Neuropsychological Correlates of Minimal Brain Dysfunction *

Reitan, Ralph M.; Boll, Thomas J.

doi:10.1111/j.1749-6632.1973.tb43165.x

Cited by 73 publications

(20 citation statements)

References 4 publications

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“…A number of discriminant validation studies have been performed showing both the LNNB-C (Gustavson et al, 1982;Wilkening, Golden, MacInnes, Plaisted, & Hermann, 1981) and the HRNB-C (Boll, 1974;Golden, 1977;Reitan & Boll, 1973) to be effective in discriminating learning disabled, brain damaged, and psychiatric populations at a high accuracy rate. Although HI children and adolescents have obvious inclusion within the brain-damaged population, several HI subjects have been included among the LD and psychiatric population as well.…”

Section: Neuropsychological Test Batteries Used With Chismentioning

confidence: 98%

Epidemiologic characteristics and sequelae of closed head‐injured children and adolescents: A review

Dalby

Obrzut

1991

Developmental Neuropsychology

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Section: Neuropsychological Test Batteries Used With Chismentioning

confidence: 98%

Epidemiologic characteristics and sequelae of closed head‐injured children and adolescents: A review

Dalby

Obrzut

1991

Developmental Neuropsychology

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“…The term “specific learning disability” (SLD) was introduced by Kirk and Bateman (24). Other terms have been used relatively interchangeably in the literature: dyslexia (16), minimal brain dysfunction (32), minimal brain damage (7), Strauss Syndrome (42), neurophrenia (11), perceptually handicapped (17), hyperkinetic syndrome (5), and psychoneurologically learning disabled (27).…”

Section: Introductionmentioning

confidence: 99%

Communication Deviances: A Comparison Between Parents of Learning‐Disabled and Normally Achieving Students

1987

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This study explored the relationship between parents' communication deviances and children's placement in a learning disability class. Participants were the parents of 30 learning-disabled students and 30 average students attending junior high school. Samples of communication were taken from parents' participation in an experimental task. Using a "blind" sorting procedure, raters were able to identify 87% of the learning-disabled students' parents by their high communication deviance scores and 77% of the average students' parents by their low communication deviance scores on the experimental communication task (p less than or equal to .0001). Implications for future research on the etiology and remediation of learning disabilities are discussed.

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“…A study to develop these norms also might serve to replicate the first study in regard to the age variable, found in Study I to be a significant variable for the adolescent age range. Reitan and Boll (1973) found no sex differences in children on tapping tasks, and studies of similar motor tasks (Costantini et al, 1973;Denckla, 1973) also found no sex difference. Nonetheless, Russell et al (1970) recommended that faster norms be used for males than for females.…”

Section: Study Ii-sex and Ethnicitymentioning

confidence: 92%

Delinquents and the tapping test

Andrew

1977

J. Clin. Psychol.

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This study provided Tapping Test norms for young legal offenders by measuring 54 Anglo male probationers (35 juveniles, 19 adults) in Study I, and 127 probationers aged 12-17 within eight sex/age/ethnicity subgroups in Study II. The Tapping Test, a measure of fine-motor speed, forms part of the Halstead-Reitan battery for neuropsychodiagnosis. Study I results suggest that tapping speed related to age for juvenile male delinquents, p less than .01; for adults, speed relates to IQ, p less than .05. Study II results suggest that Anglo females--but not non-Anglo females-- tap slower than males, p less than .01. The results were only paritally consistent with those of prior studies. Future researchers may wish to: (a) refine norms by appropriate adjustments for age and IQ; (b) investigate why Anglo female delinquents were especially slow on the Tapping Test; and (c) evaluate to what extent false positives may be provoked on this test by depression rather than organicity.

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Neuropsychological Correlates of Minimal Brain Dysfunction *

Cited by 73 publications

References 4 publications

Epidemiologic characteristics and sequelae of closed head‐injured children and adolescents: A review

Epidemiologic characteristics and sequelae of closed head‐injured children and adolescents: A review

Communication Deviances: A Comparison Between Parents of Learning‐Disabled and Normally Achieving Students

Delinquents and the tapping test

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