Attention Deficit Disorder and Learning Disability: United States, 1997-98. Vital and Health Statistics, Series 10, Number 206

Pastor, Patricia N.; Reuben, Cynthia A.

doi:10.1037/e372352004-001

Cited by 66 publications

(77 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In our study, the odds of LD in single-mother, no father-present family was no different from 2-parent family (other than stepfamily); this differs from the NHIS result where more LD was observed in single-mother families. 17 However, we reported higher prevalence of LD among children living in 2-parent stepfamilies and other family structures (other than 2-parent or singlemother family). It is of a particular note that ϳ1 in 5 adopted children have a LD, a significantly higher number than in children who are not adopted, and this relationship persists in the adjusted logistic regression model.…”

Section: Discussionmentioning

confidence: 46%

“…17 However, we reported higher prevalence of LD among children living in 2-parent stepfamilies and other family structures (other than 2-parent or singlemother family). It is of a particular note that ϳ1 in 5 adopted children have a LD, a significantly higher number than in children who are not adopted, and this relationship persists in the adjusted logistic regression model.…”

Section: S82mentioning

confidence: 46%

“…4,16 Analysis of NHIS data indicated that a greater percentage of children with LD had cognitive, sensory, and other chronic condition compared with children without LD or attentiondeficit disorder. 17 However, our study is the first, to our knowledge, to examine and report on a dramatic increase in prevalence of LD in CSHCN with multiple needs or using multiple kinds of services. In our study we have shown the prevalence of LD rises with child's increasing age, reaching stable levels during adolescence.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Lifetime Prevalence of Learning Disability Among US Children

2007

View full text Add to dashboard Cite

OBJECTIVE. Our goal was to examine the lifetime prevalence of learning disability by sociodemographic and family-functioning characteristics in US children, with particular attention paid to the children with special health care needs.METHODS. By using data from the National Survey of Children's Health, we calculated lifetime prevalence of learning disability using a question that asked whether a doctor or other health care or school professional ever told the survey respondent that the child had a learning disability. Children with and those without special health care needs were classified on the basis of how many of 5 definitional criteria for children with special health care needs they met (0 -5). Bivariate and multivariate statistical methods were used to assess independent associations of selected sociodemographic and family variables with learning disability.RESULTS. The lifetime prevalence of learning disability in US children is 9.7%. Although prevalence of learning disability is lower among average developing children (5.4%), it still affected 2.7 million children compared with 3.3 million (27.8%) children with special health care needs. As the number of definitional criteria children with special health care needs met increased from 1 to 5, so did the prevalence of learning disability (15.0%, 27.1%, 41.6%, 69.3%, and 87.8%, respectively). In the adjusted logistic regression model, in addition to the number of definitional criteria the children met, variables associated with the increased odd ratios of learning disability were lower education, all categories of poverty Ͻ300% of the federal poverty level, being male, increasing age, having a 2-parent stepfamily or other family structure, being adopted, presence of a smoker, respondent's higher responses on aggravation in parenting scale, sharing ideas with the child less than very well, and never, rarely, or sometimes discussing serious disagreements calmly.CONCLUSIONS. Although more than half of lifetime prevalence of learning disability occurred in children with special health care needs, it is a significant morbidity in average-developing children as well. Learning disabilities represent important comorbidities among children with special health care needs. is a term used to describe a constellation of disorders manifested by significant difficulties in listening, speaking, reading (either reading skill or reading comprehension), writing, reasoning, mathematics (either in mathematical calculation or mathematical reasoning), foreign languages, coordination, spatial adaptation, memorization, and social studies. 1-3 These difficulties can occur alone or in varying combinations and can range from mild to severe difficulties. 4 Although LD cannot be cured, the underlying conditions can be treated and managed so that children with LD adapt, achieve academic success, and live productive, fulfilling lives. 4 The Maternal and Child Health Bureau (MCHB) defines children with special health care needs (CSHCN) as those who have or are at increased risk ...

show abstract

Section: Discussionmentioning

confidence: 46%

Section: S82mentioning

confidence: 46%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Lifetime Prevalence of Learning Disability Among US Children

2007

View full text Add to dashboard Cite

show abstract

“…19,30 Approximately 15% of students with reading disability also have ADHD, whereas approximately 35% of students with disorders of attention also have reading disability. 19,24,30,54 However, the 2 disorders are distinct and separable.…”

Section: Dyslexiamentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

154

View full text Add to dashboard Cite

Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

show abstract

“…Researchers in neurodevelopmental disorders have long been aware of other disorders that, despite extensive efforts, have not yielded clear genetic or environmental origins, and autism has become symbolic of the need for new approaches to research into these complex conditions. Although autism has captured our attention in recent years, the prevalence of other neurodevelopmental disorders such as attention deficit hyperactivity disorder (ADHD) and bipolar disorder, among others, also has been increasing [2][3][4]. Several of these conditions share some symptoms with autism, and ADHD, bipolar disorder, OCD, Tourette syndrome and schizophrenia occur more frequently than expected in the extended families of children diagnosed with autism.…”

mentioning

confidence: 99%

Maternal Influences on Fetal Neurodevelopment

Zimmerman¹,

Connors

2010

View full text Add to dashboard Cite

Attention Deficit Disorder and Learning Disability: United States, 1997-98. Vital and Health Statistics, Series 10, Number 206

Cited by 66 publications

References 0 publications

Lifetime Prevalence of Learning Disability Among US Children

Lifetime Prevalence of Learning Disability Among US Children

Learning Disabilities, Dyslexia, and Vision

Maternal Influences on Fetal Neurodevelopment

Contact Info

Product

Resources

About