bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cognitive Behavior Modification, Direct Instruction and Holistic Approaches to the Education of Students with Learning Disabilities
Authors: Tarver Sara G. 
Published: December 2008

In this paper, cognitive behavior modification (CBM), Direct Instruction (DI), and holistic approaches to the education of students with learning disabilities are compared for the purpose of identifying similarities and differences in instructional practices. An overview of the approaches is followed by comparative discussions organized around four distinctions: (a) specific vs. general, (b) bottom-up vs. top-down, (c) structured vs. unstructured, and (d) effectiveness vs. ineffectiveness. In a final discussion section, some conclusions and recommendations are offered. All three of the approaches included in this paper are considered to be cognitive in the sense that they seek to describe and/or change students' cognitive behaviors that are not directly observable. However, each of these cognitive approaches has retained some elements of the purer behavioral approaches that were so popular in special education in the 1970s. Those behavioral elements will be addressed in this paper also.
Moving the LD Field Ahead
Authors: Adelman Howard S. , Taylor Linda 
Published: December 2008

Do not follow where the path may lead. Go, instead, where there is no path and leave a trail. Anonymous In this final article in the series on the future of the LD field, we reflect on ideas presented by the contributors and underscore trends for the the future that seem essential to the field's progress. Inadequacies of prevailing thinking in the field are highlighted and suggestions are offered about the way in which such thinking needs to be expanded and transformed. In this connection, we stress the importance of (a) an expanded focus on adolescents and adults, (b) broader models for understanding the patterns of behavior and learning seen in LD programs, (c) going beyond the concepts of diagnosis, treatment, remediation, and individualized instruction, (d) expansion of prevailing views of basic skills, and (e) development of interventions that focus on more than changing people. Finally, we explore implications of and ideas for reducing the large number of LD misdiagnoses. One purpose of this series has been to focus attention on the directions that have been established and where they are leading the field. Another purpose has been to encourage thought and discussion about new paths to follow. The rapid growth of the field has left precious little time for reflection, and it is easy to lose perspective under such circumstances. The series presentations provide a beginning for efforts to clarify an agenda for the immediate future; over the next year or so, we hope that the various LD journals will encourage an ongoing interchange about these and other ideas that should shape that agenda. It is from such an interchange that a new synthesis of guidelines and recommendations for theory, research, and practice can be developed by the field's advocates, representatives, and others who shape the future through then influence on policy and socialization of professionals and the general public. It is time to stimulate and broaden the dialectic process; the result should be a refreshing renewal of the spirit that prevailed when the field was born.
Cognitive Deficits in Reading Disability and Attention Deficit Disorder
Authors: Felton Rebecca H. , Wood Frank B. 
Published: December 2008

This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects. In the previous issue of this journal, two articles from the Austin Invitational Research Symposium were published. This symposium was made possible by a grant from the Donald D. Hammill Foundation to this journal. In this issue two additional articles follow from that symposium. See the December 1988 issue for an introduction to the series from Joseph K. Torgesen, coordinator and chair of the symposium.-JLW
A Word Identification Strategy for Adolescents with Learning Disabilities
Authors: Lenz B. Keith , Hughes Charles A. 
Published: December 2008

Editor's Comment: The purpose of the Interventions section of the journal is to provide professional practitioners with overviews of successful interventions that can be replicated with individuals with learning disabilities. These interventions can be either physiological or psychoeducational and can occur in school settings, clinics, hospitals, homes, communities, or employment sites. The discussion of these interventions generally includes (a) the theory or rationale of the interventions, (b) previous research findings, (c) characteristics of the individuals receiving the interventions, (d) the intervention that was applied, and (e) the criteria used to evaluate its success. The following article by Drs. B. Keith Lenz of the Institute for Research in Learning Disabilities, the University of Kansas, and Charles A. Hughes of the Department of Special Education at Penn State University describes a word identification strategy for use with adolescents with learning disabilities. By using this strategy, 12 students who ranged in age from 13 to 15 years reduced the number of oral reading errors they made. Reading comprehension also increased for most of these students. As a result, this intervention may be effective for other students with learning disabilities when reduction of oral reading errors is the goal in the instruction.---JLW Students with learning disabilities frequently experience difficulty on reading tasks. This difficulty is heightened for adolescents with learning disabilities who are responsible for reading and understanding materials written at several grade levels above their reading ability. Word identification becomes an increasingly important skill for these students, especially when confronted with unfamiliar, polysyllabic words. The present study investigated the effects of training 12 adolescents with learning disabilities in a word identification strategy, DISSECT. The results indicated that the strategy was effective in reducing reading errors for all subjects. However, it was found that increases in word identification differentially affected reading comprehension and indicate the need for separate and/or simultaneous attention to comprehension processes.
Metacognitive Theory
Authors: Borkowski John G. 
Published: December 2008

This set of articles-on the three Rs-has provided us with innovative, wide-ranging perspectives on how teachers can enhance academic performance. I could devote considerable space to emphasizing the many positive aspects in each of the three major articles. However, the commentators have done a fine job in pinpointing strengths and identifying limitations associated with each position paper. Hence, my goal is to draw the three articles into a more coherent and unified perspective, based in large part on recent advances in metacognitive theory. I will develop three themes: (1) self-regulation as the centerpiece of strategy-based instruction; (2) the reciprocal relationship between self-regulated learning and beliefs about the “self” as a learner; and (3) “working models” and their role in classroom teaching. Hopefully, having stated my case as succinctly as possible, connections will emerge between my preferred metacognitive framework and the major themes in the accompanying articles.
From Product to Process in Curriculum Planning
Authors: Goddard Alan 
Published: December 2008

I visited California in 1989 in order to meet Mary Poplin at the Claremont Graduate School. I had been deeply impressed by her two articles that had appeared the previous year in the Journal of Learning Disabilities (Poplin, 1988a, 1988b). It is always such a pleasure to meet someone of like mind. (The meeting seemed particularly poignant in light of the fact that at that time, back in Britain, the National Curriculum was rearing its ugly head.) The work of Lous Heshusius (1982, 1989, 1991, 1992) and Richard Iano (1986, 1989, 1990) has also given me much encouragement. All three writers rightly reject “reductionism” in special education and support an alternative world view: holism. I am very concerned about the way that Individualized Education Programs (IEPs) dominate special education in both North America and Britain. The purposes of this article are to sketch an account of the rise of IEPs in Britain, to expose some problems presented by the behavioral objectives model and its associated IEPs, to introduce an alternative model—the process model—and to show the shift from a product to a process approach in curriculum planning.
A Mexican Perspective on Learning Disabilities
Authors: Fletcher Todd V. , Lopez Cynthia Klingler Kaufman de 
Published: December 2008

Editor's Comment: In the June/July 1992 issue of the Journal of Learning Disabilities (Vol. 25, No. 6), we began our special International Perspective on Learning Disabilities series (see that issue for an introduction to the series). To date, we have published perspectives from Canada, Germany, New Zealand, Colombia, Italy, Scotland, and Portugal, and two different perspectives from the United States. In this issue, Todd Fletcher and Cynthia Klingler Kaufman de Lopez present their perspective on learning disabilities in Mexico. This is an ongoing series, and manuscripts from several countries are in progress. Individuals wishing to contribute a manuscript for the special series should contact Dr. George Hynd, University of Georgia, School of Professional Studies, 570 Aderhold Hall, Athens, GA 30602, or the Special Series Editor, Doreen Kronick, 221 Broadway Ave., Toronto, Ontario, Canada M4P 1W1. Readers' comments are welcome.—JLW Given the worldwide trend toward the integration of children with special needs into the general school system, and the Program for Educational Modernization (1989-1994) in Mexico, Mexican educators have had to reassess the politics of special education, focusing on different service delivery models. One model, Integrated Groups, which has been functioning since the 1970s and is primarily for children with learning and language disabilities, is described. New legislation recently enacted recognizes and encourages the collaboration of general education and special education to meet the needs of all children. During the school year 1994-1995, the Secretariat of Public Education (SEP; the Mexican centralized public school system) is piloting, in Mexico City, a proposal for the integration of children into the general classroom. This new model of service delivery is designed to provide greater site-based approaches to the education of individuals with learning disabilities.
Linking the Needs of Students with Learning Disabilities to a Whole Language Curriculum
Authors: MacInnis Carole , Hemming Heather 
Published: December 2008

Editor's Comment: In this issue we continue with the four-part special series on a constructivist view of learning disabilities. For an overview of this special series, see Dr. Mary Poplin's Introduction in the August/September 1995 issue (Volume 28, Number 7) of the Journal of Learning Disabilities.—JLW As a curricular approach to language arts instruction, whole language has gained prominence in the last decade. Many researchers and practitioners working in the field of learning disabilities have questioned the appropriateness of whole language for students considered to be learning disabled. In this article a rationale is presented for how the whole language approach provides the type of environment that is particularly suitable for these students. This is developed by analyzing the documented characteristics of these learners and the implications of those characteristics within a whole language curriculum.
Stroke As a Late Sequela of Cranial Irradiation for Childhood Brain Tumors
Authors: Mitchell Wendy G. , Fishman Lawrence S. , Miller John H. , Nelson Marvin , Zeltzer Paul M. , Soni Daljit , Siegel Stuart M. 
Published: December 2008

Cerebrovascular disease involving large and medium-size vessels is thought to be an uncommon sequela of treatment of childhood brain tumors. We reviewed 11 children who developed cerebrovascular disease manifested by strokes or transient ischemic attacks 6 months to 4 years after treatment of brain tumors, while their tumors were in remission. All had received radiation therapy, and seven had received chemotherapy. One child died of acute bilateral cerebral infarctions due to carotid occlusion on one side and marked stenosis on the other 2 years after receiving radiation therapy for an incompletely resected craniopharyngioma. Pathologically, there was marked subendothelial fibrosis of the vessels of the circle of Willis, with inflammatory changes surrounding some of the vessels. In addition to the widely recognized small-vessel damage caused by radiation and chemotherapy in children (mineralizing microangiopathy), damage to medium and large intracranial vessels may result in late sequelae, manifested by stroke or transient ischemic attacks. (J Child Neurol 1991;6:128-133).
Sudden Infant Death Syndrome: Altered Aminergic-Cholinergic Synaptic Markers in Hypothalamus
Authors: Sparks D. Larry , Hunsaker John C. 
Published: December 2008

Alterations of sleep are reported to occur in sudden infant death syndrome (SIDS). It is well established that the hypothalamus mediates the onset, maintenance, and timing of sleep, and does so via serotonergic and cholinergic mechanisms.We have investigated serotonergic and cholinergic synaptic markers in the hypothalamus from eight SIDS infants and six age-matched non-SIDS infants between 3 and 7 months of age. By use of established methods, we observed a number of chemical alterations in SIDS hypothalamus: (1) tryptophan content was increased and serotonin content was decreased, (2) serotonin binding was increased and imipramine binding was unchanged, (3) monoamine oxidase-A activity was increased without an effect on monoamine oxidase-B, and (4) choline acetyltransferase activity was decreased and acetylcholinesterase activity was unchanged. (J Child Neurol 1991;6:335-339).
GABA and Epilepsy: Their Complex Relationship and the Evolution of Our Understanding
Authors: Snodgrass S. Robert 
Published: December 2008

Because of its abundance in the brain, its ability to produce hyperpolarizing inhibition of almost all neurons, its association with benzodiazepines, and the discovery that many convulsants inhibited its synthesis, γ-aminobutyric acid (GABA) has often appeared to be the key to epilepsy. Many assumed that "primary" or "genetic" epilepsy must be a disorder of GABA synapses and that GABA agonists would be universal anticonvulsants if permeability and drug metabolism were controlled. The GABA synthetic gene was a logical "candidate gene" for epilepsy.However, the GABA-deficiency theory of epilepsy is less convincing today. GABA agonists were found to intensify seizures in some rodent and human cases. Absence and other generalized seizures in humans often worsened when treated with GABA transaminase inhibitors such as γ-vinyl-GABA. Surprisingly, the GABA transaminase inhibitors appear to be more useful in partial than in generalized epilepsies. Neuronal GABA uptake blockers are proconvulsant. GABA agonists aggravate seizures in several mutants, ranging from the photosensitive baboon to the genetically epilepsy-prone rat. How can this be understood? Muscimol injections into the pedunculopontine nucleus increase seizures due to systematically administered convulsants, while the receptor blocker bicuculline suppresses seizures after injection into several brain regions, including the striatum. The result of inhibiting inhibitory circuits is excitation.Studies with GABA uptake blockers and the GABABagonist baclofen are presented in which their combined administration provoked seizures in rats. Baclofen was shown also to increase the incidence of seizures evoked by pentylenetetrazole without increasing seizures due to local injections of excitatory amino acids. Baclofen antagonized the myoclonic effect of 5-hydroxytryptophan in rats with serotonin lesions. Baclofen augments some seizures and inhibits others.Selective inhibition of a particular tract, whether GABAergic or not, may have convulsant or anticonvulsant effects, depending on its connections and the state of the organism. GABAAreceptor stimulation is usually but not always anticonvulsant. GABABreceptor stimulation may facilitate absence seizures and related primary generalized seizures. GABABreceptors may be abnormal in some forms of nonfocal epilepsy seen in childhood. It is likely that mutations of GABA transporter and GABAAreceptor genes will be found in humans but they will probably not be patients with "pure epilepsy." ( J Child Neurol 1992;7:77-86).
Lead Neurotoxicity and Disorders of Learning
Authors: Feldman Robert G. , White Roberta F. 
Published: December 2008

Preventable and treatable causes of disorders of learning caused by lead exposure can be recognized by heightened awareness of this potential hazard. The Centers for Disease Control using data from many studies of neurobehavioral effects of lead in children and animals, has redefined the lead exposure threshold for clinical and social intervention from 25 μg/dL to 10 μg/dL. This article reviews the pertinent studies that provide evidence of the effects of lead exposure on development of the nervous system, effects on neural structures involved in memory and learning, and the impact of early lead encephalopathy on adolescent and adult learning skills and cognitive performance. Physicians, teachers, and child care personnel are responsible for identifying children with behavioral signs of subclinical lead intoxication as early as possible. Screening programs and preventive strategies, such as the multitier Centers for Disease Control approach referred to in this article, are necessary. It is no longer reasonable to assume that lead-exposed children not demonstrating severe encephalopathy will recover completely, without residual brain damage after removal from exposure. Sufficient evidence now exists to clearly demonstrate measurable effects of low levels of lead body burden on behavioral and intellectual performance, resulting in learning disorders. ( J Child Neurol 1992; 7:354-359).
Haemoperfusion in 'Late' Paracetamol Poisoning
Authors: Helliwell Michael , Vale Allister , Goulding Roy 
Published: December 2008

1 Seven patients who presented to hospital later than 10 hours following an overdose of paracetamol were treated by charcoal haemoperfusion. 2 In all cases there was a rapid fall in the plasma paracetamol concentrations, although the total amounts of drug removed varied from 364.5 mg to 6699 mg. 3 One patient developed fulminant hepatic failure and died; the remainder recovered, sustaining only mild hepatic damage (maximum AST less than 1000 iu 1-1). 4 Charcoal haemoperfusion may be effective in mitigating the severity of liver injury in those patients who are not eligible to receive specific antidotal therapy.
Severe Renal Failure in Hydralazine-Induced Lupus
Authors: Sinclair A.J. , Warrington S.J. 
Published: December 2008

1 An elderly hypertensive woman developed severe renal failure owin hydralazine-induced lupus, although the dose never exceeded 150 mg da 2 Renal biopsy appearances were consistent with an immune-comp mediated glomerulonephritis. 3 Withdrawal of the drug was followed by rapid recovery in spite structural damage to the kidney.
Non-occupational Exposure to Pentachlorophenol: Clinical Findings and Plasma-PCP-concentrations in Three Families
Authors: Sangster B. , Wegman R.C.C. , Hofstee A.W.M. 
Published: December 2008

1 The clinical findings are reported of 15 members of three families living in houses where relatively large amounts of pentachlorophenol (PCP) solutions had been applied. To be able to interprete the plasma concentrations in the patients, plasma-PCP-concentrations in 99 draftees were measured. The clinical and toxicological-analytical results are discussed. 2 Signs of a systemic PCP-intoxication were not found in any patient. 3 Symptoms and objective changes of the uncovered skin were present in three patients (a burning painful sensation, erythema, dryness and scaling) possibly caused by a direct influence of PCP in the air. 4 The plasma-PCP-concentrations in the patients ranged from 25-660 μgl-1. The mean plasma-PCP-concentrations in the draftees was 128.6±134.9 μgl -1 (mean±s.d.); the median was 88 μg1-1, the 95% range was 330 μg1-1. 5 There was an association between patients' plasma-PCP-concentrations and their staying in the affected house.
An Investigation of 140 Deaths Associated with Volatile Substance Abuse in the United Kingdom (1971-1981)
Authors: Anderson H.R. , Dick B. , Macnair R.S. , Palmer J.C. , Ramsey J.D. 
Published: December 2008

1 In the UK, from 1971 to 81,140 deaths associated with volatile substance abuse (VSA) were identified from press reports and a variety of other sources. Data about each death were obtained from inquest proceedings, post-mortem and toxicological reports, and death certificates. 2 Based on the year 1981, in which 39 deaths occurred, VSA deaths accounted for over 1 % of deaths from all causes, and nearly 2 % of deaths from injury and poisoning in males aged 10-19 years. 3 The median age was 16.8 years (range 11-63), and 79% were under age 20. The male to female ratio was 13: 1. 4 Death rates were highest in conurbations, and in Scotland, Northern Ireland and Northern England. Deaths tended to be more frequent among manual social classes but this association was not marked. 5 The chief substances were butane (28%), solvents in adhesives (23%), other solvents (26%), aerosols (15%) and fire extinguishing agent (5%). Solvents in adhesives were more important with increasing age. 6 Most deaths occurred alone, at home. In about 41 % of cases, death appeared to be only indirectly associated with VSA (trauma 8%, plastic bag over head 19%, and inhalation of stomach contents 14%). In 49% death was attributed to the direct toxic effects of the substance; this proportion was highest with aerosols and lowest with solvents in adhesives. 7 The implications of these findings for prevention, monitoring and research are discussed.
Drug Abuse Monitoring: a Survey of Solvent Abuse in the County of Avon
Authors: Gay Martyn , Meller Robert , Stanley Stephen 
Published: December 2008

1 An attempt to identify the extent of solvent abuse in the County of Avon by means of a multidisciplinary reporting system is described. 2 Particular attention was given to identifying abusers thought to be most at risks. 3 Altogether 304 young persons involved in solvent abuse were identified within a 6-month period. The ages of the solvent abusers ranged from 9 to 21 years and 77% were aged between 14 and 17 years. 4 Thirty-nine of the sniffers were found to be solitary users and were thought to have multiple problems and possibly a poorer prognosis than the group sniffers. 5 The problems of confidentiality and inter-agency conflict are discussed.