Discrimination of Neurological Impairment in the Learning Disabled Adolescent

Fabian, Judith Janaro; Jacobs, Ursula

doi:10.1177/002221948101401011

Cited by 4 publications

(1 citation statement)

References 4 publications

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“…Gerstmann (1924), as the pioneer of this diagnosis, mentioned that the neuron-screening occurs with minor injuries in the left hemisphere of the brain and include four symptoms: finger agnosia, dysgraphia, dyscalculia, and right-left disorientation. A number of researchers have advocated this conceptualization in their research of children with learning disabilities including Fabian and Jacobs, (1981) who applied the Bender Gestalt Test 1976 and Quick Neurological Screening Test (QNST) in 1974 to diagnose children with learning disabilities between 8 to 12 years old. On the other hand, Beaton, Edwards, and Peggie (2006) used Castles and Colthear's (1976) test to diagnose children with reading disabilities from age 6 or older.…”

Section: Introductionmentioning

confidence: 99%

Discrimination Evidence for Examining Fourth Grade Students’ Learning Disability Problems

Hassan¹,

Al-Harthy²

2014

JEL

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This study investigated the ability of discriminate variables (perceptual-motor, hyperactivity disorder, neurological and psychological skills) to distinguish between normal (n = 68) and students with learning disabilities (n = 72) in fourth grade. Three instruments were developed: perceptual-motor scale, hyperactivity disorder scale, skills test neuropsychiatric. Eight schools were purposely chosen for their collaboration with the College of Education at Sultan Qaboos University. The sample consists of 140 students (68 students with learning disabilities and 73 normal students; 73 males). The results demonstrated a positive significant correlation between perceptual-motor and neurological and psychological skills. In addition, a negative significant correlation was found between hyperactivity disorder, perceptual-motor and neurological and psychological skills. Using discriminate analysis, the study shows that the three developed measurements can discriminate between normal students and students with learning disabilities. We recommend using the three scales on students with learning disabilities for the purpose of early examination. There is a need to conduct a similar study, with other scales, for better examinations.

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Section: Introductionmentioning

confidence: 99%

Discrimination Evidence for Examining Fourth Grade Students’ Learning Disability Problems

Hassan¹,

Al-Harthy²

2014

JEL

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Factorial structure of the quick neurological screening test-revised for children with learning disabilities

Finlayson¹,

Obrzut

1993

Psychol. Schs.

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The Quick Neurological Screening Test-Revised (QNST-R) was administered to 122 children diagnosed with learning disabilities (FSIQ >80) between the ages of 6 and 13 years to examine the test's factorial structure and utility as a screening measure for this clinical population. On the basis of principal components analyses, the QNST-R appears to measure primarily lower-order sensory perception/processing and fine and gross motoric skills, which are thought presumably to serve as the basis for later higherorder cognitive functions. Age, but not gender differences obtained, indicate a general maturity factor related to overall test performance. ROURKE, R. P. (Ed.). (1985). Neuropsychology of learning disabilities: Essentials of subtype analysis. New York: The Guilford Press. SATZ, P., FLETCHER, J. M. (1988). Early identification of learning disabled children: An old problem revisited.

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Utility of the Luria-Nebraska Neuropsychological Battery-Children's Revision in the evaluation of reading disabled children

Myers

Sweet

Deysach

et al. 1989

Archives of Clinical Neuropsychology

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The Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNBCR) was used to investigate differences between reading disabled (RD) and academically normal children. The groups of 32 subjects each were equivalent with regard to age, sex, race, IQ, and SES of primary wage earner in the family. RD subjects, all of whom had been identified as learning disabled by the school, were moderately to severely impaired in reading, but not in math. Performance of the groups was significantly different on the battery as a whole and on an abbreviated form of the battery which excluded scales composed of items measuring language, reading, and arithmetic. With the abbreviated battery, the largest group differences were found on the Rhythm scale. It is hypothesized that poor performance on the Rhythm scale may reflect impaired auditory processing, which has a negative impact on the development of basic skills required for reading. A stepwise discriminant function analysis using the abbreviated battery correctly identified 84% of subjects. Evidence supporting discriminative validity of two methods of identifying RD children was found. Performance on an Experimental scale composed of nonreading items presumed to assess the integrity of areas of the brain mediating basic reading skills was no worse than on an equivalent randomly selected pool of items. The LNNB-CR may be a potentially valuable instrument for investigating neuropsychological differences between RD and normal children in that it provides relevant information to educators who must formulate remediation programs for RD children.

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Discrimination of Neurological Impairment in the Learning Disabled Adolescent

Cited by 4 publications

References 4 publications

Discrimination Evidence for Examining Fourth Grade Students’ Learning Disability Problems

Discrimination Evidence for Examining Fourth Grade Students’ Learning Disability Problems

Factorial structure of the quick neurological screening test-revised for children with learning disabilities

Utility of the Luria-Nebraska Neuropsychological Battery-Children's Revision in the evaluation of reading disabled children

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