A learning disability (LD) is a neurological disorder that affects the brain's ability to receive, process, store and respond to information. The term learning disability is used to describe the seeming unexplained difficulty a person of at least average intelligence has in acquiring basic academic skills. These skills are essential for success at school and work and for coping with life in general. LD is not a single disorder. It is a term that refers to a group of disorders. LD is a disorder that affects people's ability to either interpret what they see and hear to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, co-ordination, self control or attention. Typical learning difficulties include dyslexia, dyscalculia and dysgraphia - often complicated by associated disorders such as attention deficit/hyperactivity disorder. This book brings together leading research in the field.
Author(s): Soren V. Randall
Edition: 1
Year: 2006
Language: English
Pages: 243
LEARNING DISABILITIES: NEW RESEARCH......Page 5
CONTENTS......Page 7
PREFACE......Page 9
INTRODUCTION......Page 13
NEUROLINGULSTIC-NEUROANATOMIC MODEL......Page 19
BRAIN IMAGING......Page 23
RECENT ADVANCES AND THE FUTURE AGENDA IN UNDERSTANDING THE RELATION BETWEEN CORITCAL ASYMMETRY AND LEARNING DISABILITY......Page 28
REFERENCES......Page 32
ABSTRACT......Page 41
DEFINING LEARNING AND MATHEMATICAL DISABILITIES......Page 42
Criteria In Defining Learning Disabilities......Page 44
Defining Mathematical Disabilities......Page 47
PREVALENCE OF MATHEMATICAL DISABILITIES......Page 48
SUBTYPES IN MATHEMATICAL DISABILITIES......Page 49
Procedural Deficits......Page 50
Semantic Memory Deficits......Page 51
Visuospatial Deficits......Page 52
Number Knowledge Deficits......Page 54
CO-MORBIDITY IN MATHEMATICAL DISABILITIES......Page 57
Attention Deficit Hyperactivity Disorder (ADHD)......Page 58
Social, Emotional and Behavioural Disturbances......Page 59
Nonverbal Learning Disorder (NLD), Developmental Gerstmann Syndrome and other Neurologic Disabilities......Page 61
ASSESSMENT OF MATHEMATICAL DISABILITIES......Page 62
CONCLUSION......Page 64
REFERENCES......Page 65
ABOUT THE AUTHORS......Page 73
ABSTRACT......Page 75
INTRODUCTION......Page 76
2. Cognitive Phenotype......Page 77
1. Selection of Confounding Variables......Page 82
2. Assessment of Mathematics......Page 83
CONCLUSION......Page 84
REFERENCES......Page 85
APPENDIX 1......Page 90
INTRODUCTION......Page 93
Measures......Page 96
RESULTS......Page 97
CONCLUSION......Page 103
REFERENCES......Page 107
ABSTRACT......Page 111
INTRODUCTION......Page 112
INCIDENCE AND CLASSIFICATION OF TUMOURS......Page 113
LEARNING DIFFICULTIES AFTER CANCER......Page 114
RETURN TO SCHOOL......Page 116
METHODS......Page 117
Sample......Page 119
COGNITIVE FUNCTIONING......Page 120
COGNITIVE FUNCTIONING AND EDUCATIONAL NEEDS......Page 122
CURRENT SCHOOL ATTENDANCE......Page 123
EMOTIONAL FUNCTIONING......Page 124
DISCUSSION......Page 125
IMPLICATIONS FOR REMEDIATION......Page 128
FUTURE INTERVENTIONS......Page 129
REFERENCES......Page 130
ABSTRACT......Page 135
Antidepressant Drugs......Page 136
Mood Stabilizers......Page 137
Antipsychotic Drugs......Page 139
Pharmacokinetic Interactions Between Anticonvulsants and Antidepressants......Page 140
Antidepressant Drugs and Seizure Risk......Page 142
Pharmacokinetic Interactions Between Anticonvulsants and Antipsychotic Drugs......Page 143
Antipsychotic Drugs and Seizure Risk......Page 145
REFERENCES......Page 146
ABSTRACT......Page 151
Diagnostic Criteria and Epidemiology of Reading Disabilities and Attention-Deficit/Hyperactivity Disorder......Page 152
Event-Related Brain Potentials......Page 153
EVENT-RELATED BRAIN POTENTIALS IN READING DISORDERS......Page 155
EVENT-RELATED BRAIN POTENTIALS IN ATTENTION DEFICIT/HYPERACTIVITY DISORDER......Page 157
COMPARISONS OF ERP FINDINGS OF RD, ADHD AND COMORBID GROUPS......Page 159
Procedure......Page 161
Recording......Page 162
Statistical Analysis......Page 163
ERP Results......Page 164
Between Group Comparisons:......Page 166
DISCUSSION AND CONCLUSION......Page 169
ACKNOWLEDGEMENTS:......Page 171
REFERENCES......Page 172
ABSTRACT......Page 179
Empirically-Supported Instructional Practices......Page 180
Instructional Feedback: Theoretical Framework......Page 181
READING INSTRUCTIONAL FEEDBACK INTERVENTIONS......Page 186
HANDWRITING INSTRUCTIONAL FEEDBACK INTERVENTIONS......Page 187
BEHAVIOR INSTRUCTIONAL FEEDBACK INTERVENTIONS......Page 188
RECENT EMPIRICAL APPLICATIONS OF INSTRUCTIONAL FEEDBACK......Page 189
CONCLUSION......Page 193
REFERENCES......Page 194
ABSTRACT......Page 199
LEARNING DISABILITIES AND SPECIFIC DISABILITIES FOR LEARNING TO READ......Page 200
COGNITIVE DEFICITS IN RD......Page 201
EVENT-RELATED BRAIN POTENTIALS (ERP)......Page 203
N400......Page 204
P600 AND LAN......Page 205
LANGUAGE ERP STUDIES IN CHILDREN......Page 206
SEMANTIC PROCESSING: N400 IN CHILDREN......Page 207
CURRENT STUDY......Page 209
METHODS......Page 210
Procedure......Page 211
Behavioral Results......Page 212
ERP Results......Page 213
Early Components......Page 214
N400 Component......Page 215
Stimuli......Page 216
Data Analysis......Page 217
RESULTS......Page 218
GENERAL DISCUSSION......Page 220
REFERENCES......Page 224
ABSTRACT......Page 231
CLASSIFICATION......Page 232
PATHO-PHYSIOLOGY......Page 234
EARLY IDENTIFICATION......Page 235
EARLY DETECTION OF ADHD IN MEXICAN PRESCHOOL CHILDREN......Page 236
RESULTS......Page 237
COMMENTS......Page 238
REFERENCES......Page 239
INDEX......Page 243
