Chemical dependency in students with and without learning disabilities

To determine if students with learning disabilities (LD) demonstrate a higher frequency of chemical dependency than students without learning disabilities (NLD), a total of 191 adolescents with LD (101 males and 90 females) were given the Substance Abuse Subtle Screening Inventory (SASSI). The sample consisted of 88 students with LD and 103 NLD students between the ages of 12 and 18. The SASSI is an objectively scored self-report inventory that accurately classifies adolescents as chemically dependent (CD) or not chemically dependent (NCD). A significantly higher proportion of students with LD than NLD students were classified as CD. Of the 30 students who were classified as CD, 70% were students with LD. A discriminant analysis indicated that the presence or absence of a learning disability was a better predictor of classification as CD or NCD than gender, ethnicity, age, socioeconomic status, or family composition. The implications for evaluation and educational planning for students with learning disabilities are discussed.

Fostering critical thinking skills in students with learning disabilities: an instructional program

An instructional unit was developed to enhance the critical thinking skills of middle school and high school students with learning disabilities by teaching them the principles of scientific reasoning. Student-teacher dialogues were used to engage the students in an active process of critical inquiry. Students analyzed everyday information presented in brief magazine articles and advertisements by applying the principles of the scientific method. The students made statistically significant improvements in their ability to (a) identify the principal claim made in an article or advertisement, (b) graph the relevant data, and (c) evaluate the claims made in the article and explain their support or rejection of the claims based on data. After the instructional unit, the overall performance of the special education students exceeded that of a control group composed of regular education students who had not received instruction in critical thinking.

Factors that contribute to stress as reported by teachers of deaf students at residential schools

Many teachers of deaf students report that they experience high levels of stress related to their work. In this paper, we report the results of research implemented to search for different responses to items possibly indicative of stress, as reported by residential school teachers who follow two different communication philosophies: an oral approach and the Total Communication approach. Data were collected using a survey instrument developed by the researchers in this study, which was completed by 31 teachers following an oral approach and 93 following the Total Communication approach. Teachers also completed a second, standardized instrument. Results indicated that the two groups did not differ significantly in their total responses to the instrument developed by the researchers in the present study. However, they did differ on 2 of 10 possible stress factors: institutional provision of technical and personnel assistance and agreement with communication methodology. Future directions for research are included.

Open systems as seen on the street and from the fourteenth floor

Science is a great many things but in the end they all return to this: Science is the acceptance of what works and the rejection of what does not. That needs more courage than we might think.

Jacob Bronowski

(Quoted in Miller, 1971, p. 73)

Objectivity and emancipation in learning disabilities: holism from the perspective of critical realism

The present article provides a critique of holism (as developed in the writings of Heshusius, Iano, and Poplin) from the point of view of critical realism, primarily as the latter standpoint is explicated in the writing of the British philosopher of science Roy Bhaskar. Whereas the holists have been largely correct in their criticisms of the positivism and scientism that have characterized theory and practice in the learning disabilities field, it is argued that they run the risk of promoting a subjectivist standpoint with its own set of limitations.

Social skills in the context of learning disability definitions: a reply to Gresham and Elliott and directions for the future

In this article we review the evidence on the status of a social skills deficit as a learning disability (LD) by examining social skills deficits in the context of learning disability definitions. For the most part, social skills deficits fall within the terms that are specified in the definitions; that is, when there is evidence of neurological involvement, social skills deficit as a learning disability is consistent with the focus on listening and speaking that is characteristic of most definitions of learning disabilities. We also conclude that the absence of limiting conditions in extant definitions of learning disabilities makes it difficult to exclude any particular skill or type of knowledge from falling within the bounds of the definitions. Furthermore, we argue that the critical issue centers on the reformulation of the definition of learning disabilities. We suggest two directions in future work: First, the term "learning disability" should be limited to intentional learning contexts. Acceptance of this limitation would clarify at least some of the confusion regarding the domain of learning disabilities. Second, learning disability definitions should become more responsive to recent research on the nature of learning.

Alcohol and other drug use among adolescents with disabilities

This study assessed the incidence rates of alcohol and other drug (AOD) use among a sample of five groups of adolescents: (1) nondisabled students, (2) learning disabled students, (3) behaviorally disordered/less aggressive students, (4) behaviorally disordered students, and (5) behaviorally disordered/self-contained students. The learning disabled, behaviorally disordered/less aggressive, and nondisabled students reported similar AOD use rates. The behaviorally disordered/self-contained students reported substantially more AOD use than the other groups. The behaviorally disordered students reported higher usage of some AODs, but the differences were not as dramatic as those of the behaviorally disordered/self-contained group.

Computerized cognitive training with learning disabled students: a pilot study

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

Participation by pediatricians in early intervention: impetus from Public Law 99-457

Part H of the Individuals with Disabilities Education Act (originally enacted as Public Law 99-457) requires that participating states phase in a system of early intervention services by 1993. By recognizing the importance of good health in the development of infants and toddlers, Congress acknowledged the key role of medical care providers in a comprehensive program for young children with or at risk for developmental delay or dysfunction. National and state surveys of pediatricians suggest limited but growing awareness of this legislation and uncertainty about how they might participate effectively. A chief concern relates to mechanisms of payment for developmental screening and assessment as well as time-demands for participation in interdisciplinary team activities. The American Academy of Pediatrics and its state chapters are responding to requests for information with educational seminars and print materials. Pediatricians can enhance the quality of community support services for children with special needs by participating in planning efforts and by coordinating health care with other aspects of early intervention. Other professionals and parents are looking to pediatricians for leadership and willing participation in the implementation of PL 99-457.

Effects of a multifaceted training procedure on the acquisition and generalization of social behaviors in language-disabled deaf children

Effects of a multifaceted training procedure were assessed on the acquisition and generalization of social behaviors with 9 language-disabled deaf children. The training procedure consisted of (a) child training and (b) supervision, feedback, and goal setting directed by teachers and residential staff. Target behaviors were turn waiting, initiating interaction, and interacting with others. Procedures to promote generality of effects and to determine the social validity of the procedures were used. Data were collected within a multiple baseline design across behaviors. Results showed a functional relationship between introduction of the training procedure and increases in percentage of appropriate target behaviors for all 9 children. The effects were maintained throughout a 5- to 10-week follow-up period.