Neuropsychology and Learning Disabilities

Lyon, G. Reid; Newby, Robert E.; Recht, Donna R.; Caldwell, Joanne

doi:10.1016/b978-0-12-762530-0.50019-9

Cited by 6 publications

(18 citation statements)

References 53 publications

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“…Among groups of children characterized by their academic difficulties (such as those with dyslexia or learning disabilities), performance on Digit Span has been repeatedly found to be poor when compared to non-reading or learning disabled groups (e.g., Hulme & Roodenrys, 1995;Siegel & Ryan, 1989). Further, when groups of children with schoolidentified learning disabilities are reviewed, between 13-20 percent have been found to have isolated significant difficulties on verbal-span tasks (e.g., Lyon, 1985;Siegel & Ryan, 1989;Speece, 1987;Torgensen, 1988). Early performance on tests of verbal span have been found to be predictive of later reading and math attainment (e.g., Ashcraft, 1995;Shaywitz et al, 1999;Wagner et al, 1997).…”

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confidence: 99%

Investigation of Poor Academic Achievement in Children with Duchenne Muscular Dystrophy

Hinton

Vivo

Fee

et al. 2004

Learn Disabil Res Pract

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Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide-ranging consequences on learning skills.Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disability. DMD is known mainly as a genetic disease of muscle, although it also has developmental consequences on the central nervous system. DMD is caused by a mutation of a gene on the X chromosome (Koenig et al., 1987). It occurs in about 1/3,200 boys and results in progressive muscular weakness. DMD is the most common fatal childhood inherited disorder, and affected individuals rarely live past their late -20s. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptEver since its original characterization by Duchenne (1872), boys with DMD have been known to be at increased risk of mental retardation, although the majority of boys with DMD are not mentally retarded. Whether impaired cognitive function in individuals with DMD resulted from the stresses of living with a chronic, progressive, physically disabling disorder or from the underlying etiology affecting the development of the nervous system was uncertain. Yet, well before discovery of the gene that causes the disorder, decreased academic achievement scores were documented, prompting investigators to write that "an investigation of intelligence and academic achievement should be a routine part" of care for all children with DMD (Worden & Vignos, 1962).The discovery that the mutated gene in DMD codes for multiple protein products that localize to separate tissue types, including muscle and brain, offers a potential explanation for the cognitive manifestation of the DMD phenotype (for reviews see J. L. Anderson, Head, Rae, & Morley, 2002;Mehler, 2000). In the brain, dystrophin isoforms normally localize to circumscribed cerebral and cerebellar cortical regions and are absent in autopsied brains of individu...

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confidence: 99%

Investigation of Poor Academic Achievement in Children with Duchenne Muscular Dystrophy

Hinton

Vivo

Fee

et al. 2004

Learn Disabil Res Pract

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“…As with FAS/E, definitive research into the area o f LD is still fairly new, having been recognized in the United States as a category o f disability only since 1968 (Lyon 1996). The phrase was coined by Kirk, who said that LD represented a discrepancy between an individual's achievement and her apparent capability to learn (Zigmond, 1993).…”

Section: State O F Research Into Learning Disabilitiesmentioning

confidence: 99%

“…Similarly, generalization across studies is not advisable when the criteria for including students in the samples differ, and an intervention that is useful for students o f one classification may not be useful for students who are identified by different characteristics. Lyon (1996) expressed optimism that new treatment initiatives being supported by the National Institute o f Child Health and Development may begin to shed light on relationships between cognitive, neuropsychological, linguistic, and behavioral attributes in children with LD (see also Henry, 1998). With more information about subtypes o f learning problems, he said, it should become possible to select specific intervention approaches for individual studems (see also Lyon et al, 1991).…”

Section: I^mentioning

confidence: 99%

“…Just as the heterogeneity in students with FAS/E makes it difBcuh to provide a clear operational definition or generalizable research, so does the heterogeneity in students with LD Lack o f consistency in classification due to conflicting views o f what qualifies as a learning disability leads to problems in id e n t i^g samples o f similar subjects, and this variability in sample characteristics limits rigorous replication o f studies and generalization o f results (Catts, 1991a;Lyon, 1996;M oats & Lyon, 1993;Pumphrey & Reason, 1992;Torgeson, 1994;Williams, 1988). Describing the difiBculty o f producing generalizable research about students with LD, Dickman (1993) compared studies using inconsistent…”

Section: State O F Research Into Learning Disabilitiesmentioning

confidence: 99%

“…Most students with LD are poor at organizing (Hallahan, Kauffinan, & Lloyd, 1996;Henry, 1998;Hornsby, 1984;Lyon, 1996), including steps o f a task, or their ideas, time, or possessions. They may be slow to process language (Lahey & Bloom, 1994) and may have problems with word retrieval (Alexander, Gray, & Lyon, 1993;Catts, 1991b;German, 1994;Roth & Spekman, 1991), comprehension (Roth & Spekman, Pumphrey & Reason, 1992), abstract reasoning (Roth & Spekman;Bender, 1992), and understanding o f idioms (Milosky, 1994;Roth & Spekman).…”

Section: Learning Disabilities Definition and Diagnosis Or Identificamentioning

confidence: 99%

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An adolescent student with fetal alcohol effect and learning disabilities: Tutoring in written language.

Johnson¹

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