Cognitive, social, and other correlates of specific reading retardation

Aman, Michael G.

doi:10.1007/bf00918896

Cited by 27 publications

(18 citation statements)

References 20 publications

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“…The following learning and motor performance measures were included in the battery. Most of these are described in greater detail elsewhere (Aman, 1979) and have been extensively used in pediatric psychopharmacology and the study of hyperactivity. (Kagan, 1965).…”

Section: Methodsmentioning

confidence: 99%

Effect of Sodium Valproate on Psychomotor Performance in Children as a Function of Dose, Fluctuations in Concentration, and Diagnosis

et al. 1987

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Forty-six children receiving sodium valproate monotherapy, and with well-controlled seizures, were tested three times, at weekly intervals in the morning, on an extensive battery of psychomotor tests. The first session was a practice session to minimize subsequent practice effects. On one of the remaining 2 test days, morning medication was delayed until after testing (low concentration condition), whereas sodium valproate was given before testing on the alternate session (high concentration day). The data were analyzed for the effects of diagnosis (partial vs. generalized epilepsy), dose (above or below 20 mg/kg/day), and time of medication (low and high drug concentration days). Four variables discriminated between the diagnostic groups, all favoring children with generalized epilepsy. Another four measures were significantly associated with dose, with those on lower doses performing at a superior level. Time of medication had virtually no effect on performance, however. The findings were related to previous diagnostic and dosage research. Although a deterioration in performance at higher doses appears to be consistent with other dosage research, the absence of an effect due to time of medication suggests that performance does not fluctuate between drug administrations.

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Section: Methodsmentioning

confidence: 99%

Effect of Sodium Valproate on Psychomotor Performance in Children as a Function of Dose, Fluctuations in Concentration, and Diagnosis

et al. 1987

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“…Denney (1974) studying good and poor readers in grades two through five, found no differences on Kagan task for either errors on response latency, though there were significant correlations between Kagan MFFT errors and scores on oral reading test. Aman (1979) found children with specific reading retardation to make significantly more errors on the Kagan MFFT task than controls, but there were no significant differences in response latency. Thus the bulk of the evidence supports the relationship of accuracy on the MFFT to academic performance but fails to confirm the hypothesized importance of response latency.…”

Section: Impulsivitymentioning

confidence: 70%

“…The best evidence available suggests that teacher rated hyperactivity and learning disabilities may represent relatively independent factors (Lahey, Stempniak, Robinson, and Tyroler, 1978). Aman (1979) also found that children with specific reading retardation were not different from control subjects on teacher rated hyperactivity on the Conners scale.…”

Section: Overactivitymentioning

confidence: 95%

“…For example, Aman (1979) found that children with specific reading retardation received significantly higher ratings than controls on the Daydreaming-Inattention factor of the Conners Teacher Rating Scale.…”

Section: Attention Deficitsmentioning

confidence: 96%

“…McKinney et al (1975) in their observational study of second grade children, found that aggression (verbally or physically attacking a person or object including negative attention getting and resisting authority) was one of the main negative predictors of children's achievement scores a semester later. Aman (1979) found that parents of children with specific reading retardation rated them as deviant on three of the four factors of the Quay-Peterson Behavior Problem Checklist (i.e., conduct problem, personality problem, inadequacy-immaturity, but not socialized delinquency). Looking at the issue the other way around, Feldhusen, Thurston, and Benning (1970) asked teachers to nominate children who either consistently displayed aggressive-disruptive behavior or consistently dis-…”

Section: Aggression In Childrenmentioning

confidence: 99%

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Activity, attention, and aggression in learning disabled children

Routh

1979

Journal of Clinical Child Psychology

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Research has documented a reliable statistical association between specific learning disabilities in children and certain difficulties in adapting to the behavioral demands of traditional elementary school classrooms. As compared to others their age, many learning disabled children are overactive, inattentive, impulsive, and distractible in such classrooms. Indirect attempts to treat the learning disabilities by changing these associated behaviors have, however, not been very successful. It is certainly possible, for example, to reduce a child's activity and increase on-task behavior by drugs, behavior modification, or other environmental manipulations, but this seems to have little effect on learning unless academic performance is itself the focus of the treatment. Direct remediation of the academic problem, on the other hand, often has favorable effects on some of the other disturbing behaviors. Thus therapists should focus their efforts upon improving the child's academic skills, regarding hyperactivity and attention deficits as secondary problems. Another problem sometimes associated with learning disabilities is aggressive behavior. Aggression is quite predictive of future maladjustment and thus should be of major concern to the therapist in its own right.This paper examines the evidence concerning certain behavioral correlates of specific learning disabilities in children and considers the implications of these behaviors for treatment. For purposes of this review, a specific learning disability was defined as impaired performance in reading, arithmetic, or spelling in a child of at least average measured intellectual ability. The behaviors to be considered are the following: overactivity, attentional deficit, impulsivity, distractibility, and aggression. OveractivityIt has long been thought that hyperactivity and learning disabilities were overlapping areas of difficulty for children, though until recently one had to rely on informal clinical impressions in assessing the relationship between the two. Hinton and Knights (1971) in a followup study of children with learning problems, for example, stated that 35 percent of the children they studied were considered hyperactive. Keogh (1971) speculated that a child's overactivity might interfere with learning by disrupting both attention and information processing in the classroom. Currently the evidence is equivocal as to whether learning disabled children are actually more active in the classroom than others. Cobb (1972) observed fourth grade children in two schools for nine days during arithmetic periods. He found that overactivity (out-of-chair behavior) during these observations was a significant negative predictor of children's scores on standardized achievement tests in reading, arithmetic, and spelling. McKinney, Mason, Perkerson, and Clifford (1975) observed second grade children's behaviors during language arts classes. Gross motor activity for a given child was not a significant predictor of school achievement. In research and increasingly in practice ...

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Pharmacological Intervention

Aman¹,

Rojahn²

1992

Learning Disabilities

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Cognitive, social, and other correlates of specific reading retardation

Cited by 27 publications

References 20 publications

Effect of Sodium Valproate on Psychomotor Performance in Children as a Function of Dose, Fluctuations in Concentration, and Diagnosis

Effect of Sodium Valproate on Psychomotor Performance in Children as a Function of Dose, Fluctuations in Concentration, and Diagnosis

Activity, attention, and aggression in learning disabled children

Pharmacological Intervention

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