Verbal rehearsal and selective attention in children with learning disabilities: A developmental lag

To investigate the development of verbal rehearsal strategies and selective attention in learning disabled children, Hagen's Central-Incidental task was administered to younger learning disabled (M CA = 8.68 years) and normal (M CA = 8.62 years) boys in Experiment 1 and to intermediate (M CA = 10.18 years) and older (M CA = 13.48 years) learning disabled boys in Experiment 2. Also, in Experiment 2, an experimentally induced verbal rehearsal condition was included to determine its effects on serial recall and selective attention performance. In Experiment 1, the serial postion curve of the normals revealed both a primacy and a recency effect, whereas that of the learning disabled revealed a recency effect only. In Experiment 2, both the intermediate and the older learning disabled exhibited both primacy and recency effects under both standard and rehearsal conditions. A developmental analysis of central recall for the three learning disabled groups revealed constant age-related increases in overall central recall and in primacy recall. That the normals recalled more central, but not more incidental, information than the learning disabled in Experiment 1 suggests that the learning disabled are deficient in selective attention. Correlational findings suggest that the selective attention of the learning disabled improves with age. The results were interpreted as support for the hypothesis of a developmental lag in the learning disabled population.     

Adolescents with learning disabilities: Psychic structures that are not conducive to learning

In this paper, I attempt to make links between theoretical concepts derived from the work of Bion (in particular, the 'ego-destructive super-ego', and the function he termed '-K' in thinking disorders) and the nature of the transference relationship that became evident in my clinical work with some adolescents with learning disabilities. I use three clinical examples to illustrate these ideas and suggest that learning can be facilitated for this patient group by addressing difficulties which arise in the therapist's countertransference related to the theoretical concepts cited above.     

Nonverbal learning disabilities: A critical review

This article presents a critical review of the term and concept of nonverbal learning disability (NLD). After a brief historical introduction, the article focuses on the apparent rarity of NLD; the hypothesis of the frequent co-occurrence of emotional disorder, depression, and suicide in NLD; the white matter hypothesis as an explanation of the origin of NLD; and the question of NLD as part of a variety of other disorders. It is argued that NLD presents a broad hypothesis, but that there is little evidence to support its use in clinical practice.     

Adapting the Unique Minds Program: Exploring the Feasibility of a Multiple Family Intervention for Children with Learning Disabilities in the Context of Spain

The Unique Minds Program (Stern, Unique Minds Program, 1999) addresses the socio‐emotional needs of children with learning disabilities (LD) and their families. Children and their parents work together in a multiple family group to learn more about LD and themselves as people with the capacity to solve problems in a collaborative way, including problems in family school relationships. This article reports the cultural adaptation of the program for use in Spain and findings from a feasibility study involving three multiple family groups and a total of 15 children and 15 mothers, using a pre‐post design. This Spanish adaptation of the program is called “Mentes Únicas”. Standardized outcome measures indicated an overall statistically significant decrease in children's self‐rated maladjustment and relationship difficulties by the end of the program. Improvements were endorsed by most mothers, although they were not always recognized by the children's teachers. The program had a high level of acceptability: Mothers and children felt safe, understood, and helped throughout the sessions. The efficacy of the adapted intervention for the context of Spain remains to be tested in a more rigorous study.     

Compounding the Triple Jeopardy:

Over the last 15 years, societal awareness of spouse abuse has resulted in an extensive network of services, legislative reform, and research initiatives focused on increasing the public response to this serious social problem. More recently, battering in intimate lesbian relationships has gained the attention of women's and gay/lesbian organizations that deal with domestic violence issues. Lesbians in violent relationships differ significantly from heterosexual couples where battering occurs due to the powerful effect of societal homophobia that silences them from seeking help. This article will address the unique challenges faced by lesbians of color in violent relationships due to the interface not only between violence and homophobia, but racism as well. Analysis of community response by lesbians of color, and clinical issues presented in therapy by lesbians of color who are battered will also be discussed.     

Performance on a Following Tracking Task (Modified Sam Two-Hand Coordination Test) as a Function of Radius of Control Cranks

The influence of two deindividuating variables, altered responsibility and coaction in groups, on one's tendency to deliver noxious or helpful stimulation impulsively and in a cyclical pattern to a target person was investigated in a laboratory experiment with use of 96 male and female junior college students. Analysis of variance revealed that, as hypothesized, Ss who coacted in groups of three and who had the responsibility for their behavior removed delivered noxious (but not helpful) stimuli more impulsively than Ss who worked alone and were made to feel responsible (p < .01). Ss responded in a more cyclical pattern when delivering aversive tones than when delivering facilitating tones (p < .005). A marginally significant finding was that Ss in groups responded in a more cyclical pattern than Ss alone only when the response was seen as aversive. It was concluded that the probability of impulsive and cyclical aggression may be increased by altered responsibility and coaction.     

Technological Resources to Support Adaptive Responding with Persons with Multiple Disabilities

This study assessed technological resources for supporting adaptive responses in 2 men with profound multiple disabilities. The technological resources (an electronic control device connected to optic sensors and pleasant stimuli) ensured the activation of those stimuli contingent on adaptive responses. The responses consisted of putting various objects in a container fitted to a desk. Data showed that both participants reached satisfactory levels of adaptive responses in the intervention and generalization settings. Procedural issues, practical implications of the findings and measures for promoting response maintenance were discussed.     

Defining autism: professional best practices and published case law

There are clear indications that both the reported incidence of autism in children and litigation involving this developmental disorder are increasing. However, to date there has been a dearth of research analyzing court cases and legal decisions concerning students with autism. The purpose of this review was to examine published hearing/review and court decisions concerning autism eligibility in educational settings in relation to empirically supported best practices in the assessment of autism. A total of 13 cases were identified for inclusion in the review. In general, the results indicated that hearing/review officers and judges neither relied upon nor explicitly acknowledged empirically supported assessment methods in their published eligibility decisions. It appeared that many hearing/review officers and judges relied on expert witnesses, who may or may not have had particular expertise and knowledge regarding current best practices in autism eligibility assessment. Implications of the findings and areas for future research are discussed.