Pervasive and situational hyperactivity--confounding effect of informant: a research note

Several studies of children with problems of hyperactivity, impulsivity, and inattention (HIA) have suggested that when such behaviour occurs in more than one setting, associated conduct problems, emotional symptoms, and functional impairment are more serious than when HIA problems are seen in one situation only. Analyses of parent and teacher reports on a community sample of 480 children aged 7-11 are presented to show that in some cases this conclusion may have resulted from a confound between informant and information. When children with situational HIA were divided into 'home situational' and 'school situational' subgroups, their scores on other measures of psychopathology and impairment varied, depending on whether the informant was the parent or the teacher. When the source of information was independent of parents' or teachers' judgments, no differences were found between situationally and pervasively HIA children. Implications for future studies of situational and prevasive HIA are discussed.

Phonological processing skills and deficits in adult dyslexics

This article presents 4 experiments aimed at defining the primary underlying phonological processing deficit(s) in adult dyslexia. 5 phonological processes, all involving spoken language, were studied: phoneme perception, phoneme awareness, lexical retrieval of phonology, articulatory speed, and phonetic coding in verbal short-term memory. 2 differently ascertained adult dyslexic groups, familial dyslexics (n = 15) and clinic dyslexics (n = 15), were the subjects in each experiment. These dyslexic groups were chosen because deficits that persist until adulthood and that are found in differently ascertained dyslexic groups are more likely to be primary. Each dyslexic group was compared to 2 control groups, chronological age (CA) controls who were similar in age and sex, and younger reading age (RA) controls who were similar in reading age and sex. The main finding was a clear deficit in phoneme awareness in both dyslexic groups, with each dyslexic group performing significantly worse than both CA and RA controls. Moreover, performance on the 2 phoneme awareness tasks together uniquely accounted for substantial variance in nonword reading. The clinic but not the familial dyslexics appeared to have an additional deficit in verbal short-term memory. No clear deficits were found in either dyslexic group in phoneme perception, lexical retrieval, or articulatory speed.

Optimum level of visual contrast sensitivity for reading comprehension

Reading comprehension scores were curvilinearly related to a visual contrast sensitivity measure of 155 elementary school children. Moderate contrast sensitivity for fine detail appeared to be optimal for reading; both low and high sensitivity were associated with lower reading comprehension.

Teaching reading comprehension skills to spina bifida children

Thirteen children with spina bifida (mean age 11 yrs 11 mths) and a mean reading comprehension reading deficit of 10.5 mths were enrolled into a remedial programme. The withdrawal single case study methodology was used (baseline--5 weeks, treatment--5 weeks, withdrawal--12 weeks). Each child was seen twice a week for 15 minutes during both the baseline and treatment stages. A teaching programme based on a close technique was utilized only during the treatment stage. The technique involved teaching each child a strategy for systematically examining a text for meaning. A halving of the comprehension deficit was observed by the end of the treatment stage, with a mean regression of almost 3 months at the end of the withdrawal stage. No relationship between IQ and gains in reading comprehension was observed. The results may indicate that, in part, reading comprehension deficits are performance deficits which, in turn, may be mediated by attentional strategies.

A componential analysis of an early learning deficit in mathematics

This study was designed to assess strategy choice and information-processing differences in normal and mathematically disabled first and second grade children. Twenty-three normal and 29 learning disabled (LD) children solved 40 computer-presented simple addition problems. Strategies, and their associated solution times, used in problem solving were recorded on a trial-by-trial basis and each was classified in accordance with the distributions of associations model of strategy choices. Based on performance in a remedial education course, as indexed by achievement test scores, the LD sample was reclassified into a LD-improved group and an LD-no-change group. No substantive differences comparing the normal and LD-improved groups occurred in the distribution of strategy choices, strategy characteristics (e.g., error rates), or rate of information processing. The performance characteristics of the LD-no-change group, as compared to the two remaining groups, included frequent counting and memory retrieval errors, frequent use of an immature computational strategy, poor strategy choices, and a variable rate of information processing. These performance characteristics were discussed in terms of the strategy choice model and in terms of potential long-term memory and working memory capacity deficits. In addition, implications for remedial education in mathematics were discussed.

Developmental factors and performance in remedial courses

This study investigated the relations between various developmental factors and performance in remedial courses. The Iowa Developing Autonomy Inventory, Iowa Managing Emotions Inventory, and Iowa Developing Competency Inventory were administered to 231 students enrolled in a developmental studies program at a large state university (enrollment about 25,000). Regression analyses indicated that various developmental measures accounted for a small effect (amount of variance accounted for ranged from 2% to 7%) on performance in remedial courses. The percentage of variance accounted for by the three inventories was similar to what could be accounted for by more traditional measures of SAT scores and high-school grade point averages. The percentage of variance accounted for by traditional measures ranged from 2% to 10%.

Educational interventions in learning disabilities

Child psychiatrists and other mental health professionals play a key role in recognizing, diagnosing, and planning treatment for children and adolescents with learning disabilities. A review of educational issues related to diagnosis and educational interventions for the preschooler, elementary school child, and adolescent is presented.

Success in NCLEX-RN: Identifying Predictors and Optimal Timing for Intervention

This ex post facto study was designed to identify predictors of success in the NCLEX-RN and determine the optimal point in time for identifying students at risk. The convenience sample consisted of 407 graduates of an integrated, upper division, baccalaureate nursing program, 1984-1987. Prematriculation (total lower division GPA, science GPA, type of lower division College, age, and sex), junior year (three Nursing theory course grades) and pre graduation variables (three senior year nursing theory course grades and Mosby ASSESSTEST) were analyzed for predictive value. Nursing theory courses at the junior and senior year and the Mosby ASSESSTEST strongly correlated (p less than .0001) with NCLEX performance. Discriminant analysis enabled successful classification of 62% of the sample at prematriculation, 81% at the end of the junior year, and 86% at the end of the senior year. The study indicates that students at high risk can be identified at the end of the junior year so that enrichment and support programs can be introduced at that time.

Childhood dysgraphia. Part 1. An illustrated clinical classification

In this paper we propose a clinical neurological classification of childhood dysgraphia (medical model). The subject is introduced by briefly considering the childhood learning disorders as a whole, and subsequently dysgraphia will be considered in particular with description and illustration of the different types. In our second paper we report a detailed neuropsychological study which we made of 66 children with dysgraphia. In view of the differing definitions used between professionals, this first paper is an attempt to define the terms used in our classification so that subsequent statistical analysis of individual factors in aetiology and neurology can be interpreted.

Evaluation of a remedial programme for attentional deficits following closed-head injury

Although the frequency and implications of disorders of attention in head-injured subjects have been recognised in recent years, there have been few carefully controlled attempts to evaluate remedial interventions. The present study employed a multiple baseline across subjects design to evaluate a computer-mediated programme for the remediation of deficits in speed of information processing in 10 severely head-injured subjects, aged 17-38 years. Following a baseline period, the effectiveness of computer training alone was compared with that combined with therapist feedback and reinforcement in separate training phases, each lasting 3 weeks. The final phase involved a return to baseline conditions. Dependent measures of attention, taken across all phases, included psychometric measures of processing speed, a rating scale completed by the patient's Occupational Therapist, and a video of the patient working in therapy. Results suggested that, once spontaneous recovery and practice effect were controlled, the patients showed little response to the interventions in terms of the dependent measures used.

Experience-dependent recovery of block design performance in male alcoholics: strategy training versus unstructured practice

Neuropsychological functioning in alcoholics has been known to improve with length of abstinence. However, recovery in some areas is limited in the absence of specific cognitive stimulation. In order to better identify the factor(s) responsible for experience-dependent recovery in alcoholics, the current investigation compared a strategy training approach to the unstructured practice approach used in previous studies. Results showed that both treatments improved Block Design performance in abstinent male alcoholics to levels comparable to nonalcoholic controls, while unremediated alcoholics remained significantly impaired. Unstructured practice was sufficient to improve Block Design performance, with no additional advantage evident in alcoholics receiving strategy training. Hence, forced use of cognitive skills appears to be the important factor in experience-dependent recovery.

[Homonymous hemianopsia and its rehabilitation]

The majority of patients with homonymous visual field disorders after postchiasmatic brain damage suffer from reading disabilities (known as hemianopic dyslexia) because the residual visual field is too small for complete comprehension of words and sentences. Furthermore, they typically show a reduction of searching movements in the affected hemifield. As a rule, an adequate adaptation of their reading and searching strategies to the field disorder does not take place spontaneously. Therefore, these patients need early and efficient systematic treatment. Using a new electronic device, both the impairments in reading and in visual exploration can be treated successfully within a relatively short period of time. Most of the patients successfully employ the strategies learned during training in their everyday lives. Thus, the proposed treatment may be considered an effective means of reducing the degree of their visual disability.

Academic achievement in children ten to 12 years after Haemophilus influenzae meningitis

Academic achievement by 23 children 10 to 12 years after treatment of Haemophilus influenzae meningitis was assessed using individually administered standardized tests, review of school transcripts, and parent and teacher questionnaires. The children's performance was compared with (1) their own performance in a previous study 6 to 8 years after the illness; (2) the performance of 23 similarly aged siblings in the previous study, a comparison which served to age match subjects and sibling controls; and (3) the performance of 11 of those similarly aged siblings retested in the current study. Subjects scored in the average range on all measures. Scores were comparable to results 4 years previous in four of six academic measures, with minor deterioration in reading single words and decoding nonsense words. There were no differences between subjects in the current study and control subjects from the previous study, except in decoding nonsense words, and no differences between subjects and control subjects in the current study, except in paragraph reading accuracy. Scholastic grade point averages and scores on parent and teacher behavior problem-rating scales showed no group differences. Subjects used more school-based remedial services, although the trend did not achieve statistical significance. Parents reported spending more time with subjects than with control subjects helping with homework. These findings suggest that children who have recovered from meningitis due to H influenzae can maintain scores and grades comparable to their siblings as they progress to middle school. Their academic success may involve more school and family support to compensate for the mild differences in intelligence quotient and neuropsychologic testing found in the previous study.

Recruitment and Retention of Black Students in Baccalaureate Nursing Programs

The purposes of this study were to 1) identify the major factors that influence the retention of Black undergraduate nursing students in baccalaureate nursing programs; 2) compare and contrast the major retention problems of Black baccalaureate nursing students in predominantly White universities with those of all Black students in similar institutions; and 3) generate questions for further study in the area of student retention. The study used a convenience sample which included one private university and one public state university with baccalaureate nursing programs from the Eastern, Southern, Midwest, and Western regions in the country. Contact persons at each institution were asked to administer questionnaires to Black nursing students enrolled in the professional sequence of the curriculum, Black nursing faculty and administrators, and White nursing faculty and administrators. Data analysis consisted of a comparison between the responses of students, faculty, and administrators in 1980 and those of nursing students, faculty and administrators in 1984 to identified admission-retention barriers and possible remedies.

Effects of discrimination training on reading improvement among adults

This study examined the effects of discrimination training on improving reading skills for young adults. 90 college students (M age = 26.2 yr.), who were identified as low achievers with below average reading skills, were randomly assigned to one of three training conditions: the General Discrimination Group, the Reading Discrimination Group, and the Study Skills Group. Following 10 days of training, the subjects were tested on a standard reading achievement test, a problem-solving test, and a measure of cognitive style. Minimal differences between the pre- and posttraining scores for all three training conditions were noted. These findings contrast with developmental research that has indicated the importance of discrimination ability and suggest distinctive problems of adults with poor reading skills.

[Treatment of dyslexia in childhood]

Dyslexia often causes failure at school, emotional problems in children and affects the occupational career of the adult. Early treatment is important, it includes: a) individual treatment of reading and writing performance by means of functional training and learning behavior management, b) strengthening the child's psychological ability by psychotherapy to handle the persisting handicap more successfully, c) special education at school and support of the family. Therapeutical efforts should be combined and integrated. Dyslexia tends to persist. As few as about 4% of severely disabled readers seem to attain normal reading level during high school. Treatment improves prognosis concerning educational and occupational career.

Remediation for subgroups of retarded readers using a modified oral spelling procedure

The effectiveness of Bradley's modification of the method of Simultaneous Oral Spelling (SOS) remedial training for both spelling and reading was assessed in this study. Subgroups of disabled readers, 'Chinese' (dysphonetic) and 'Phonecians' (dyseidetic), received six remedial sessions and were assessed immediately after treatment and then two months later on spelling of the training words and on general reading measures. Compared with a non-treated group, the two experimental groups showed significant but different general gains in reading. SOS training appears to be more effective for the teaching of regular words, as opposed to exceptional ones.

Combining test-taking intervention with course remediation: effects on National Board subtest performance

Effects of test-taking skills instruction over a five-year period were assessed by examining retest performances of second-year medical students who, because of unsatisfactory performance, were required to repeat National Board Part I subtests and who all participated in a summer review program. Two groups of students were involved in the study: an intervention group consisting of 14 students who participated in a special intervention program involving test-taking skills instruction and a comparison group that included 13 nonparticipants. The intervention group's mean retest performance was significantly greater (F = 9.38, P < .005). The results suggest that intervention programs can have a significant impact on academic success, and deserve serious consideration by medical students who demonstrate low performances on examinations because of comparatively poor test-taking skills and for students undergoing academic remediation.

Effects of training on learning disabled students' creative written expression

50 students from learning disabilities classrooms of intermediate level served as subjects. The Torrance Tests of Creative Thinking were given as pretests and posttests to measure the effects of instruction on subjects' creative written expression. For 14 wk. the Purdue Creative Thinking Program was used to stimulate the learning disabled experimental group's creative thinking. Posttest group's means were significantly greater than the control group's means on the verbal subtests of the Torrance Tests of Creative Thinking.