressful school events, the authors found that adolescents with learning disabilities were more likely to report that they had failed a class and less likely to report they had been chosen for a school activity than their non-learning disabled peers. However, the two groups of students did not differ in their perceived stressfulness of any of the pertinent school events. Students with learning disabilities reported relying on cognitive avoidance as a coping strategy more heavily than did non-learning disabled students when coping with an academic stress event, and reported that they mobilized fewer peers for social support when dealing with an academic stressor or with an interpersonal problem. The implications of these differences for the students' well-being are discussed. It is also suggested that school policies need to be examined for their impact on the opportunity for students with special needs to form supportive peer relations within the school environment.
Diagnostic Utility of the WISC-III Developmental Index as a Predictor of Learning Disabilities
Authors: Watkins Marley W.
Published: December 2008

Wechsler's Deterioration Index (WDI) was developed as an indicator of cognitive impairment in adults but has been applied to children, because neuropsychological deficits have often been hypothesized to account for learning difficulties during the development period. Renamed the Wechsler Developmental Index, this measure has been used to discriminate among groups of children with and without learning disabilities. The present study replicated those findings with the Wechsler Intelligence Scale for Children--Third Edition, but also applied more appropriate diagnostic efficiency statistics to analyze the actual diagnostic utility of the WDI. These analyses revealed that the WDI performed at chance levels when distinguishing 611 students diagnosed with learning disabilities from those diagnosed with emotional disabled ( n = 80) or mental retardation ( n = 33), as well as from 2,200 simulated random nondisabled cases. It was concluded that mean group differences were not adequate and that ipsative indicators must be definitively validated in experimental environments before they can be applied in practice.
Using Hypermedia to Improve the Mathematics Problem-Solving Skills of Students with Learning Disabilities
Authors: Babbitt Beatrice C. , Miller Susan Peterson
Published: December 2008

This article discusses current knowledge about teaching problem solving to students with learning disabilities (LD), using computers for teaching math to students with LD, and using computers for teaching problem solving to students with learning problems. Building upon identified effective learning strategies, direct instruction procedures, and principles of effective instructional design, the case is presented for the use of hypermedia in helping students with learning disabilities to improve their mathematics problem-solving abilities. Specific ideas and suggestions for applying hypermedia to cognitive strategy instruction and the graduated word problem sequence are given. Several cautions regarding hypermedia use are presented.
Students with Learning Disabilities in Education
Authors: Barga Nancy K.
Published: December 2008

The purpose of this study was to examine factors that have contributed to the success of students with learning disabilities (LD) in schools and to explore how these students manage their disabilities from kindergarten through college. The study followed a qualitative research methodology consisting of reviewing academic records and conducting interviews and classroom observations over a 6-month period. The subjects were 9 students with learning disabilities enrolled in a public 4-year university. It was found that the students experienced labeling, stigmatization, and gatekeeping throughout their school years. Furthermore, the students employed a variety of positive and negative coping techniques in an effort to successfully manage their disabilities in school. Positive coping techniques included relying on benefactors, implementing self-improvement techniques, and utilizing particular strategies and management skills to assist with academics. Negative coping techniques were described as “passing” and created tension for the students. Students employed passing techniques to avoid disclosure of their disability and to make it through school. The results of this study have significant implications for school administrators and university educators who provide services for students with LD under current federal laws, and further underscore the need for such students to self-advocate.
The Effects of Antecedent Color on Reading for Students with Learning Disabilities and Co-Occurring Attention-Deficit/Hyperactivity Disorder
Authors: Belfiore Phillip J. , Grskovic Janice A. , Murphy Anita M. , Zentall Sydney S.
Published: December 2008

The effects of color on the reading recognition and comprehension of 3 students with learning disabilities and attention-deficit/hyperactivity disorder were assessed in a single-subject design. Color did not enhance sight-word learning; for longer reading comprehension tasks, color had an immediate effect across and within sessions.
Assistive Technology For Postsecondary Students With Learning Disabilities
Authors: Day Sheryl L. , Edwards Barbara J.
Published: December 2008

An increasing number of students with learning disabilities are attending postsecondary institutions. To meet the educational demands of these students, support service providers will likely rely on assistive technology. This article lists types of assistive technology appropriate for use with persons with learning disabilities at the postsecondary level and discusses ways in which assistive technology enhances learning. Additionally, an overview of legislation that has had an impact on assistive technology at the postsecondary level is presented. Issues involving assistive technology programs at the postsecondary level are discussed. Postsecondary assistive technology program components, device selection, and training guidelines also are outlined.
Multimedia
Authors: Wissick Cheryl A.
Published: December 2008

This article includes an introduction to the terminology and different types of formats of current multimedia technologies. Integration opportunities and challenges for using multimedia for students with learning disabilities are discussed in the framework of learning environments. Multimedia used as a demonstration station, learning research station, and creation station offers teachers and students possibilities for enchancing the teaching-learning environment.
A Federal Perspective On Special Education Technology
Authors: Hauser Jane , Malouf David B.
Published: December 2008

This article examines more than a decade of changes in special education research and in the use of technology. It discusses evolving research and projects funded by the Office of Special Education Programs (OSEP) and raises questions about the use of specific methodologies and about whether children with disabilities are being prepared for the world in which they will live. And, finally, it describes OSEP's Technology, Educational Media, and Materials strategic program agenda that will drive future planning and priorities.
Neuropsychological Consequences of Traumatic Brain Injury in Children and Adolescents
Authors: Lord-Maes Janiece , Obrzut John E.
Published: December 2008

The study of the relationship between neuroscientific information and cognitive function and dysfunction is clearly a widely expanding field. In particular, there has been a growing body of research on traumatic brain injury (TBI) in children and adolescents. This article conveys recent findings concerning cognitive outcomes, with a particular focus on age differences with TBI, suggests a relationship between specific learning disorders and brain dysfunction, addresses differential hemisphere functioning with TBI, and alludes to recent developments in assessment of TBI.
Interventions for Students with Traumatic Brain Injury
Authors: Kehle Thomas J. , Clark Elaine , Jenson William R.
Published: December 2008

The present article provides information about the behavioral sequelae that are commonly seen in children and adolescents following a traumatic brain injury (TBI) and ways that educators can begin to address these problems. Because, for the most part, behavioral interventions have not been empirically validated for use with TBI populations, this article focuses on the unique needs of these students and the factors that should be considered in designing intervention strategies. Emphasis is placed on the cognitive sequelae of TBI that can cause further behavioral problems and interfere with interventions (e.g., impaired attention, executive function, reasoning and problem solving, and learning and memory).
Childhood Traumatic Brain Injury
Authors: Wade Shari L. , Taylor H. Gerry , Drotar Dennis , Stancin Terry , Yeates Keith Owen
Published: December 2008

Traumatic brain injury (TBI) is a significant source of morbidity and mortality in children, resulting in a wide range of cognitive and behavioral sequelae. However, little is known about the effects of pediatric TBI and its aftermath on families. The current investigation examined the impact of TBI on families during the first month following injury. Children with orthopedic injuries requiring hospitalization served as a control group. The sample consisted of 44 families of children of severe TBI, 52 families of children with moderate TBI, and 69 families of children with orthopedic injuries not involving the central nervous system (CNS). Families of children with severe TBI experienced significantly more injury-related stress than the other two groups of families. Parents of children with TBI also reported higher levels of psychological symptoms than parents of children with orthopedic injuries. Findings from regression analyses suggested that families facing multiple stressors in addition to the injury and those who cope poorly may be at greatest risk for adverse consequences. Future interventions could provide anticipatory guidance and support to at-risk families.
Foreign Language Proficiency of At-Risk and Not-At-Risk Learners Over 2 Years of Foreign Language Instruction
Authors: Sparks Richard L. , Ganschow Leonore , Artzer Marjorie , Patton John
Published: December 2008

In this follow-up study, students at risk for problems with learning a foreign language who were taught using a multisensory, structured language approach to Spanish made significant gains over 2 years on three native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, at-risk students did not “catch up” with not-at-risk students on these measures. Qualitative between-group differences were noted on foreign language proficiency measures.
Mathematics Instruction for Secondary Students with Learning Disabilities
Authors: Jones Eric D. , Wilson Rich , Bhojwani Shalini
Published: December 2008

Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction. This article will discuss techniques that have been demonstrated to be effective with secondary students who have learning disabilities in mathematics.
Cognitive Strategy Instruction in Mathematics for Students with Learning Disabilities
Authors: Montague Marjorie
Published: December 2008

This article provides a context for understanding and using cognitive strategy instruction to improve students' performance in mathematics. The theoretical and research base for strategy instruction is reviewed, and characteristics of students who have difficulties in mathematics are discussed from a developmental perspective. Then, a practical illustration of cognitive strategy instruction used to assess and teach mathematical problem solving to middle school students with learning disabilities is presented.
Test-Retest Reliability of Colored Filter Testing
Authors: Woerz Marc , Maples Willis C.
Published: December 2008

This article evaluates the reliability of colored filter testing procedures. Properly chosen colored filters, with the tint being specific to each patient, are said to be effective in the treatment of dyslexia. We investigated the test-retest reliability of colored filter testing in relationship to two specific symptom levels using a forced-choice test procedure. This research was to evaluate test-retest reliability, not the validity of colored filter testing. Forty-one participants (28 boys and 13 girls) ranging in age from 15 to 17 years served as participants. Two tests, separated by 2 weeks, were conducted under standard conditions. Results indicated poor test-retest reliability.
Gifted Children with Learning Disabilities: A Review of the Issues
Authors: Brody Linda E. , Mills Carol J.
Published: December 2008

Many people have difficulty comprehending that a child can be gifted and also have learning disabilities. As a result, children with special needs that result from both their high abilities and their learning problems are rarely identified and are often poorly served. This article explores the current policies and practices with regard to defining, identifying, and educating this population. Recommendations are included that would help ensure that students who are gifted and have learning disabilities receive the intervention needed to help them achieve their full potential.
Learning Disabilities Occurring Concomitantly with Linguistic Differences
Authors: Ortiz Alba A.
Published: December 2008

This article discusses characteristics of educational environments that facilitate success for culturally and linguistically diverse (CLD) learners, thereby reducing inappropriate referrals to special education, and offers recommendations for adapting referral and assessment processes to better serve CLD students suspected of having learning disabilities. Effective instructional practices are considered, and competencies needed by teachers who serve CLD students with learning disabilities are suggested. Specific attention is given to identifying and serving students with learning disabilities who are also limited English proficient.
Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties
Authors: Lamminmäki Tuija , Ahonen Timo , de Barra Helena Todd , Tolvanen Asko , Michelsson Katarina , Lyytinen Heikki
Published: December 2008

The purpose of the study was to analyze the relative efficacies of two treatments for children with learning difficulties. The first treatment consisted of multiple training components targeting specific cognitive and behavioral factors; the second treatment provided emotional support and supervision of school tasks. The participants were 94 Chilean schoolchildren (6 to 11 years of age). The efficacies were compared on (a) neurocognitive tests, (b) school achievement tests, and (c) behavior in school and at home. The results indicated that both groups improved on most of the outcome measures. The first group showed best results in parents' rating of home behavior, and the second group in reading. The findings also emphasized the importance of emotional support and the inclusion of a parents' group in treatment for children with learning difficulties.