On Defining Learning Disabilities

Kirk, Samuel A.; Kirk, Winifred D.

doi:10.1177/002221948301600106

Cited by 26 publications

(6 citation statements)

References 1 publication

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“…IQ tests included the Wechsler Intelligence Scales for Children -Revised (WISC-R) (Wechsler 1974, Norwegian version 1978, McCarthy Scales for Children's Abilities (McCarthy 1972), Leiter International Performance Scale (Leiter 1979), Stanford-Binet Intelligence Scale (Thorndike et al 1986), and Raven's Progressive Matrices (Raven et al 1983). Developmental tests included the Vineland Adaptive Behaviour Scales (Sparrow et al 1984), Griffiths Mental Developmental Scale (Griffiths 1970), and Illinois Test of Psycholinguistic Abilities (Kirk and Kirk 1968). In children who had very reduced cognitive functioning and/or whose behaviour was substantially disturbed, so that the administration of a formal test was not possible, IQ was assessed indirectly according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) (American Psychiatric Association 1994).…”

Section: Case Finding and Psychometric Testingmentioning

confidence: 99%

Prevalence of psychiatric diagnoses in children with mental retardation: data from a population‐based study

Strømme

Diseth

2000

Develop Med Child Neuro

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The main purpose of the study was to estimate the prevalence of psychiatric diagnoses in children with mental retardation (MR) (IQ≤70). All children born between 1980 and 1985 (N=30037) in Akershus County, Norway, were screened for possible MR and assessed with either IQ tests or standardized developmental tests. A total of 178 children, 79 with severe mental retardation (SMR) (IQ<50) and 99 with mild mental retardation (MMR) (IQ 50 to 70) were included for further study. Psychiatric symptomatology was assessed as a standard part of the neurodevelopmental examination, which included a semistructured parent interview, a clinical child interview, and retrieval of the charts of previous child psychiatric examinations. Psychiatric diagnoses were classified according to the International Classification of Disease (ICD‐10). In total, 65 (37%) of the total population with MR (95% confidence intervals 29 to 44) were registered to have psychiatric diagnoses, the most common being hyperkinesia (n=28) and pervasive developmental disorder (n=15). Psychiatric diagnoses were present in 42% of the population with SMR and 33% of the population with MMR (p=0.4). Of all children found to have a psychiatric diagnosis, approximately one‐third had previously been examined by a child psychiatrist and indicated a previously unrecognized need for these services to children with MR.

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Section: Case Finding and Psychometric Testingmentioning

confidence: 99%

Prevalence of psychiatric diagnoses in children with mental retardation: data from a population‐based study

Strømme

Diseth

2000

Develop Med Child Neuro

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“…The condition has been known for many years under a variety of labels including brain injury, minimal brain dysfunction (MBD), aphasia, dyslexia, and a host of others (Kirk & Chalfant, 1984). The term learning disabilities became popular in 1963 when, at a joint meeting of the Fund for Perceptually Handicapped…”

Section: Introductionmentioning

confidence: 99%

Holland Personality Types among Learning Disabled and Nonlearning Disabled High School Students

Cummings¹,

Maddux²

1987

Exceptional Children

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Many learning disabled adults are not as successful vocationally as nonhandicapped adults. One reason for their lack of success may be that they are working in occupations incongruent with their personalities and interests. While nonhandicapped individuals are considered to have a variety of occupational interests, learning disabled persons are often occupationally stereotyped and trained for and placed into a more limited variety of occupational environments. The study described in this article investigated whether 96 learning disabled high school students had vocational interests and personalities that differed from those of 96 nonlearning disabled high school students. Holland's Self-Directed Search (SDS) was used to measure personality and occupational interests. Subjects were matched on sex, ethnicity, and socioeconomic status (SES). A chi-square test of homogeneity was computed. The groups were not found to be heterogeneous with respect to occupational interests and personalities. Implications for practice and future research are discussed.

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“…According to DeHirsch, Jansky, and Langford (1965), teaching methods should, to a large extent, be determined by the student's modality strengths and weaknesses. Kirk and Kirk (1971), Sabatino and Hayden (1970), Frostig (1965), Wepman and Bond (1960), Morency (1960), and Chall (1967) agree. In fact, according to Farr (1971), students should not only learn in their preferred modality, but should be tested in it.…”

Section: Selected Modality Researchmentioning

confidence: 88%

Adjustments in Reading Instruction Based on Modality Preferences

Hollingsworth

1984

Journal of College Reading and Learning

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On Defining Learning Disabilities

Cited by 26 publications

References 1 publication

Prevalence of psychiatric diagnoses in children with mental retardation: data from a population‐based study

Prevalence of psychiatric diagnoses in children with mental retardation: data from a population‐based study

Holland Personality Types among Learning Disabled and Nonlearning Disabled High School Students

Adjustments in Reading Instruction Based on Modality Preferences

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