Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD.

PubMed

Murphy, Melissa M; Mazzocco, Michèle M M; Hanich, Laurie B; Early, Martha C

2007-01-01

Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their profile of math and related skills, including reading, visual-spatial, and working memory skills. The present study assesses the characteristics of children with MLD based on varying MLD definitions of math performance either below the 10th percentile (n = 22) or between the 11th and 25th percentile (n = 42) on the Test of Early Math Ability, second edition (TEMA-2). Initial starting levels and growth rates for math and related skills were examined in these two MLD groups relative to a comparison group (n = 146) whose TEMA-2 performance exceeded the 25th percentile. Between kindergarten and third grade, differences emerged in the starting level and growth rate, suggesting qualitative differences among the three groups. Despite some similarities, qualitative group differences were also observed in the profiles of math-related skills across groups. These results highlight differences in student characteristics based on the definition of MLD and illustrate the value of examining skill areas associated with math performance in addition to math performance itself.

Kindergarten Predictors of Math Learning Disability

PubMed Central

Mazzocco, Michèle M. M.; Thompson, Richard E.

2009-01-01

The aim of the present study was to address how to effectively predict mathematics learning disability (MLD). Specifically, we addressed whether cognitive data obtained during kindergarten can effectively predict which children will have MLD in third grade, whether an abbreviated test battery could be as effective as a standard psychoeducational assessment at predicting MLD, and whether the abbreviated battery corresponded to the literature on MLD characteristics. Participants were 226 children who enrolled in a 4-year prospective longitudinal study during kindergarten. We administered measures of mathematics achievement, formal and informal mathematics ability, visual-spatial reasoning, and rapid automatized naming and examined which test scores and test items from kindergarten best predicted MLD at grades 2 and 3. Statistical models using standardized scores from the entire test battery correctly classified ~80–83 percent of the participants as having, or not having, MLD. Regression models using scores from only individual test items were less predictive than models containing the standard scores, except for models using a specific subset of test items that dealt with reading numerals, number constancy, magnitude judgments of one-digit numbers, or mental addition of one-digit numbers. These models were as accurate in predicting MLD as was the model including the entire set of standard scores from the battery of tests examined. Our findings indicate that it is possible to effectively predict which kindergartners are at risk for MLD, and thus the findings have implications for early screening of MLD. PMID:20084182

Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving.

PubMed

Iglesias-Sarmiento, Valentín; Deaño, Manuel; Alfonso, Sonia; Conde, Ángeles

2017-02-01

The purpose of this study was to examine the contribution of cognitive functioning to arithmetic problem solving and to explore the cognitive profiles of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD). The sample was made up of a total of 90 students of 4th, 5th, and 6th grade organized in three: ADHD (n=30), MLD (n=30) and typically achieving control (TA; n=30) group. Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated. The ADHD group's performance in planning and attention was worse than that of the control group. Children with MLD obtained poorer results than the control group in planning and simultaneous and successive processing. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample. Children with ADHD and with MLD showed characteristic cognitive profiles. Groups' problem-solving performance can be predicted from their cognitive functioning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mathematics learning disability in girls with Turner syndrome or fragile X syndrome.

PubMed

Murphy, Melissa M; Mazzocco, Michèle M M; Gerner, Gwendolyn; Henry, Anne E

2006-07-01

Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group, although the likelihood of MLD persisting through the primary school years was comparable for all three groups. In Study 2, formal and informal math skills were compared across the syndrome groups, a normative group, and children from the normative group who had MLD. Few differences were observed between the Turner syndrome and normative groups. Despite having rote counting and number representation skills comparable to those in the normative group, girls with fragile X had difficulty with counting rules (e.g., cardinality, number constancy). However, this difficulty did not distingush them from the MLD group. Overall, counting skills appear to distinguish the Turner syndrome and fragile X groups, suggesting that the specificity of math deficits emerges earlier for fragile X than Turner syndrome.

An Evolutionary Perspective on Learning Disability in Mathematics

PubMed Central

Geary, David C.

2015-01-01

A distinction between potentially evolved, or biologically-primary forms of cognition, and the culturally-specific, or biologically-secondary forms of cognition that are built from primary systems is used to explore mathematical learning disability (MLD). Using this model, MLD could result from deficits in the brain and cognitive systems that support biologically-primary mathematical competencies, or from the brain and cognitive systems that support the modification of primary systems for the creation of secondary knowledge and secondary cognitive competencies. The former include visuospatial long-term and working memory and the intraparietal sulcus, whereas the latter include the central executive component of working memory and the anterior cingulate cortex and lateral prefrontal cortex. Different forms of MLD are discussed as related to each of the cognitive and brain systems. PMID:17650991

Are WISC IQ scores in children with mathematical learning disabilities underestimated? The influence of a specialized intervention on test performance.

PubMed

Lambert, Katharina; Spinath, Birgit

2018-01-01

Intelligence measures play a pivotal role in the diagnosis of mathematical learning disabilities (MLD). Probably as a result of math-related material in IQ tests, children with MLD often display reduced IQ scores. However, it remains unclear whether the effects of math remediation extend to IQ scores. The present study investigated the impact of a special remediation program compared to a control group receiving private tutoring (PT) on the WISC IQ scores of children with MLD. We included N=45 MLD children (7-12 years) in a study with a pre- and post-test control group design. Children received remediation for two years on average. The analyses revealed significantly greater improvements in the experimental group on the Full-Scale IQ, and the Verbal Comprehension, Perceptual Reasoning, and Working Memory indices, but not Processing Speed, compared to the PT group. Children in the experimental group showed an average WISC IQ gain of more than ten points. Results indicate that the WISC IQ scores of MLD children might be underestimated and that an effective math intervention can improve WISC IQ test performance. Taking limitations into account, we discuss the use of IQ measures more generally for defining MLD in research and practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Cognitive Mechanisms Underlying Achievement Deficits in Children with Mathematical Learning Disability

ERIC Educational Resources Information Center

Geary, David C.; Hoard, Mary K.; Byrd-Craven, Jennifer; Nugent, Lara; Numtee, Chattavee

2007-01-01

Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n = 15) and low achieving (LA, n = 44) were identified. These groups and a group of typically achieving (TA, n = 46) children were administered a battery of mathematical cognition, working…

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) vs. low mathematics achievement

PubMed Central

Mazzocco, Michèle M. M.; Myers, Gwen F.; Lewis, Katherine E.; Hanich, Laurie B.; Murphy, Melissa M.

2014-01-01

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to “one-half,” and fraction pairs with common denominators) differentiates those with mathematical learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics, and whether long term learning trajectories of this knowledge also differentiate these groups. We confirmed that although 4th graders with LA (n = 18) or TA (n = 93) are more accurate evaluating one-half vs. non-half fractions (until they reach ceiling performance levels on both types of fractions), children with MLD (n=11) do not show a one-half advantage until Grade 7 and do not reach ceiling performance even by Grade 8. Both the MLD and LA groups have early difficulties with fractions, but by Grade 5 the LA group approaches performance levels of the TA group and deviates from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short lived for the TA group (because ceiling level was achieved across formats), slightly more persistent for the LA group, and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties varies across children with math difficulties (MLD or LA). PMID:23587941

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement.

PubMed

Mazzocco, Michèle M M; Myers, Gwen F; Lewis, Katherine E; Hanich, Laurie B; Murphy, Melissa M

2013-06-01

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to one-half, fraction pairs with common denominators) differentiates those with mathematics learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics and whether long-term learning trajectories of this knowledge also differentiate these groups. We confirmed that although fourth graders with TA (n=93) were more accurate in evaluating "one-half" fractions than in evaluating "non-half" fractions (until they reached ceiling performance levels on both types of fractions), children with MLD (n=11) did not show a one-half advantage until Grade 7 and did not reach ceiling performance even by Grade 8. Both the MLD and LA groups had early difficulties with fractions, but by Grade 5 the LA group approached performance levels of the TA group and deviated from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short-lived for the TA group (because ceiling level was achieved across formats), whereas it was slightly more persistent for the LA group and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties vary across children with math difficulties (MLD or LA). Copyright © 2013 Elsevier Inc. All rights reserved.

A Review of Mathematical Learning Disabilities in Children with Fragile X Syndrome

ERIC Educational Resources Information Center

Murphy, Melissa M.

2009-01-01

The prevalence rate of mathematical learning disabilities (MLD) among children with fragile X syndrome who do not meet criteria for intellectual and developmental disabilities ([approximately equal to] 50% of female children) exceeds the rate reported in the general population. The purpose of this article is two-fold: (1) to review the findings on…

Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

PubMed

Zhang, Yiyun; Zhou, Xinlin

2016-01-01

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.

Masking Level Difference Response Norms from Learning Disabled Individuals.

ERIC Educational Resources Information Center

Waryas, Paul A.; Battin, R. Ray

1985-01-01

The study presents normative data on Masking Level Difference (an improvement of the auditory processing of interaural time/intensity differences between signals and masking noises) for 90 learning disabled persons (4-35 years old). It was concluded that the MLD may quickly screen for auditory processing problems. (CL)

Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities

ERIC Educational Resources Information Center

Passolunghi, Maria Chiara

2011-01-01

Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities (MLD), compared with 18 normally achieving children, matched for chronological age, school level, gender and verbal IQ. Working memory, short-term memory, inhibitory processes, speed of processing and level of anxiety in mathematics were assessed…

Defective Number Module or Impaired Access? Numerical Magnitude Processing in First Graders with Mathematical Difficulties

ERIC Educational Resources Information Center

De Smedt, Bert; Gilmore, Camilla K.

2011-01-01

This study examined numerical magnitude processing in first graders with severe and mild forms of mathematical difficulties, children with mathematics learning disabilities (MLD) and children with low achievement (LA) in mathematics, respectively. In total, 20 children with MLD, 21 children with LA, and 41 regular achievers completed a numerical…

Fact Retrieval Deficits in Low Achieving Children and Children with Mathematical Learning Disability

ERIC Educational Resources Information Center

Geary, David C.; Hoard, Mary K.; Bailey, Drew H.

2012-01-01

Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted…

The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability

ERIC Educational Resources Information Center

Cowan, Richard; Powell, Daisy

2014-01-01

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…

Improving the Fraction Word Problem Solving of Students with Mathematics Learning Disabilities: Interactive Computer Application

ERIC Educational Resources Information Center

Shin, Mikyung; Bryant, Diane P.

2017-01-01

Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a…

Effects of Two Interventions on Solving Basic Fact Problems by Second Graders with Mathematics Learning Disabilities

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Sorrells, Audrey McCray; Falcomata, Terry S.

2016-01-01

This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In…

Behind Mathematical Learning Disabilities: What about Visual Perception and Motor Skills?

ERIC Educational Resources Information Center

Pieters, Stefanie; Desoete, Annemie; Roeyers, Herbert; Vanderswalmen, Ruth; Van Waelvelde, Hilde

2012-01-01

In a sample of 39 children with mathematical learning disabilities (MLD) and 106 typically developing controls belonging to three control groups of three different ages, we found that visual perception, motor skills and visual-motor integration explained a substantial proportion of the variance in either number fact retrieval or procedural…

Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters

PubMed Central

Baten, Elke; Desoete, Annemie

2018-01-01

This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers’ experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O, and P indicators seemed to be important for fact retrieval speed compared to procedural accuracy. Also, mathematical development type (MLD or typical development) mattered since some A, O, and P factors were predictive for MLD only and the other way around. Practical implications of these findings and recommendations for future research on MLD and on individual differences in mathematical abilities are provided. PMID:29867645

Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters.

PubMed

Baten, Elke; Desoete, Annemie

2018-01-01

This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers' experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O, and P indicators seemed to be important for fact retrieval speed compared to procedural accuracy. Also, mathematical development type (MLD or typical development) mattered since some A, O, and P factors were predictive for MLD only and the other way around. Practical implications of these findings and recommendations for future research on MLD and on individual differences in mathematical abilities are provided.

Data-driven heterogeneity in mathematical learning disabilities based on the triple code model.

PubMed

Peake, Christian; Jiménez, Juan E; Rodríguez, Cristina

2017-12-01

Many classifications of heterogeneity in mathematical learning disabilities (MLD) have been proposed over the past four decades, however no empirical research has been conducted until recently, and none of the classifications are derived from Triple Code Model (TCM) postulates. The TCM proposes MLD as a heterogeneous disorder, with two distinguishable profiles: a representational subtype and a verbal subtype. A sample of elementary school 3rd to 6th graders was divided into two age cohorts (3rd - 4th grades, and 5th - 6th grades). Using data-driven strategies, based on the cognitive classification variables predicted by the TCM, our sample of children with MLD clustered as expected: a group with representational deficits and a group with number-fact retrieval deficits. In the younger group, a spatial subtype also emerged, while in both cohorts a non-specific cluster was produced whose profile could not be explained by this theoretical approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

The development of product parity sensitivity in children with mathematics learning disability and in typical achievers.

PubMed

Rotem, Avital; Henik, Avishai

2013-02-01

Parity helps us determine whether an arithmetic equation is true or false. The current research examines the development of sensitivity to parity cues in multiplication in typically achieving (TA) children (grades 2, 3, 4 and 6) and in children with mathematics learning disabilities (MLD, grades 6 and 8), via a verification task. In TA children the onset of parity sensitivity was observed at the beginning of 3rd grade, whereas in children with MLD it was documented only in 8th grade. These results suggest that children with MLD develop parity aspects of number sense, though later than TA children. To check the plausibility of equations, children used mainly the multiplication parity rule rather than familiarity with even products. Similar to observations in adults, parity sensitivity was largest for problems with two even operands, moderate for problems with one even and one odd operand, and smallest for problems with two odd operands. Copyright © 2012 Elsevier Ltd. All rights reserved.

Development of Number Line Representations in Children With Mathematical Learning Disability

PubMed Central

Geary, David C.; Hoard, Mary K.; Nugent, Lara; Byrd-Craven, Jennifer

2015-01-01

Children with a mathematical learning disability (MLD, n = 19) and low achieving (LA, n = 43) children were identified using mathematics achievement scores below the 11th percentile and between the 11th and 25th percentiles, respectively. A control group of typically achieving (TA, n = 50) children was also identified. Number line and speed of processing tasks were administered in 1st and 2nd grade and a working memory battery in 1st grade. In both grades, the MLD children were less accurate in their number line placements and more reliant on a natural number-magnitude representational system to make these placements than were TA children. The TA children were more reliant on the school-taught linear system in both grades. The performance of the LA children was similar to that of the MLD children in first grade and to the TA children in second. The central executive component of working memory contributed to across-grade improvements in number line performance and to group differences in this performance. PMID:18473200

The Gross Motor Skills of Children with Mild Learning Disabilities

ERIC Educational Resources Information Center

Nonis, Karen P.; Jernice, Tan Sing Yee

2014-01-01

Many international studies have examined the gross motor skills of children studying in special schools while local studies of such nature are limited. This study investigated the gross motor skills of children with Mild Learning Disabilities (MLD; n = 14, M age = 8.93 years, SD = 0.33) with the Test of Gross Motor Development-2 (TGMD-2, Ulrich,…

Development of Product Relatedness and Distance Effects in Typical Achievers and in Children with Mathematics Learning Disabilities

ERIC Educational Resources Information Center

Rotem, Avital; Henik, Avishai

2015-01-01

The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a…

Development of Product Relatedness and Distance Effects in Typical Achievers and in Children With Mathematics Learning Disabilities.

PubMed

Rotem, Avital; Henik, Avishai

2015-01-01

The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a slow and inaccurate response to false results that were related to one of the operands via a shared multiplication row (e.g., 3 × 4 = 16). Distance was defined by a slow and inaccurate response to false results that were close in magnitude to the true result (e.g., 6 × 8 = 49). The presence of these effects indicates that participants are sensitive to numerical features of products. TA children demonstrated sensitivity to relatedness and distance from second grade onward. With age their sensitivity expanded from easy problems (e.g., 2 × 3) to difficult ones (e.g., 8 × 9). Children with MLD were sensitive to relatedness on easy problems. Their sensitivity to distance differed from the pattern seen in sixth grade and was partial in eighth grade. The presence of numerical sensitivity in children with MLD calls for instructional methods that would further develop their number sense. © Hammill Institute on Disabilities 2014.

Detecting Strengths and Weaknesses in Learning Mathematics through a Model Classifying Mathematical Skills

ERIC Educational Resources Information Center

Karagiannakis, Giannis N.; Baccaglini-Frank, Anna E.; Roussos, Petros

2016-01-01

Through a review of the literature on mathematical learning disabilities (MLD) and low achievement in mathematics (LA) we have proposed a model classifying mathematical skills involved in learning mathematics into four domains (Core number, Memory, Reasoning, and Visual-spatial). In this paper we present a new experimental computer-based battery…

Number Line Estimation: The Use of Number Line Magnitude Estimation to Detect the Presence of Math Disability in Postsecondary Students

ERIC Educational Resources Information Center

McDonald, Steven A.

2010-01-01

This study arose from an interest in the possible presence of mathematics disabilities among students enrolled in the developmental math program at a large university in the Mid-Atlantic region. Research in mathematics learning disabilities (MLD) has included a focus on the construct of working memory and number sense. A component of number sense…

Mathematical Learning Disability in Girls with Turner Syndrome: A Challenge to Defining MLD and Its Subtypes

ERIC Educational Resources Information Center

Mazzocco, Michele M. M.

2009-01-01

Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the…

Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

PubMed

Wu, Sarah S; Willcutt, Erik G; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. © Hammill Institute on Disabilities 2013.

Mathematics Deficiencies in Children with Very Low Birth Weight or Very Preterm Birth

ERIC Educational Resources Information Center

Taylor, H. Gerry; Espy, Kimberly Andrews; Anderson, Peter J.

2009-01-01

Children with very low birth weight (VLBW, less than 1500 g) or very preterm birth (VPTB, less than 32 weeks gestational age or GA) have more mathematics disabilities or deficiencies (MD) and higher rates of mathematics learning disabilities (MLD) than normal birth weight term-born children (NBW, greater than 2500 g and greater than 36 weeks GA).…

Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability

PubMed Central

Garrett, Adia J.; Mazzocco, Michèle M. M.; Baker, Linda

2009-01-01

Metacognition refers to knowledge about one’s own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n = 17) or without (n = 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children’s ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children’s ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children’s self-review during mathematics problem solving. PMID:20084181

[Differential diagnosis of primary and secondary mathematical learning disability – indications from the dyscalculia test Basis-Math 4–8].

PubMed

Krinzinger, Helga

2016-09-01

Studies in children with AD(H)D without mathematical learning disability (MLD) as well as studies on the effects of methylphenidate on arithmetic have shown that most deficits in mathematics and most error types commonly described as specific to developmental dyscalculia (e. g., finger-counting, fact-retrieval deficit, complex counting, difficulties with carry/borrow procedures, self-corrections) cannot be classified as such and should thus not be used for the differential diagnosis of primary dyscalculia and secondary MLD. This article proposes using the overall score in the dyscalculia test Basis-Math 4-8 (Moser Opitz et al., 2010) as well as implausible subtraction errors as a marker for dyscalculia and the number of self-corrections made during the test as a cognitive marker for attention deficits. Hierarchical cluster analyses were calculated in a sample of 51 clinically referred children with normal IQ and suspicion of MLD, using IQ, years of schooling, overall score of the Basis-Math 4–8 and number of self-corrections in this test as variables. The results revealed a subgroup with primary dyscalculia as well as three subgroups with secondary MLD (two with attention deficit hyperactivity disorder, one with depression and one small subgroup with high IQ). In conclusion, the Basis-Math 4–8 (Moser Opitz et al., 2010) can offer substantial information for the differential diagnosis of dyscalculia and secondary deficits in mathematics due to attention problems and enable optimization of treatment decisions for the different groups.

First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis

PubMed Central

Geary, David C.; Bailey, Drew H.; Littlefield, Andrew; Wood, Phillip; Hoard, Mary K.; Nugent, Lara

2009-01-01

Kindergarten to 3rd grade mathematics achievement scores from a prospective study of mathematical development were subjected to latent growth trajectory analyses (n = 306). The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in 1st grade. The children with MLD had general deficits in working memory and IQ, and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits, but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are discussed. PMID:20046817

Integrating Reform-Oriented Math Instruction in Special Education Settings

ERIC Educational Resources Information Center

Bottge, Brian A.; Rueda, Enrique; LaRoque, Perry T.; Serlin, Ronald C.; Kwon, Jungmin

2007-01-01

This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi-experimental pretest-posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control…

Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

PubMed Central

Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod

2013-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. PMID:23313869

Cognitive Processing and Mathematical Achievement: A Study with Schoolchildren between Fourth and Sixth Grade of Primary Education

ERIC Educational Resources Information Center

Iglesias-Sarmiento, Valentin; Deano, Manuel

2011-01-01

This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving…

Building Knowledge Structures by Testing Helps Children with Mathematical Learning Difficulty

ERIC Educational Resources Information Center

Zhang, Yiyun; Zhou, Xinlin

2016-01-01

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by…

Cognitive subtypes of mathematics learning difficulties in primary education.

PubMed

Bartelet, Dimona; Ansari, Daniel; Vaessen, Anniek; Blomert, Leo

2014-03-01

It has been asserted that children with mathematics learning difficulties (MLD) constitute a heterogeneous group. To date, most researchers have investigated differences between predefined MLD subtypes. Specifically MLD children are frequently categorized a priori into groups based on the presence or absence of an additional disorder, such as a reading disorder, to examine cognitive differences between MLD subtypes. In the current study 226 third to six grade children (M age=131 months) with MLD completed a selection of number specific and general cognitive measures. The data driven approach was used to identify the extent to which performance of the MLD children on these measures could be clustered into distinct groups. In particular, after conducting a factor analysis, a 200 times repeated K-means clustering approach was used to classify the children's performance. Results revealed six distinguishable clusters of MLD children, specifically (a) a weak mental number line group, (b) weak ANS group, (c) spatial difficulties group, (d) access deficit group, (e) no numerical cognitive deficit group and (f) a garden-variety group. These findings imply that different cognitive subtypes of MLD exist and that these can be derived from data-driven approaches to classification. These findings strengthen the notion that MLD is a heterogeneous disorder, which has implications for the way in which intervention may be tailored for individuals within the different subtypes. Copyright © 2014 Elsevier Ltd. All rights reserved.

Arithmetic strategy development and its domain-specific and domain-general cognitive correlates: a longitudinal study in children with persistent mathematical learning difficulties.

PubMed

Vanbinst, Kiran; Ghesquière, Pol; De Smedt, Bert

2014-11-01

Deficits in arithmetic fact retrieval constitute the hallmark of children with mathematical learning difficulties (MLD). It remains, however, unclear which cognitive deficits underpin these difficulties in arithmetic fact retrieval. Many prior studies defined MLD by considering low achievement criteria and not by additionally taking the persistence of the MLD into account. Therefore, the present longitudinal study contrasted children with persistent MLD (MLD-p; mean age: 9 years 2 months) and typically developing (TD) children (mean age: 9 years 6 months) at three time points, to explore whether differences in arithmetic strategy development were associated with differences in numerical magnitude processing, working memory and phonological processing. Our longitudinal data revealed that children with MLD-p had persistent arithmetic fact retrieval deficits at each time point. Children with MLD-p showed persistent impairments in symbolic, but not in nonsymbolic, magnitude processing at each time point. The two groups differed in phonological processing, but not in working memory. Our data indicate that both domain-specific and domain-general cognitive abilities contribute to individual differences in children's arithmetic strategy development, and that the symbolic processing of numerical magnitudes might be a particular risk factor for children with MLD-p. Copyright © 2014 Elsevier Ltd. All rights reserved.

Physical Fitness Differences in Children with and without Motor Learning Difficulties

ERIC Educational Resources Information Center

Hands, Beth; Larkin, Dawne

2006-01-01

Children with motor learning difficulties (MLD) tend to be less physically active than their coordinated peers and one likely consequence is a reduced level of physical fitness. In this study, 52 children with MLD, aged 5 to 8 years, were compared to 52 age- and gender-matched control children across a range of health and skill related fitness…

The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties.

PubMed

Fisher, Naomi; Happé, Francesca; Dunn, Judy

2005-04-01

The aim of this study was to examine the relationship between language and theory of mind in children with autistic spectrum disorders (ASD) and children with moderate learning difficulties (MLD). Previous studies have found a strong association between language and theory of mind in a range of groups, but mostly have not included measures of both grammar and vocabulary; including these enables us to speculate about the causal direction of the relationship. Fifty-eight children with ASD and 118 children with MLD were given standardised assessments of vocabulary and grammar, along with standard theory of mind tasks. The relationship between language and theory of mind was more evident in children with ASD than in those with MLD, and grammar was a particularly strong predictor of theory of mind performance in children with ASD. Children with MLD performed better on false belief (FB) tasks than did children with ASD, and their performance was more predictable across the different theory of mind tasks. Language, in particular grammar, and theory of mind appear to be more strongly related in children with ASD than in those with MLD. We speculate that this relationship may be causal, with some grammatical understanding being a precursor of theory of mind. The implications of these findings are discussed in relation to possible routes for compensatory strategies for mentalising in children with ASD.

Embedding Number-Combinations Practice Within Word-Problem Tutoring

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas

2012-01-01

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems. PMID:22661880

Embedding Number-Combinations Practice Within Word-Problem Tutoring.

PubMed

Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas

2010-09-01

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems.

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

PubMed

Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

PubMed Central

Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

ERIC Educational Resources Information Center

González-Castro, Paloma; Cueli, Marisol; Areces, Débora; Rodríguez, Celestino; Sideridis, Georgios

2016-01-01

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…

Math Anxiety and Math Ability in Early Primary School Years.

PubMed

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-06-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa-contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development.

Math Anxiety and Math Ability in Early Primary School Years

PubMed Central

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

Long-term outcomes after allogeneic hematopoietic stem cell transplantation for metachromatic leukodystrophy: the largest single-institution cohort report.

PubMed

Boucher, Alexander A; Miller, Weston; Shanley, Ryan; Ziegler, Richard; Lund, Troy; Raymond, Gerald; Orchard, Paul J

2015-08-07

Metachromatic Leukodystrophy (MLD) is a rare, fatal demyelinating disorder with limited treatment options. Published outcomes after hematopoietic stem cell transplantation (HSCT) are scant and mixed. We report survival and function following HSCT for a large, single-center MLD cohort. Transplant-related data, survival and serial measures (brain MRI, nerve conduction velocity (NCV), neurologic and neuropsychology evaluations) were reviewed. When possible, parental interviews informed current neurologic status, quality-of-life, and adaptive functioning. Gross motor and expressive functions for late-infantile (LI-MLD) and juvenile (J-MLD) patients were described using previously reported, MLD-specific scales. Forty patients with confirmed MLD have undergone HSCT at our center. Twenty-one (53 %) survive at a median 12 years post-HSCT. Most deaths (n = 17) were treatment-related; two died from disease progression. Survival did not depend upon MLD subtype or symptom status at transplant. LI-MLD patients survive beyond reported life expectancy in untreated disease. Abnormal brain MRI and peripheral nerve conduction velocities (NCV) were common before HSCT. Following transplant, fewer patients experienced MRI progression compared to NCV deterioration. Sixteen LI-MLD and J-MLD survivors were evaluable for long-term gross motor and/or expressive language functioning using existing MLD clinical scoring systems. While most J-MLD patients regressed, the aggregate cohort demonstrated superior retention of function compared to published natural history. Seventeen LI-MLD, J-MLD and adult subtype (A-MLD) survivors were evaluable for long-term adaptive functioning, activities of daily living, and/or cognition. Relative cognitive sparing was observed despite overall global decline. Five sibling pairs (one LI-MLD and four J-MLD), in which at least one underwent transplant in our cohort, were evaluable. Within each familial dyad, survival or function was superior for the treated sibling, or if both siblings were transplanted, for the pre-symptomatic sibling. HSCT is a viable treatment option for MLD, but has significant limitations. Later-onset phenotypes may benefit most from early, pre-symptomatic transplant. Until superior, novel treatment strategies are demonstrated, MLD patients should be carefully considered for HSCT.

Multilineage dysplasia is associated with a poorer prognosis in patients with de novo acute myeloid leukemia with intermediate-risk cytogenetics and wild-type NPM1.

PubMed

Rozman, María; Navarro, José-Tomás; Arenillas, Leonor; Aventín, Anna; Giménez, Teresa; Alonso, Esther; Perea, Granada; Camós, Mireia; Navarrete, Mayda; Tuset, Esperanza; Florensa, Lourdes; Millá, Fuensanta; Nomdedéu, Josep; de la Banda, Esmeralda; Díaz-Beyá, Marina; Pratcorona, Marta; Garrido, Ana; Navarro, Blanca; Brunet, Salut; Sierra, Jorge; Esteve, Jordi

2014-10-01

Acute myeloid leukemia (AML) with myelodysplasia-related changes is characterized by the presence of multilineage dysplasia (MLD), frequently related to high-risk cytogenetics and poor outcome. However, the presence of MLD does not modify the favorable prognostic impact of NPM1 mutation. The prognosis of patients with AML presenting marked dysplasia lacking high-risk cytogenetics and NPM1 mutation is uncertain. We evaluated the prognostic impact of MLD in 177 patients with intermediate-risk cytogenetics AML (IR-AML) and wild-type NPM1. Patients were categorized as MLD-WHO (WHO myelodysplasia criteria; n = 43, 24 %), MLD-NRW (significant MLD non-reaching WHO criteria; n = 16, 9 %), absent MLD (n = 80, 45 %), or non-evaluable MLD (n = 38, 22 %). No differences concerning the main characteristics were observed between patients with or without MLD. Outcome of patients with MLD-WHO and MLD-NRW was similar, and significantly worse than patients lacking MLD. The presence of MLD (66 vs. 80 %, p = 0.03; HR, 95 % CI = 2.3, 1.08-4.08) and higher leukocyte count at diagnosis was the only variable associated with lower probability of complete remission after frontline therapy. Concerning survival, age and leukocytes showed an independent prognostic value, whereas MLD showed a trend to a negative impact (p = 0.087, HR, 95 % CI = 1.426, 0.95-2.142). Moreover, after excluding patients receiving an allogeneic stem cell transplantation in first CR, MLD was associated with a shorter survival (HR, 95 % CI = 1.599, 1.026-2.492; p = 0.038). In conclusion, MLD identifies a subgroup of patients with poorer outcome among patients with IR-AML and wild-type NPM1.

Quantification of sulfatides in dried blood and urine spots from metachromatic leukodystrophy patients by liquid chromatography/electrospray tandem mass spectrometry.

PubMed

Barcenas, Mariana; Suhr, Teryn R; Scott, C Ronald; Turecek, Frantisek; Gelb, Michael H

2014-06-10

Treatments are being developed for metachromatic leukodystrophy (MLD), suggesting the need for eventual newborn screening. Previous studies have shown that sulfatide molecular species are increased in the urine of MLD patients compared to samples from non-MLD individuals, but there is no data using dried blood spots (DBS), the most common sample available for newborn screening laboratories. We used ultra-high performance liquid chromatography/tandem mass spectrometry (UHPLC/MS/MS) to quantify sulfatides in DBS and dried urine spots from 14 MLD patients and 50 non-MLD individuals. Several sulfatide molecular species were increased in dried urine samples from all MLD samples compared to non-MLD samples. Sulfatides, especially low molecular species, were increased in DBS from MLD patients, but the sulfatide levels were relatively low. There was good separation in sulfatide levels between MLD and non-MLD samples when dried urine spots were used, but not with DBS, because DBS from non-MLD individuals have measurable levels of sulfatides. Sulfatide accumulation studies in urine, but not in DBS, emerges as the method of choice if newborn screening is to be proposed for MLD. Copyright © 2013 Elsevier B.V. All rights reserved.

Seasonal variation of the global mixed layer depth: comparison between Argo data and FIO-ESM

NASA Astrophysics Data System (ADS)

Zhang, Yutong; Xu, Haiming; Qiao, Fangli; Dong, Changming

2018-03-01

The present study evaluates a simulation of the global ocean mixed layer depth (MLD) using the First Institute of Oceanography-Earth System Model (FIOESM). The seasonal variation of the global MLD from the FIO-ESM simulation is compared to Argo observational data. The Argo data show that the global ocean MLD has a strong seasonal variation with a deep MLD in winter and a shallow MLD in summer, while the spring and fall seasons act as transitional periods. Overall, the FIO-ESM simulation accurately captures the seasonal variation in MLD in most areas. It exhibits a better performance during summer and fall than during winter and spring. The simulated MLD in the Southern Hemisphere is much closer to observations than that in the Northern Hemisphere. In general, the simulated MLD over the South Atlantic Ocean matches the observation best among the six areas. Additionally, the model slightly underestimates the MLD in parts of the North Atlantic Ocean, and slightly overestimates the MLD over the other ocean basins.

The Effect of Cognitive- and Metacognitive-Based Instruction on Problem Solving by Elementary Students with Mathematical Learning Difficulties

ERIC Educational Resources Information Center

Grizzle-Martin, Tamieka

2014-01-01

Children who struggle in mathematics may also lack cognitive awareness in mathematical problem solving. The cognitively-driven program IMPROVE, a multidimensional method for teaching mathematics, has been shown to be helpful for students with mathematical learning difficulties (MLD). Guided by cognitive theory, the purpose of this…

Moderate Learning Difficulties: Searching for Clarity and Understanding

ERIC Educational Resources Information Center

Norwich, Brahm; Ylonen, Annamari; Gwernan-Jones, Ruth

2014-01-01

The concept of moderate learning difficulties (MLD) is not clearly understood in its definition and in its general use. Nevertheless, as a distinct area of special educational needs (SEN) this category has constituted about a quarter of all of those pupils identified as having SEN in England. This paper reports the analysis of findings from an…

Learning toward practical head pose estimation

NASA Astrophysics Data System (ADS)

Sang, Gaoli; He, Feixiang; Zhu, Rong; Xuan, Shibin

2017-08-01

Head pose is useful information for many face-related tasks, such as face recognition, behavior analysis, human-computer interfaces, etc. Existing head pose estimation methods usually assume that the face images have been well aligned or that sufficient and precise training data are available. In practical applications, however, these assumptions are very likely to be invalid. This paper first investigates the impact of the failure of these assumptions, i.e., misalignment of face images, uncertainty and undersampling of training data, on head pose estimation accuracy of state-of-the-art methods. A learning-based approach is then designed to enhance the robustness of head pose estimation to these factors. To cope with misalignment, instead of using hand-crafted features, it seeks suitable features by learning from a set of training data with a deep convolutional neural network (DCNN), such that the training data can be best classified into the correct head pose categories. To handle uncertainty and undersampling, it employs multivariate labeling distributions (MLDs) with dense sampling intervals to represent the head pose attributes of face images. The correlation between the features and the dense MLD representations of face images is approximated by a maximum entropy model, whose parameters are optimized on the given training data. To estimate the head pose of a face image, its MLD representation is first computed according to the model based on the features extracted from the image by the trained DCNN, and its head pose is then assumed to be the one corresponding to the peak in its MLD. Evaluation experiments on the Pointing'04, FacePix, Multi-PIE, and CASIA-PEAL databases prove the effectiveness and efficiency of the proposed method.

Electrophysiological Evidence for the Sources of the Masking Level Difference.

PubMed

Fowler, Cynthia G

2017-08-16

The purpose of this review article is to review evidence from auditory evoked potential studies to describe the contributions of the auditory brainstem and cortex to the generation of the masking level difference (MLD). A literature review was performed, focusing on the auditory brainstem, middle, and late latency responses used in protocols similar to those used to generate the behavioral MLD. Temporal coding of the signals necessary for generating the MLD occurs in the auditory periphery and brainstem. Brainstem disorders up to wave III of the auditory brainstem response (ABR) can disrupt the MLD. The full MLD requires input to the generators of the auditory late latency potentials to produce all characteristics of the MLD; these characteristics include threshold differences for various binaural signal and noise conditions. Studies using central auditory lesions are beginning to identify the cortical effects on the MLD. The MLD requires auditory processing from the periphery to cortical areas. A healthy auditory periphery and brainstem codes temporal synchrony, which is essential for the ABR. Threshold differences require engaging cortical function beyond the primary auditory cortex. More studies using cortical lesions and evoked potentials or imaging should clarify the specific cortical areas involved in the MLD.

Water intake and beverage consumption of pre-schoolers from six European countries and associations with socio-economic status: the ToyBox-study.

PubMed

Pinket, An-Sofie; De Craemer, Marieke; Maes, Lea; De Bourdeaudhuij, Ilse; Cardon, Greet; Androutsos, Odysseas; Koletzko, Berthold; Moreno, Luis; Socha, Piotr; Iotova, Violeta; Manios, Yannis; Van Lippevelde, Wendy

2016-09-01

To study the quantity and quality of water intake from beverages among pre-schoolers and investigate associations with gender and socio-economic status (SES). Kindergarten-based cross-sectional survey within the large-scale European ToyBox-study. A standardized protocol was used and parents/caregivers filled in sociodemographic data and a semi-quantitative FFQ. Kindergartens in six European countries (Belgium, Bulgaria, Germany, Greece, Poland and Spain). European pre-schoolers (aged 3·5-5·5 years) and their parents/caregivers (n 7051). Mean water intake was 1051 ml/d; plain water, 547 ml/d; plain milk, 241 ml/d; other fruit juice, 104 ml/d; pure fruit juice, 59 ml/d; soft drinks, 55 ml/d; tea, 45 ml/d; sugared and chocolate milk, 37 ml/d; smoothies, 15 ml/d; and light soft drinks, 6 ml/d. Boys had a higher water intake than girls due to a higher consumption of plain water, but more importantly to the consumption of beverages of less quality. Lower-SES pre-schoolers scored better on quantity than high-SES pre-schoolers, but as a consequence of consumption of sugared beverages. Nevertheless, the associations differed by country. The water intake from beverages did not meet the European Food Safety Authority standard of 1280 ml/d; especially in Western European countries water intake from beverages was low. The most important water sources were plain water, milk and fruit juices. Interventions aiming at a proper and sufficient water intake should focus on both quantity and quality. Messages about water and water sources should be clear for everyone and interventions should be sufficiently tailored.

The Relationship between Vocabulary, Grammar, and False Belief Task Performance in Children with Autistic Spectrum Disorders and Children with Moderate Learning Difficulties

ERIC Educational Resources Information Center

Fisher, Naomi; Happe, Francesca; Dunn, Judy

2005-01-01

Background: The aim of this study was to examine the relationship between language and theory of mind in children with autistic spectrum disorders (ASD) and children with moderate learning difficulties (MLD). Previous studies have found a strong association between language and theory of mind in a range of groups, but mostly have not included…

Re-examining minimal luminal diameter relocation and quantitative coronary angiography--intravascular ultrasound correlations in stented saphenous vein grafts: methodological insights from the randomised RRISC trial.

PubMed

Semeraro, Oscar; Agostoni, Pierfrancesco; Verheye, Stefan; Van Langenhove, Glenn; Van den Heuvel, Paul; Convens, Carl; Van den Branden, Frank; Bruining, Nico; Vermeersch, Paul

2009-03-01

Angiographic parameters (such as late luminal loss) are common endpoints in drug-eluting stent trials, but their correlation with the neointimal process and their reliability in predicting restenosis are debated. Using quantitative coronary angiography (QCA) data (49 bare metal stent and 44 sirolimus-eluting stent lesions) and intravascular ultrasound (IVUS) data (39 bare metal stent and 34 sirolimus-eluting stent lesions) from the randomised Reduction of Restenosis In Saphenous vein grafts with Cypher stent (RRISC) trial, we analysed the "relocation phenomenon" of QCA-based in-stent minimal luminal diameter (MLD) between post-procedure and follow-up and we correlated QCA-based and IVUS-based restenotic parameters in stented saphenous vein grafts. We expected the presence of MLD relocation for low late loss values, as MLD can "migrate" along the stent if minimal re-narrowing occurs, while we anticipated follow-up MLD to be located close to post-procedural MLD position for higher late loss. QCA-based MLD relocation occurred frequently: the site of MLD shifted from post-procedure to follow-up an "absolute" distance of 5.8 mm [2.5-10.2] and a "relative" value of 29% [10-46]. MLD relocation failed to correlate with in-stent late loss (rho = 0.14 for "absolute" MLD relocation [p = 0.17], and rho=0.03 for "relative" relocation [p = 0.811). Follow-up QCA-based and IVUS-based MLD values well correlated in the overall population (rho = 0.76, p < 0.001), but QCA underestimated MLD on average 0.55 +/- 0.49 mm, and this was mainly evident for lower MLD values. Conversely, the location of QCA-based MLD failed to correlate with the location of IVUS-based MLD (rho = 0.01 for "absolute" values--in mm [p = 0.911, rho = 0.19 for "relative" values--in % [p = 0.111). Overall, the ability of late loss to "predict" IVUS parameters of restenosis (maximum neointimal hyperplasia diameter, neointimal hyperplasia index and maximum neointimal hyperplasia area) was moderate (rho between 0.46 and 0.54 for the 3 IVUS parameters). These findings suggest the need for a critical re-evaluation of angiographic parameters (such as late loss) as endpoints for drug-eluting stent trials and the use of more precise techniques to describe accurately and properly the restenotic process.

Expressive drawing ability in children with autism.

PubMed

Jolley, Richard P; O'Kelly, Rachael; Barlow, Claire M; Jarrold, Christopher

2013-03-01

The autistic impairments in emotional and social competence, imagination and generating ideas predict qualitative differences in expressive drawings by children with autism beyond that accounted by any general learning difficulties. In a sample of 60 5-19-year-olds, happy and sad drawings were requested from 15 participants with non-savant autism and compared with those drawn by three control groups matched on either degree of learning difficulty (MLD), mental age (MA) or chronological age (CA). All drawings were rated by two artists on a 7-point quality of expression scale. Contrary to our predictions, the drawings from the autistic group were rated similar to those of the MA and MLD groups. Analysis of the people and social content of the drawings revealed that although children with autism did not draw fewer people, they did draw more immature forms than mental age controls. Furthermore, there was tentative evidence that fewer social scenes were produced by the autism sample. We conclude that the overall merit of expressive drawing in autism is commensurate with their general learning difficulties, but the social/emotional impairment in autism affects their drawings of people and social scenes. © 2013 The British Psychological Society.

Evaluation of an automated milk leukocyte differential test and the California Mastitis Test for detecting intramammary infection in early- and late-lactation quarters and cows.

PubMed

Godden, S M; Royster, E; Timmerman, J; Rapnicki, P; Green, H

2017-08-01

Study objectives were to (1) describe the diagnostic test characteristics of an automated milk leukocyte differential (MLD) test and the California Mastitis Test (CMT) to identify intramammary infection (IMI) in early- (EL) and late-lactation (LL) quarters and cows when using 3 different approaches to define IMI from milk culture, and (2) describe the repeatability of MLD test results at both the quarter and cow level. Eighty-six EL and 90 LL Holstein cows were sampled from 3 Midwest herds. Quarter milk samples were collected for a cow-side CMT test, milk culture, and MLD testing. Quarter IMI status was defined by 3 methods: culture of a single milk sample, culture of duplicate samples with parallel interpretation, and culture of duplicate samples with serial interpretation. The MLD testing was completed in duplicate within 8 h of sample collection; MLD results (positive/negative) were reported at each possible threshold setting (1-18 for EL; 1-12 for LL) and CMT results (positive/negative) were reported at each possible cut-points (trace, ≥1, ≥2, or 3). We created 2 × 2 tables to compare MLD and CMT results to milk culture, at both the quarter and cow level, when using each of 3 different definitions of IMI as the referent test. Paired MLD test results were compared with evaluate repeatability. The MLD test showed excellent repeatability. The choice of definition of IMI from milk culture had minor effects on estimates of MLD and CMT test characteristics. For EL samples, when interpreting MLD and CMT results at the quarter level, and regardless of the referent test used, both tests had low sensitivity (MLD = 11.7-39.1%; CMT = 0-52.2%) but good to very good specificity (MLD = 82.1-95.2%; CMT = 68.1-100%), depending on the cut-point used. Sensitivity improved slightly if diagnosis was interpreted at the cow level (MLD = 25.6-56.4%; CMT = 0-72.2%), though specificity generally declined (MLD = 61.8-100%; CMT = 25.0-100%) depending on the cut-point used. For LL samples, when interpreted at the quarter level, both tests had variable sensitivity (MLD = 46.6-84.8%; CMT = 9.6-72.7%) and variable specificity (MLD = 59.2-79.8%; CMT = 52.5-97.3%), depending on the cut-point used. Test sensitivity improved if interpreted at the cow level (MLD = 59.6-86.4%; CMT = 19.1-86.4%), though specificity declined (MLD = 32.4-56.8%; CMT = 14.3-92.3%). Producers considering adopting either test for LL or EL screening programs will need to carefully consider the goals and priorities of the program (e.g., whether to prioritize test sensitivity or specificity) when deciding on the level of interpretation (quarter or cow) and when selecting the optimal cut-point for interpreting test results. Additional validation studies and large randomized field studies will be needed to evaluate the effect of adopting either test in selective dry cow therapy or fresh cow screening programs on udder health, antibiotic use, and economics. The Authors. Published by the Federation of Animal Science Societies and Elsevier Inc. on behalf of the American Dairy Science Association®. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).

Using milk leukocyte differentials for diagnosis of subclinical bovine mastitis.

PubMed

Gonçalves, Juliano Leonel; Lyman, Roberta L; Hockett, Mitchell; Rodriguez, Rudy; Dos Santos, Marcos Veiga; Anderson, Kevin L

2017-08-01

This research study aimed to evaluate the use of the milk leukocyte differential (MLD) to: (a) identify quarter milks that are culture-positive; and (b) characterize the milk leukocyte responses to specific groups of pathogens causing subclinical mastitis. The MLD measures the absolute number and relative percentage of inflammatory cells in milk samples. Using the MLD in two dairy herds (170 and 172 lactating cows, respectively), we studied all lactating cows with a most recent monthly Dairy Herd Improvement Association somatic cell count (SCC) >200 × 103 cells/ml. Quarter milk samples from 78 cows meeting study criteria were analysed by MLD and aseptically collected milk samples were subjected to microbiological culture (MC). Based upon automated instrument evaluation of the number and percentage of inflammatory cells in milk, samples were designated as either MLD-positive or - negative for subclinicial mastitis. Positive MC were obtained from 102/156 (65·4%) of MLD-positive milk samples, and 28/135 (20·7%) of MLD-negative milk samples were MC-positive. When MC was considered the gold standard for mastitis diagnosis, the calculated diagnostic Se of the MLD was 65·4% (IC95% = 57·4 to 72·8%) and the Sp was 79·3% (IC95% = 71·4 to 85·7%). Quarter milks positive on MC had higher absolute numbers of neutrophils, lymphocytes and macrophages, with higher neutrophils% and lymphocytes% but lower macrophages%. The Log10 (N/L) ratios were the most useful ratio to differentiate specific subclinical mastitis quarters from healthy quarters. Use of the MLD on cows with monthly composite SCC > 200 × 103 cells/ml for screening at quarter level identified quarters more likely to be culture-positive. In conclusion, the MLD can provide an analysis of mammary quarter status more detailed than provided by SCC alone; however, the MLD response to subclinical mastitis was not found useful to specifically identify the causative pathogen.

Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards

ERIC Educational Resources Information Center

Bottge, Brian A.; Cho, Sun-Joo

2013-01-01

This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored…

Defining the ecologically relevant mixed-layer depth for Antarctica's coastal seas

NASA Astrophysics Data System (ADS)

Carvalho, Filipa; Kohut, Josh; Oliver, Matthew J.; Schofield, Oscar

2017-01-01

Mixed-layer depth (MLD) has been widely linked to phytoplankton dynamics in Antarctica's coastal regions; however, inconsistent definitions have made intercomparisons among region-specific studies difficult. Using a data set with over 20,000 water column profiles corresponding to 32 Slocum glider deployments in three coastal Antarctic regions (Ross Sea, Amundsen Sea, and West Antarctic Peninsula), we evaluated the relationship between MLD and phytoplankton vertical distribution. Comparisons of these MLD estimates to an applied definition of phytoplankton bloom depth, as defined by the deepest inflection point in the chlorophyll profile, show that the maximum of buoyancy frequency is a good proxy for an ecologically relevant MLD. A quality index is used to filter profiles where MLD is not determined. Despite the different regional physical settings, we found that the MLD definition based on the maximum of buoyancy frequency best describes the depth to which phytoplankton can be mixed in Antarctica's coastal seas.

Effect of Normal Lung Definition on Lung Dosimetry and Lung Toxicity Prediction in Radiation Therapy Treatment Planning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang, Weili; Department of Radiation Oncology, the Fourth Affiliated Hospital, China Medical University, Shenyang; Xu, Yaping

2013-08-01

Purpose: This study aimed to compare lung dose–volume histogram (DVH) parameters such as mean lung dose (MLD) and the lung volume receiving ≥20 Gy (V20) of commonly used definitions of normal lung in terms of tumor/target subtraction and to determine to what extent they differ in predicting radiation pneumonitis (RP). Methods and Materials: One hundred lung cancer patients treated with definitive radiation therapy were assessed. The gross tumor volume (GTV) and clinical planning target volume (PTV{sub c}) were defined by the treating physician and dosimetrist. For this study, the clinical target volume (CTV) was defined as GTV with 8-mm uniformmore » expansion, and the PTV was defined as CTV with an 8-mm uniform expansion. Lung DVHs were generated with exclusion of targets: (1) GTV (DVH{sub G}); (2) CTV (DVH{sub C}); (3) PTV (DVH{sub P}); and (4) PTV{sub c} (DVH{sub Pc}). The lung DVHs, V20s, and MLDs from each of the 4 methods were compared, as was their significance in predicting radiation pneumonitis of grade 2 or greater (RP2). Results: There are significant differences in dosimetric parameters among the various definition methods (all Ps<.05). The mean and maximum differences in V20 are 4.4% and 12.6% (95% confidence interval 3.6%-5.1%), respectively. The mean and maximum differences in MLD are 3.3 Gy and 7.5 Gy (95% confidence interval, 1.7-4.8 Gy), respectively. MLDs of all methods are highly correlated with each other and significantly correlated with clinical RP2, although V20s are not. For RP2 prediction, on the receiver operating characteristic curve, MLD from DVH{sub G} (MLD{sub G}) has a greater area under curve of than MLD from DVH{sub C} (MLD{sub C}) or DVH{sub P} (MLD{sub P}). Limiting RP2 to 30%, the threshold is 22.4, 20.6, and 18.8 Gy, for MLD{sub G}, MLD{sub C}, and MLD{sub P}, respectively. Conclusions: The differences in MLD and V20 from various lung definitions are significant. MLD from the GTV exclusion method may be more accurate in predicting clinical significant radiation pneumonitis.« less

[Total drinking water intake and sources of children and adolescent in one district of Shenzhen].

PubMed

Du, Songming; Hu, Xiaoqi; Zhang, Qian; Wang, Xiaojun; Liu, Ailing; Pan, Hui; He, Shuang; Ma, Guansheng

2013-05-01

To describe total drinking water intake among primary and middle school students in one district of Shenzhen and to provide scientific evidence for adequate intakes of drinking water for different people in China. A total of 816 students from three primary and middle schools of Shenzhen was selected using three-stage random sampling method. The information on amounts and types of daily drinking water was recorded by subjects for seven consecutive days using a 24 hours measurement. The amounts and types of daily drinking water among different ages and between boys and girls were analyzed. The average total drinking water of subjects was (1225+/-557) ml/d, and the consumption of total drinking water in boys ((1303+/-639) ml/d) was significantly higher than that in girls ((1134+/-478) ml/d, P<0.01). The consumption of total drinking water of secondary school students ((1389+/-541) ml/d) and high school student ((1318+/-641) ml/d) was no statistically difference, but was higher than primary school students ((1097+/-525) ml/d, P<0.01). The average plain water and beverages of the subjects was (818+/-541) ml/d and (407+/-294) ml/d respectively. Major of fluid intake comes from drinking water in children and adolescenct of Shenzhen. The knowledge of drinking water of primary school students is need to comprehensive enough.

Molecular Layer Deposition for Surface Modification of Lithium-Ion Battery Electrodes

DOE PAGES

Ban, Chunmei; George, Steven M.

2016-10-21

This review presents the MLD process and its outstanding attributes for electrochemical applications and is inspired by recent successes in applying molecular layer deposition (MLD) to stabilize lithium-ion (Li-ion) electrodes. Furthermore, this review discusses various MLD materials and their implementation in Li-ion electrodes. The rationale behind these emerging uses of MLD is examined to motivate future efforts on the fundamental understanding of interphase chemistry and the development of new materials for enhanced electrochemical performance.

Innovative Leaders Take the Phone and Run: Profiles of Four Trailblazing Programs

ERIC Educational Resources Information Center

Norris, Cathleen; Soloway, Elliot; Menchhofer, Kyle; Bauman, Billie Diane; Dickerson, Mindy; Schad, Lenny; Tomko, Sue

2010-01-01

While the Internet changed everything, mobile will change everything squared. The Internet is just a roadway, and computers--the equivalent of cars for the Internet--have been expensive. The keepers of the information roadway--the telecommunication companies--will give one a "computer," such as cell phone, mobile learning device, or MLD,…

Master Logic Diagram: method for hazard and initiating event identification in process plants.

PubMed

Papazoglou, I A; Aneziris, O N

2003-02-28

Master Logic Diagram (MLD), a method for identifying events initiating accidents in chemical installations, is presented. MLD is a logic diagram that resembles a fault tree but without the formal mathematical properties of the latter. MLD starts with a Top Event "Loss of Containment" and decomposes it into simpler contributing events. A generic MLD has been developed which may be applied to all chemical installations storing toxic and/or flammable substances. The method is exemplified through its application to an ammonia storage facility.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Berger, J.; Loeschl, B.; Bernheimer, H.

Occurrence, distribution, and phenotype of arylsulfatase A (ASA) mutations were investigated in 27 patients with metachromatic leukodystrophy (MLD) from Central Europe, mainly from Austria (n = 15) and Poland (n = 9). Genomic DNA from leukocytes, fibroblasts, or paraffin-embedded, formalin-fixed brain or nerve tissue, respectively, was tested by natural or mutated primer-modulated PCR restriction fragment length polymorphism for the eight most common European mutations: R84Q, S96F, 459+1G>A, I179S, A212V, 1204+1G>A, P426L, and 1401del11bp. The overall identification rate of unrelated MLD alleles was the highest in adult (90%), medium in juvenile (50%), and lowest in late infantile (36%) MLD patients. Themore » two common alleles, 459+1G>A and P426L, together accounted for 42% of all 50 unrelated MLD alleles investigated; I179S was observed in 6 of 50 MLD alleles (12%). Thus, I179S was far more frequent than hitherto thought and appears to be a third common mutation in Europe. Moreover, a different allelic distribution between Austrian and Polish juvenile patients was disclosed, indicating genetic heterogeneity of MLD even within Central Europe. The genotype-phenotype correlation suggested by Polten et al. was not followed by all of our MLD patients. Moreover, some MLD patients with identical ASA mutations presented with different phenotypes. This may be due, at least in some cases, to the presence of an additional mutation on individual mutant alleles. Therefore, prediction of the clinical course from single mutation analysis is not possible. 28 refs.« less

Manual Lymphatic Drainage and Active Exercise Effects on Lymphatic Function Do Not Translate Into Morbidities in Women Who Underwent Breast Cancer Surgery.

PubMed

Freire de Oliveira, Mariana Maia; Costa Gurgel, Maria Salete; Pace do Amaral, Maria Teresa; Amorim, Bárbara Juarez; Ramos, Celso Darío; Almeida Filho, José Geraldo; de Rezende, Laura Ferreira; Zanatta Sarian, Luís Otávio

2017-02-01

To evaluate manual lymphatic drainage (MLD) and active exercise effects on lymphatic alterations of the upper limb (UL), range of motion (ROM) of shoulder, and scar complications after breast cancer surgery. Clinical trial. Health care center. Women (N=105) undergoing radical breast cancer surgery who were matched for staging, age, and body mass index. Women (n=52) were submitted to MLD and 53 to active exercises for UL for 1 month and followed up. Shoulder ROM, surgical wound inspection and palpation, UL circumference measurements, and lymphoscintigraphy were performed in preoperative and postoperative periods. There was no significant difference between groups with regard to wound healing complications, ROM, and UL circumferences. After surgery, 25 (48.1%) of the MLD group and 19 (35.8%) of the active exercise group showed worsening in radiopharmaceutical uptake velocity, whereas 9 (17.3%) of the MLD group and 11 (20.8%) of the active exercise group showed improved velocity (P=.445). With regard to uptake intensity, 27 (51.9%) of the MLD group and 21 (39.6%) of the active exercise group showed worsening whereas 7 (13.5%) of the MLD group and 7 (13.2%) of the active exercise group showed some improvement (P=.391). The presence of collateral circulation was similar in both groups at both time points evaluated. The active exercise group had a significant increase in postoperative liver absorption (P=.005), and the MLD group had a significant increase in postoperative dermal backflow (P=.024). MLD and active exercise effects are equivalent with regard to morbidity. Minor changes in lymphatic function associated with either MLD or active exercises were not related to patients' symptoms or signs. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Spatial localization of the Ebola virus glycoprotein mucin-like domain determined by cryo-electron tomography.

PubMed

Tran, Erin E H; Simmons, James A; Bartesaghi, Alberto; Shoemaker, Charles J; Nelson, Elizabeth; White, Judith M; Subramaniam, Sriram

2014-09-01

The Ebola virus glycoprotein mucin-like domain (MLD) is implicated in Ebola virus cell entry and immune evasion. Using cryo-electron tomography of Ebola virus-like particles, we determined a three-dimensional structure for the full-length glycoprotein in a near-native state and compared it to that of a glycoprotein lacking the MLD. Our results, which show that the MLD is located at the apex and the sides of each glycoprotein monomer, provide a structural template for analysis of MLD function. Copyright © 2014, American Society for Microbiology. All Rights Reserved.

Gallbladder Polyps in Metachromatic Leukodystrophy.

PubMed

Almarzooqi, Saeeda; Quadri, Asif; Albawardi, Alia

2018-04-01

Metachromatic leukodystrophy (MLD) is an autosomal recessive lysosomal storage disease, caused by a deficiency of arylsulfatase A, and leads to demyelination of the nervous system. A putative association between MLD and gallbladder pathology including malignancy is documented in the medical literature. A 10-year-old boy with MLD was found to have a papillary growth within a cystically dilated gallbladder. The lesion was confirmed to be papillomatosis/polyp with focal intestinal metaplasia. Dysplasia was not identified. MLD may be associated with a spectrum of gallbladder pathology including neoplastic conditions. Pathologists and clinicians should be aware of this association/risk. The patient may be offered regular ultrasound screening of the gallbladder.

Characterization of nano-porosity in molecular layer deposited films.

PubMed

Perrotta, Alberto; Poodt, Paul; van den Bruele, F J Fieke; Kessels, W M M Erwin; Creatore, Mariadriana

2018-06-12

Molecular layer deposition (MLD) delivers (ultra-) thin organic and hybrid materials, with atomic-level thickness control. However, such layers are often reported to be unstable under ambient conditions, due to the interaction of water and oxygen with the hybrid structure, consequently limiting their applications. In this contribution, we investigate the impact of porosity in MLD layers on their degradation. Alucone layers were deposited by means of trimethylaluminium and ethylene glycol, adopting both temporal and spatial MLD and characterized by means of FT-IR spectroscopy, spectroscopic ellipsometry, and ellipsometric porosimetry. The highest growth per cycle (GPC) achieved by spatial MLD resulted in alucone layers with very low stability in ambient air, leading to their conversion to AlOx. Alucones deposited by means of temporal MLD, instead, showed a lower GPC and a higher ambient stability. Ellipsometric porosimetry showed the presence of open nano-porosity in pristine alucone layers. Pores with a diameter in the range of 0.42-2 nm were probed, with a relative content between 1.5% and 5%, respectively, which are attributed to the temporal and spatial MLD layers. We concluded that a correlation exists between the process GPC, the open-porosity relative content, and the degradation of alucone layers.

Combining Manual Lymph Drainage with Physical Exercise after Modified Radical Mastectomy Effectively Prevents Upper Limb Lymphedema.

PubMed

Zhang, Lijuan; Fan, Aiqun; Yan, Jun; He, Yan; Zhang, Huiting; Zhang, Huizhen; Zhong, Qiaoling; Liu, Feng; Luo, Qinghua; Zhang, Liping; Tang, Hailin; Xin, Mingzhu

2016-06-01

Upper limb lymphedema is a common complication after radical mastectomy in patients with breast cancer. In this study, we examined the efficacy of self-manual lymph drainage (MLD) after modified radical mastectomy for the prevention of upper limb lymphedema, scar formation, or shoulder joint dysfunction in breast cancer patients. Breast cancer patients scheduled for modified radical mastectomy were randomly apportioned to undergo physical exercise only (PE group, the control; n = 500) or self-MLD as well as exercise (MLD group; n = 500) after surgery. In the PE group, patients started to undertake remedial exercises and progressive weight training after recovery from anesthesia. In the MLD group, in addition to receiving the same treatments as in the PE group, the patients were trained to perform self-MLD on the surgical incision for 10 min/session, 3 sessions/day, beginning after suture removal and incision closure (10 to 30 days after the surgery). Scar formation was evaluated at one week, and 1, 3, 6, and 12 months after the surgery, respectively. Upper limb circumference and shoulder abduction were measured 24 h before surgery, and at one week, and 1, 3, 6 and 12 months after the surgery. Compared to those in the PE group, patients in MLD group experienced significant improvements in scar contracture, shoulder abduction, and upper limb circumference. Self-MLD, in combination with physical exercise, is beneficial for breast cancer patients in preventing postmastectomy scar formation, upper limb lymphedema, and shoulder joint dysfunction.

Randomized trial investigating the efficacy of manual lymphatic drainage to improve early outcome after total knee arthroplasty.

PubMed

Ebert, Jay R; Joss, Brendan; Jardine, Berit; Wood, David J

2013-11-01

To investigate the efficacy of manual lymphatic drainage (MLD) in the early postoperative period after total knee arthroplasty (TKA) to reduce edema and pain and improve knee range of motion. Prospective randomized controlled trial. Private hospital and functional rehabilitation clinic. Consecutive sample of patients (N=43; 53 knees) scheduled for TKA. MLD (vs no MLD) on days 2, 3, and 4 postoperatively. Both groups underwent conventional, concomitant physical therapy. Clinical assessment was undertaken pre- and postoperatively prior to and after the designated postoperative MLD sessions (days 2, 3, and 4) and at 6 weeks postsurgery. This included active knee flexion and extension range of motion, lower limb girths (ankle, midpatella, thigh, and calf), and knee pain using a numeric rating scale and the Knee Injury and Osteoarthritis Outcome Score. A significant group effect was observed for active knee flexion, with post hoc tests demonstrating a significantly greater active knee flexion in the MLD group when compared with the control (no MLD) group at the final measure prior to hospital discharge (day 4 postsurgery) and at 6 weeks postsurgery. There were no further group effects observed for the remaining patient-reported and functional outcomes. MLD in the early postoperative stages after TKA appears to improve active knee flexion up to 6 weeks postsurgery, in addition to conventional care. Copyright © 2013 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Children with congenital limb deficiency in Norway: issues related to school life and health-related quality of life. A cross-sectional study.

PubMed

Johansen, Heidi; Dammann, Brede; Øinæs Andersen, Liv; Andresen, Inger-Lise

2016-09-01

To describe clinical features, issues related to school life and health-related quality of life (HRQOL) for children with congenital limb deficiency (CLD) and compare these children to Norwegian school children on HRQOL. Cross-sectional study. In 2010, a postal questionnaire, designed for this study and the Paediatric Quality of Life Inventory (PedsQL), was sent to 154 eligible parents of children with CLD, aged 6-18 years and registered at TRS National Resource Centre for Rare Disorders in Norway. Response rate 44% (n = 67), median age 11 years, 42% were girls. Of the total group, 46 had unilateral upper limb deficiency (UULD) and 21 had multiple/lower limb deficiency (MLD/LLD). The most common UULD was below-elbow deficiency, of these, 65% used grip-improving devices, and 35% used prostheses. Children with UULD-reported PedsQL score similar to Norwegian schoolchildren (NSC). The MLD/LLD group was heterogeneous; most had below-elbow/knee deficiency. In this group, PedsQL scores were reduced for physical and social functioning compared with NSC. Compared with children with UULD, more children with MLD/LLD were restricted in participation because of pain and fewer participated in physical education with peers. Most children with CLD participated with their peers and managed well in everyday life. Children with MLD/LLD seemed to have more challenges than children with UULD. Approximately one-third of all the children had assistive devices and/or practical assistance in school. Implications for Rehabilitation Most children with upper-limb deficiency (UULD) in Norway manage well in everyday life and have HRQOL equal to other Norwegian children. Many choose grip-improving devices instead of prostheses. Their preferences should be respected and taken into account as the need for new assistive devices arise. For children with pronounced disabilities, access to, and use of, assistive devices, adaptions and practical assistance may be important for participation. Cooperation with the child and the parents is necessary to find useful measures. Physical education and practical subjects may provide special challenges, both for children and their teachers. Children themselves often find good solutions and the tasks should be planned ahead in cooperation with them.

Extended GTST-MLD for aerospace system safety analysis.

PubMed

Guo, Chiming; Gong, Shiyu; Tan, Lin; Guo, Bo

2012-06-01

The hazards caused by complex interactions in the aerospace system have become a problem that urgently needs to be settled. This article introduces a method for aerospace system hazard interaction identification based on extended GTST-MLD (goal tree-success tree-master logic diagram) during the design stage. GTST-MLD is a functional modeling framework with a simple architecture. Ontology is used to extend the ability of system interaction description in GTST-MLD by adding the system design knowledge and the past accident experience. From the level of functionality and equipment, respectively, this approach can help the technician detect potential hazard interactions. Finally, a case is used to show the method. © 2011 Society for Risk Analysis.

Functionalization of SiO2 Surfaces for Si Monolayer Doping with Minimal Carbon Contamination.

PubMed

van Druenen, Maart; Collins, Gillian; Glynn, Colm; O'Dwyer, Colm; Holmes, Justin D

2018-01-17

Monolayer doping (MLD) involves the functionalization of semiconductor surfaces followed by an annealing step to diffuse the dopant into the substrate. We report an alternative doping method, oxide-MLD, where ultrathin SiO 2 overlayers are functionalized with phosphonic acids for doping Si. Similar peak carrier concentrations were achieved when compared with hydrosilylated surfaces (∼2 × 10 20 atoms/cm 3 ). Oxide-MLD offers several advantages over conventional MLD, such as ease of sample processing, superior ambient stability, and minimal carbon contamination. The incorporation of an oxide layer minimizes carbon contamination by facilitating attachment of carbon-free precursors or by impeding carbon diffusion. The oxide-MLD strategy allows selection of many inexpensive precursors and therefore allows application to both p- and n-doping. The phosphonic acid-functionalized SiO 2 surfaces were investigated using X-ray photoelectron spectroscopy and attenuated total reflectance Fourier transform infrared spectroscopy, whereas doping was assessed using electrochemical capacitance voltage and Hall measurements.

Mixed and mixing layer depths in the ocean surface boundary layer under conditions of diurnal stratification

NASA Astrophysics Data System (ADS)

Sutherland, G.; Reverdin, G.; Marié, L.; Ward, B.

2014-12-01

A comparison between mixed (MLD) and mixing (XLD) layer depths is presented from the SubTRopical Atlantic Surface Salinity Experiment (STRASSE) cruise in the subtropical Atlantic. This study consists of 400 microstructure profiles during fairly calm and moderate conditions (2 < U10 < 10 m s-1) and strong solar heating O(1000 W m-2). The XLD is determined from a decrease in the turbulent dissipation rate to an assumed background level. Two different thresholds for the background dissipation level are tested, 10-8 and 10-9 m2 s-3, and these are compared with the MLD as calculated using a density threshold. The larger background threshold agrees with the MLD during restratification but only extends to half the MLD during nighttime convection, while the lesser threshold agrees well during convection but is deeper by a factor of 2 during restratification. Observations suggest the use of a larger density threshold to determine the MLD in a buoyancy driven regime.

Real-time handling of existing content sources on a multi-layer display

NASA Astrophysics Data System (ADS)

Singh, Darryl S. K.; Shin, Jung

2013-03-01

A Multi-Layer Display (MLD) consists of two or more imaging planes separated by physical depth where the depth is a key component in creating a glasses-free 3D effect. Its core benefits include being viewable from multiple angles, having full panel resolution for 3D effects with no side effects of nausea or eye-strain. However, typically content must be designed for its optical configuration in foreground and background image pairs. A process was designed to give a consistent 3D effect in a 2-layer MLD from existing stereo video content in real-time. Optimizations to stereo matching algorithms that generate depth maps in real-time were specifically tailored for the optical characteristics and image processing algorithms of a MLD. The end-to-end process included improvements to the Hierarchical Belief Propagation (HBP) stereo matching algorithm, improvements to optical flow and temporal consistency. Imaging algorithms designed for the optical characteristics of a MLD provided some visual compensation for depth map inaccuracies. The result can be demonstrated in a PC environment, displayed on a 22" MLD, used in the casino slot market, with 8mm of panel seperation. Prior to this development, stereo content had not been used to achieve a depth-based 3D effect on a MLD in real-time

Effects of lymphatic drainage and local cryo exposition regeneration after high-intensive exercises

PubMed Central

Behringer, Michael; Jedlicka, Diana; McCourt, Molly; Ring, Matthias; Mester, Joachim

2016-01-01

Summary Background Recovery from exercise and competition is important in sports medicine, particularly when rest periods are short. The objective is to determine the efficacy of cryo exposition (CRY) and manual lymphatic drainage (MLD) to hasten short term recovery of muscle performance after eccentric contractions. Methods In a randomized controlled trial, 30 healthy sport students (21 males, 9 females; age: 25.7±2.8 years) performed 4×20 eccentric contractions of knee extensors, followed by 30 min MLD, CRY, or rest (RST) under controlled laboratory environment. Maximal voluntary contractions (MVC), electrically induced muscle fatigue (FI), and electrically induced tetani (EIT) at low (T2: 20 Hz) and high frequencies were tested. Results Force decline and recovery kinetics regarding MVC, FI, and EIT did not differ significantly (p<0.05) between groups. That is, 24 h after the intervention, MVC (MLD: 80.9±5.5%; CRY: 81.1±8.5%; RST: 83.5±7.3%), FI (MLD: 83.2±23.7%; CRY: 81.2±38.8%; RST: 93.2±22.9%), and EIT (T1: MLD: 53.0±29.5%; CRY: 39.0±32.9%; RST: 46.3±26.1%; T2: MLD: 84.2±27.2%; CRY: 64.2±24.2%; RST: 66.6±22.3%) were similarly depressed irrespective of applied treatments. Conclusion Neither CRY nor MLD hastened the recovery of muscle performance, when applied for 30 min. Identification number of the Primary Registry Network: DRKS00007608. PMID:27900297

Venous flow during manual lymphatic drainage applied to different regions of the lower extremity in people with and without chronic venous insufficiency: a cross-sectional study.

PubMed

Crisóstomo, R S S; Candeias, M S; Armada-da-Silva, P A S

2017-03-01

To evaluate the effect of manual lymphatic drainage (MLD) on venous flow when applied to the medial and lateral aspects of the thigh and leg in patients with chronic venous insufficiency (CVI) and healthy subjects. Cross-sectional study. Participants were assessed in a school-based health community attendant service. Fifty-seven subjects participated in this study {mean age: 43 [standard deviation (SD) 14] years, 38 women and 19 men}. Of these, 28 subjects had CVI [mean age 47 (SD 12) years] and 29 subjects did not have CVI [mean age 39 (14) years]. MLD was applied by a certificated physical therapist to the medial and lateral aspects of the thigh and leg. Cross-sectional area; blood flow velocities in the femoral vein, great saphenous vein, popliteal vein and small saphenous vein at baseline and during MLD, measured by duplex ultrasound. Flow volume in the femoral vein increased from baseline [5.19 (SD 3.25)cm 3 /second] when MLD was applied to the medial [7.03 (SD 3.65)cm 3 /second; P≤0.001; mean difference -1.69; 95% confidence interval (CI) -2.42 to -0.97] and lateral [6.16 (SD 3.35)cm 3 /second; P≤0.001; mean difference -1.04; 95% CI -1.70 to -0.39] aspects of the thigh. Venous flow augmentation in the femoral vein and great saphenous vein was higher when MLD was applied to the medial aspect of the thigh (P<0.001), while MLD had a similar effect on venous blood flow regardless of whether it was applied to the medial or the lateral aspect of the leg (P=0.731). MLD increases blood flow in deep and superficial veins. MLD should be applied along the route of the venous vessels for improved venous return. Copyright © 2016 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

[Low dose volume histogram analysis of the lungs in prediction of acute radiation pneumonitis in patients with esophageal cancer treated with three-dimensional conformal radiotherapy].

PubMed

Shen, Wen-bin; Zhu, Shu-chai; Gao, Hong-mei; Li, You-mei; Liu, Zhi-kun; Li, Juan; Su, Jing-wei; Wan, Jun

2013-01-01

To investigate the predictive value of low dose volume of the lung on acute radiation pneumonitis (RP) in patients with esophageal cancer treated with three-dimensional conformal radiotherapy (3D-CRT) only, and to analyze the relation of comprehensive parameters of the dose-volume V5, V20 and mean lung dose (MLD) with acute RP. Two hundred and twenty-two patients with esophageal cancer treated by 3D-CRT have been followed up. The V5-V30 and MLD were calculated from the dose-volume histogram system. The clinical factors and treatment parameters were collected and analyzed. The acute RP was evaluated according to the RTOG toxicity criteria. The acute RP of grade 1, 2, 3 and 4 were observed in 68 (30.6%), 40 (18.0%), 8 (3.6%) and 1 (0.5%) cases, respectively. The univariate analysis of measurement data:The primary tumor length, radiation fields, MLD and lung V5-V30 had a significant relationship with the acute RP. The magnitude of the number of radiation fields, the volume of GTV, MLD and Lung V5-V30 had a significant difference in whether the ≥ grade 1 and ≥ grade 2 acute RP developed or not. Binary logistic regression analysis showed that MLD, Lung V5, V20 and V25 were independent risk factors of ≥ grade 1 acute RP, and the radiation fields, MLD and Lung V5 were independent risk factors of ≥ grade 2 acute RP. The ≥ grade 1 and ≥ grade 2 acute RP were significantly decreased when MLD less than 14 Gy, V5 and V20 were less than 60% and 28%,respectively. When the V20 ≤ 28%, the acute RP was significantly decreased in V5 ≤ 60% group. When the MLD was ≤ 14 Gy, the ≥ 1 grade acute RP was significantly decreased in the V5 ≤ 60% group. When the MLD was >14 Gy, the ≥ grade 2 acute RP was significantly decreased in the V5 ≤ 60% group. The low dose volume of the lung is effective in predicting radiation pneumonitis in patients with esophageal cancer treated with 3D-CRT only. The comprehensive parameters combined with V5, V20 and MLD may increase the effect in predicting radiation pneumonitis.

Modified lingguizhugan decoction incorporated with dietary restriction and exercise ameliorates hyperglycemia, hyperlipidemia and hypertension in a rat model of the metabolic syndrome.

PubMed

Yao, Limei; Wei, Jingjing; Shi, Si; Guo, Kunbin; Wang, Xiangyu; Wang, Qi; Chen, Dingsheng; Li, Weirong

2017-02-28

Modified Lingguizhugan Decoction (MLD) came from famous Chinese medicine Linggui Zhugan Decoction. The MLD is used for the treatment of metabolic syndrome in the clinical setting. Our study focuses on the comprehensive treatment of MLD incorporated with dietary restriction and exercise in a rat model of the metabolic syndrome (MS). Rats were divided into five groups: control group (Cont), high-fat diet group (HFD), high-fat diet incorporated with dietary restriction group (HFD-DR), exercise incorporated with dietary restriction group (HFD-DR-Ex) and MLD incorporated with dietary restriction and exercise group (HFD-DR-Ex-MLD). Treatments were conducted for 1 week after feeding high-fat diet for 12 weeks. The effects of treatments on high fat diet-induced obesity, hyperglycemia, hyperlipidemia, hypertension, hepatic injury and insulin resistance in rats of MS were examined. In addition, the tumor necrosis factor-α (TNF-α), leptin and protein kinase B (PKB) in rats serum and liver were also examined by enzyme-linked immunosorbent assay (ELISA). After a week's intervention by dietary restriction, dietary restriction incorporated with exercise or MLD, compared with HFD rats, the relative weight of liver and fat, levels of triglyceride, total cholesterol, low-density lipoprotein, free fatty acid, aspartate aminotransferase, glutamic-pyruvic transaminase and alkaline phosphatase, insulin, were significantly decreased (p < 0.05 or 0.01). This treatment also inhibited abnormal increases of TNF-α, leptin and PKB in serum and liver. MLD incorporated with dietary restriction and exercise treatment exhibit effects in alleviating high-fat diet-induced obesity, hyperglycemia, hyperlipidemia, hypertension, hepatic injury and insulin resistance, which are possibly due to the down-regulation of TNF-α, leptin and PKB.

Effect of Manual Lymphatic Drainage After Total Knee Arthroplasty: A Randomized Controlled Trial.

PubMed

Pichonnaz, Claude; Bassin, Jean-Philippe; Lécureux, Estelle; Christe, Guillaume; Currat, Damien; Aminian, Kamiar; Jolles, Brigitte M

2016-05-01

To evaluate the effects of manual lymphatic drainage (MLD) on knee swelling and the assumed consequences of swelling after total knee arthroplasty (TKA). Randomized controlled trial. Primary care hospital. Two groups of 30 patients were randomized before TKA surgery (N=60; 65% women [39]; mean age, 70.7±8.8y; weight, 77.8±11.3kg; size, 1.64±0.08m; body mass index, 29.9±4.1kg/m(2)). Participants received either 5 MLD treatments or a placebo, added to rehabilitation, in between the second day and the seventh day after surgery. Swelling was measured by blinded evaluators before surgery and at second day, seventh day, and 3 months using bioimpedance spectroscopy and volume measurement. Secondary outcomes were active and passive range of motion, pain, knee function, and gait parameters. At seventh day and 3 months, no outcome was significantly different between groups, except for the knee passive flexion contracture at 3 months, which was lower and less frequent in the MLD group (-2.6°; 95% confidence interval, -5.0° to -0.21°; P=.04; absolute risk reduction, 26.6%; 95% confidence interval, 0.9%-52.3%; number needed to treat, 4). The mean pain level decreased between 5.8 and 8.2mm on the visual analog scale immediately after MLD, which was significant after 4 of 5 MLD treatments. MLD treatments applied immediately after TKA surgery did not reduce swelling. It reduced pain immediately after the treatment. Further studies should investigate whether the positive effect of MLD on knee extension is replicable. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Insights Into Layering in the Cratonic Lithosphere Beneath Western Australia

NASA Astrophysics Data System (ADS)

Sun, Weijia; Fu, Li-Yun; Saygin, Erdinc; Zhao, Liang

2018-02-01

The characteristics of internal lithospheric discontinuities carry crucial information regarding the origin and evolution of the lithosphere. However, the formation and mechanisms of the midlithosphere discontinuity (MLD) are still enigmatic and controversial. We investigate the midlithospheric discontinuities beneath the Archean Western Australian Craton, which represents one of the oldest continents on the globe, using a novel receiver-based reflectivity approach combined with other geophysical information comprising tomographic P and S wave velocity, radial anisotropy, electrical resistivity, and heat flow data. The MLD is rather shallow with a depth of 68-82 km. Multiple prominent discontinuities are observed in the lithospheric mantle using constructed high-frequency (0.5-4 Hz) P wave reflectivities. These multiple discontinuities coincide well with the broad-scale reduction of relative P and SV wave velocities at the top of the graded transition zone from the lithosphere to the asthenosphere. Strong radial anisotropy in the upper lithosphere mantle tends to be weak across the MLD, which might reflect quasi-laminar lithospheric heterogeneity behavior with a horizontal correlation length that is greater than its vertical correlation length. Broad-scale electrical resistivity variations show little coherence with the MLD. Given these various geophysical observations, the upper lithosphere exhibits rigid and elastic properties above the MLD, while the lower lithosphere tends to be ductile and rheological or viscous. A model comprising quasi-laminar lithospheric heterogeneity could effectively represent the MLD characteristics beneath the Archean continent.

Organic and inorganic–organic thin film structures by molecular layer deposition: A review

PubMed Central

Sundberg, Pia

2014-01-01

Summary The possibility to deposit purely organic and hybrid inorganic–organic materials in a way parallel to the state-of-the-art gas-phase deposition method of inorganic thin films, i.e., atomic layer deposition (ALD), is currently experiencing a strongly growing interest. Like ALD in case of the inorganics, the emerging molecular layer deposition (MLD) technique for organic constituents can be employed to fabricate high-quality thin films and coatings with thickness and composition control on the molecular scale, even on complex three-dimensional structures. Moreover, by combining the two techniques, ALD and MLD, fundamentally new types of inorganic–organic hybrid materials can be produced. In this review article, we first describe the basic concepts regarding the MLD and ALD/MLD processes, followed by a comprehensive review of the various precursors and precursor pairs so far employed in these processes. Finally, we discuss the first proof-of-concept experiments in which the newly developed MLD and ALD/MLD processes are exploited to fabricate novel multilayer and nanostructure architectures by combining different inorganic, organic and hybrid material layers into on-demand designed mixtures, superlattices and nanolaminates, and employing new innovative nanotemplates or post-deposition treatments to, e.g., selectively decompose parts of the structure. Such layer-engineered and/or nanostructured hybrid materials with exciting combinations of functional properties hold great promise for high-end technological applications. PMID:25161845

The results of skin prick testing in patients with allergic rhinitis: a comparison between a multiple lancet device and a single lancet.

PubMed

Ateş, Aşkin; Kinikli, Gülay; Turgay, Murat; Aydoğan, Nergis; Duman, Murat

2004-01-01

Skin prick testing (SPT) is widely used in the assessment of allergic disorders. Different SPT techniques are widely used. The aim of this study was to compare the response to SPT using a multiple lancet device (MLD) with the results of a single lancet (SL). Fifty patients with allergic rhinitis were included in this study. Initially, SPT was performed by a SL technique. After one week SPT was repeated using the MLD on all patients. The patients were tested with a panel containing 19 specific allergens including grass pollen, tree pollen, house dust mites, weed pollen allergen extracts, histamine and a negative control. The skin responses were recorded after 15 minutes for each device by measuring the diameter of the wheal and the erythema. The skin wheal responses for grass pollen, tree pollen, weed pollen and house dust mite allergen extracts obtained using the SL were generally significantly larger than those using the MLD. The comparison between the MLD and the SL methods revealed that SPT was positive with SL and negative with MLD in 176 tests (15.3%), and on the contrary SPT was positive with MLD and negative with SL in only 13 tests (1%). In conclusion, we claim that SPT using SL shows a higher degree of sensitivity and reproducibility.

Calculation of Cumulative Distributions and Detection Probabilities in Communications and Optics.

DTIC Science & Technology

1984-10-01

the CMLD . As an example of a particular result, Figure 8.1 shows the additional SNR required (often called the CFAR loss) for the MLD, CMLD , and OSD in...the background noise level is known. Notice that although the CFAR loss increases with INR for the MLD, the CMLD and OSD have a bounded loss as the INR...Radar Detectors (J. A. Ritcey) Mean-level detectors (MLD) are commonly used in radar to maintain a constant -*! false-alarm rate ( CFAR ) when the

Task- and age-dependent effects of visual stimulus properties on children's explicit numerosity judgments.

PubMed

Defever, Emmy; Reynvoet, Bert; Gebuis, Titia

2013-10-01

Researchers investigating numerosity processing manipulate the visual stimulus properties (e.g., surface). This is done to control for the confound between numerosity and its visual properties and should allow the examination of pure number processes. Nevertheless, several studies have shown that, despite different visual controls, visual cues remained to exert their influence on numerosity judgments. This study, therefore, investigated whether the impact of the visual stimulus manipulations on numerosity judgments is dependent on the task at hand (comparison task vs. same-different task) and whether this impact changes throughout development. In addition, we examined whether the influence of visual stimulus manipulations on numerosity judgments plays a role in the relation between performance on numerosity tasks and mathematics achievement. Our findings confirmed that the visual stimulus manipulations affect numerosity judgments; more important, we found that these influences changed with increasing age and differed between the comparison and the same-different tasks. Consequently, direct comparisons between numerosity studies using different tasks and age groups are difficult. No meaningful relationship between the performance on the comparison and same-different tasks and mathematics achievement was found in typically developing children, nor did we find consistent differences between children with and without mathematical learning disability (MLD). Copyright © 2013 Elsevier Inc. All rights reserved.

Manual lymph drainage efficiently reduces postoperative facial swelling and discomfort after removal of impacted third molars.

PubMed

Szolnoky, G; Szendi-Horváth, K; Seres, L; Boda, K; Kemény, L

2007-09-01

The removal of wisdom teeth is often associated with severe postoperative edema and pain, and operation on the third molar can cause local inflammation that impairs lymph transport. The objective of the study was to assess the efficacy of manual lymph drainage (MLD) in reducing swelling following bilateral wisdom tooth removal. Ten consecutive patients with bilateral impacted wisdom teeth that required surgical removal were enrolled in the study. Each patient was postoperatively treated with MLD (after Vodder's method) on one side of the neck region with the untreated contralateral side as a control. Swelling was evaluated using a tape-measure placed in contact with the skin. The six landmarks of measurement included tragus-lip junction, tragus-pogonion, mandibular angle-external corner of eye, mandibular angle-ala nasi, mandibular angle-lip junction, and mandibular angle-median point of chin. Subjective assessment of MLD was conducted with self-evaluation using a visual analogue bar scale (VAS, range 0-100 mm). Of the 6 linear measurements, 4 lines (2, 4, 5, 6) showed a significant reduction of swelling on the side of MLD compared to the untreated side. Mean score of VAS of pretreatment condition was 35.5 +/- 20.60 mm that decreased to 22 +/- 19.32 mm measured after MLD (p=0.0295). This initial study demonstrates that MLD may promote an improvement of lymph circulation and work in an adjunctive role for reduction of postoperative swelling and pain following removal of impacted third molars.

Properties of blocking and non-blocking monoclonal antibodies specific for human macrophage galactose-type C-type lectin (MGL/ClecSF10A/CD301).

PubMed

Sano, Yoshihiko; Usami, Katsuaki; Izawa, Ryota; Denda-Nagai, Kaori; Higashi, Nobuaki; Kimura, Toshifumi; Suzuki, Noriko; Irimura, Tatsuro

2007-01-01

Monoclonal antibodies (mAbs) specific for the human macrophage galactose-type calcium-type lectin (MGL) were established. The recombinant extracellular domain of MGL was used to immunize a mouse, and 10 hybridoma clones were obtained. Binding of recombinant MGL to asialo-bovine submaxillary mucin was shown to be blocked by mAbs MLD-1, 4 and 6. Immunoprecipitation of MGL from lysates of COS-1 cells transfected with MGL cDNA (form 6A) was achieved with mAbs MLD-1, 4, 7, 8 and 16. Chimeric recombinant proteins between human MGL and mouse MGL1 were used to determine the location of the epitopes for these mAbs. mAbs MLD-8, 13, 15 and 16 interacted with the amino terminal side of the conserved WVDGTD sequence immediately upstream of QPD, whereas mAbs MLD-7, 12 and 17 interacted with the other side. mAbs MLD-1, 4, and 6 apparently required both sides of this boundary. mAbs MLD-15 and 16 were shown to recognize the protein products of alternatively spliced mRNA 6A/8A and 6C/8A, having deletions at the boundary of exons 7 and 8, in addition to full length and other spliced forms of MGL (6A, 6B and 6C), whereas the other mAbs bound only full length and forms 6A, 6B and 6C.

Seasonal Variation of Submesoscale Flow Features in a Mesoscale Eddy-dominant Region in the East Sea

NASA Astrophysics Data System (ADS)

Chang, Yeon S.; Choi, Byoung-Ju; Park, Young-Gyu

2018-03-01

Seasonal changes in the distribution of submesoscale (SM) flow features were examined using a fine-resolution numerical simulation. The SM flows are expected to be strong where mesoscale (MS) eddies actively develop and also when the mixed layer depth (MLD) is deep due to enhanced baroclinic instability. In the East Sea (ES), MS eddies more actively develop in summer while the MLD is deeper in winter, which provided the motivation to conduct this study to test the effects of MLD and MS eddies on the SM activity in this region. Finite-scale Liapunov exponents and the vertical velocity components were employed to analyze the SM activities. It was found that the SM intensity was marked by seasonality: it is stronger in winter when the mixed layer is deep but weaker in summer - despite the greater eddy kinetic energy. This is because in summer the mixed layer is so thin that there is not enough available potential energy. When the SM activity was quantified based on parameterization, (MLD × density gradient), it was determined that the seasonal variation of MLD plays a more important role than the lateral density gradient variation on SM flow motion in the ES.

Induction of ebolavirus cross-species immunity using retrovirus-like particles bearing the Ebola virus glycoprotein lacking the mucin-like domain

PubMed Central

2012-01-01

Background The genus Ebolavirus includes five distinct viruses. Four of these viruses cause hemorrhagic fever in humans. Currently there are no licensed vaccines for any of them; however, several vaccines are under development. Ebola virus envelope glycoprotein (GP1,2) is highly immunogenic, but antibodies frequently arise against its least conserved mucin-like domain (MLD). We hypothesized that immunization with MLD-deleted GP1,2 (GPΔMLD) would induce cross-species immunity by making more conserved regions accessible to the immune system. Methods To test this hypothesis, mice were immunized with retrovirus-like particles (retroVLPs) bearing Ebola virus GPΔMLD, DNA plasmids (plasmo-retroVLP) that can produce such retroVLPs in vivo, or plasmo-retroVLP followed by retroVLPs. Results Cross-species neutralizing antibody and GP1,2-specific cellular immune responses were successfully induced. Conclusion Our findings suggest that GPΔMLD presented through retroVLPs may provide a strategy for development of a vaccine against multiple ebolaviruses. Similar vaccination strategies may be adopted for other viruses whose envelope proteins contain highly variable regions that may mask more conserved domains from the immune system. PMID:22273269

Induction of ebolavirus cross-species immunity using retrovirus-like particles bearing the Ebola virus glycoprotein lacking the mucin-like domain.

PubMed

Ou, Wu; Delisle, Josie; Jacques, Jerome; Shih, Joanna; Price, Graeme; Kuhn, Jens H; Wang, Vivian; Verthelyi, Daniela; Kaplan, Gerardo; Wilson, Carolyn A

2012-01-25

The genus Ebolavirus includes five distinct viruses. Four of these viruses cause hemorrhagic fever in humans. Currently there are no licensed vaccines for any of them; however, several vaccines are under development. Ebola virus envelope glycoprotein (GP1,2) is highly immunogenic, but antibodies frequently arise against its least conserved mucin-like domain (MLD). We hypothesized that immunization with MLD-deleted GP1,2 (GPΔMLD) would induce cross-species immunity by making more conserved regions accessible to the immune system. To test this hypothesis, mice were immunized with retrovirus-like particles (retroVLPs) bearing Ebola virus GPΔMLD, DNA plasmids (plasmo-retroVLP) that can produce such retroVLPs in vivo, or plasmo-retroVLP followed by retroVLPs. Cross-species neutralizing antibody and GP1,2-specific cellular immune responses were successfully induced. Our findings suggest that GPΔMLD presented through retroVLPs may provide a strategy for development of a vaccine against multiple ebolaviruses. Similar vaccination strategies may be adopted for other viruses whose envelope proteins contain highly variable regions that may mask more conserved domains from the immune system.

Deciphering the Temporal and Spatial Complexity in Submarine Canyons in Antarctica: the Role of Mixed Layer Depth in Regulating Primary Production

NASA Astrophysics Data System (ADS)

Carvalho, F.; Kohut, J. T.; Schofield, O.; Oliver, M. J.; Gorbunov, M. Y.

2016-02-01

There is a high spatial and temporal variability in the biophysical processes regulating primary productivity in submarine canyons in the West Antarctic Peninsula (WAP). WAP canyon heads are considered biological "hotspots" by providing predictable food resource and driving penguin foraging locations. Because the physiology and composition of the phytoplankton blooms and the physical mechanisms driving them aren't well understood, we aim to characterize the dynamics of the spring phytoplankton bloom at the head of a canyon in the WAP. A 6-year record of Slocum glider deployments is analyzed, corresponding to over 16,000 water column profiles. The mixed layer depth (MLD), determined by the maximum of the buoyancy frequency criteria, was found to be the MLD definition with the highest ecological relevance. The same holds true for other regions in Antarctica such as the Ross and Amundsen Seas. A FIRe sensor on a glider was used to evaluate physiological responses of phytoplankton to canyon dynamics using fluorescence kinetics. Initial results show a spatial influence, with increased photosynthetic efficiencies found at the canyon head. The strongest signal was the seasonal cycle. The shoaling of the MLD in early January results in increased chlorophyll a concentrations and as MLD deepens in mid season due to wind forcing, phytoplankton concentrations decrease, likely due to decreased light availability. A consistent secondary peak in chlorophyll matches a shoaling in MLD later in the growth season. A steady warming and increase in salinity of the MLD is seen throughout the season. Spatial differences were recorded at the head of the canyon and result from the local circulation. Shallower MLD found on the northern region are consistent with a fresher surface ocean (coastal influence) and increased chlorophyll concentrations. The southern region is thought to be more oceanic influenced as intrusions of warm deep water (mUCDW) to the upper water column were recorded regularly there.

GLUT2 in pancreatic islets: crucial target molecule in diabetes induced with multiple low doses of streptozotocin in mice.

PubMed

Wang, Z; Gleichmann, H

1998-01-01

In mice, diabetes can be induced by multiple low doses of streptozotocin (MLD-STZ), i.e., 40 mg/kg body wt on each of 5 consecutive days. In this model, diabetes develops only when STZ induces both beta-cell toxicity and T-cell-dependent immune reactions. The target molecule(s) of MLD-STZ-induced beta-cell toxicity are not known, however. In this study, we report that GLUT2 is a target molecule for MLD-STZ toxicity. Ex vivo, a gradual decrement of both GLUT2 protein and mRNA expression was found in pancreatic islets isolated from MLD-STZ-treated C57BL/6 male mice, whereas mRNA expression of beta-actin, glucokinase, and proinsulin remained unaffected. Significant reduction of both GLUT2 protein and mRNA expression was first noted 1 day after the third STZ injection, clearly preceding the onset of hyperglycemia. The extent of reduction increased with the number of STZ injections administered and increased over time, after the last, i.e., fifth, STZ injection. The STZ-induced reduction of GLUT2 protein and mRNA was not due to an essential loss of beta-cells, because ex vivo, not only the total RNA yield and protein content in isolated islets, but also proinsulin mRNA expression, failed to differ significantly in the differently treated groups. Furthermore, islets isolated from MLD-STZ-treated donors responded to the nonglucose secretagogue arginine in a pattern similar to that of solvent-treated donors. Interestingly, the MLD-STZ-induced reduction of both GLUT2 protein and mRNA was prevented by preinjecting mice with 5-thio-D-glucose before each STZ injection. Apparently, GLUT2 is a crucial target molecule of MLD-STZ toxicity, and this toxicity seems to precede the immune reactions against beta-cells.

Continuous quantitative measurement of the proximal airway dimensions and lung density on four-dimensional dynamic-ventilation CT in smokers

PubMed Central

Yamashiro, Tsuneo; Moriya, Hiroshi; Tsubakimoto, Maho; Matsuoka, Shin; Murayama, Sadayuki

2016-01-01

Purpose Four-dimensional dynamic-ventilation computed tomography (CT) imaging demonstrates continuous movement of the airways and lungs, which cannot be depicted with conventional CT. We aimed to investigate continuous changes in lung density and airway dimensions and to assess the correlation with spirometric values in smokers. Materials and methods This retrospective study was approved by the Institutional Review Board, and informed consent was waived. Twenty-one smokers including six patients with COPD underwent four-dimensional dynamic-ventilation CT during free breathing (160 mm in length). The mean lung density (MLD) of the scanned lung and luminal areas (Ai) of fixed points in the trachea and the right proximal bronchi (main bronchus, upper bronchus, bronchus intermedius, and lower bronchus) were continuously measured. Concordance between the time curve of the MLD and that of the airway Ai values was expressed by cross-correlation coefficients. The associations between these quantitative measurements and the forced expiratory volume in 1 second/forced vital capacity (FEV1/FVC) values were assessed by Spearman’s rank correlation analysis. Results On the time curve for the MLD, the Δ-MLD1.05 values between the peak inspiratory frame to the later third frame (1.05 seconds later) were strongly correlated with the FEV1/FVC (ρ=0.76, P<0.0001). The cross-correlation coefficients between the airway Ai and MLD values were significantly correlated with the FEV1/FVC (ρ=−0.56 to −0.66, P<0.01), except for the right upper bronchus. This suggested that the synchrony between the airway and lung movement was lost in patients with severe airflow limitation. Conclusion Respiratory changes in the MLD and synchrony between the airway Ai and the MLD measured with dynamic-ventilation CT were correlated with patient’s spirometric values. PMID:27110108

Three subdivisions of the auditory midbrain in chicks (Gallus gallus) identified by their afferent and commissural projections

PubMed Central

Wang, Yuan; Karten, Harvey J.

2010-01-01

The auditory midbrain is a site of convergence of multiple auditory channels from the brainstem. In birds, two separate ascending channels have been identified, through which time and intensity information is sent to nucleus mesencephalicus lateralis, pars dorsalis (MLd), the homologue of the central nucleus of mammalian inferior colliculus. Using in vivo anterograde and retrograde tracing techniques, the current study provides two lines of anatomical evidence supporting the presence of a third ascending channel to the chick MLd. First, three non-overlapping zones of MLd receive inputs from three distinct cell groups in the caudodorsal brainstem. The projections from nucleus angularis (NA) and nucleus laminaris (NL) are predominately contralateral and may correspond to the time and intensity channels. A rostromedial portion of MLd receives bilateral projections mainly from the Regio Intermedius, an interposed region of cells lying at a caudal level between NL and NA, as well as scattered neurons embedded in 8th nerve tract, and probably a very ventral region of NA. Second, the bilateral zones of MLd on two sides of the brain are reciprocally connected and do not interact with other zones of MLd via commissural connections. In contrast, the NL-recipient zone projects contralaterally upon the NA-recipient zone. The structural separation of the third pathway from the NA and NL projections suggests a third information-processing channel, in parallel with the time and intensity channels. Neurons in the third channel appear to process very low frequency information including infrasound, probably utilizing different mechanisms than that underlying higher frequency processing. PMID:20148439

Use of nicotine patches in breast-feeding mothers: transfer of nicotine and cotinine into human milk.

PubMed

Ilett, Kenneth F; Hale, Thomas W; Page-Sharp, Madhu; Kristensen, Judith H; Kohan, Rolland; Hackett, L Peter

2003-12-01

Our objective was to assess the extent of exposure to nicotine and cotinine in breast-fed infants during maternal smoking and later during maternal use of the nicotine transdermal patch to achieve smoking cessation. Fifteen lactating women (mean age, 32 years; mean weight, 72 kg) who were smokers (mean of 17 cigarettes per day) participated in a trial of the nicotine patch to assist in smoking cessation. Serial milk samples were collected from the women over sequential 24-hour periods when they were smoking and when they were stabilized on the 21-mg/d, 14-mg/d, and 7-mg/d nicotine patches. Nicotine and cotinine in milk were quantified by HPLC, and infant dose was calculated. Plasma concentrations of nicotine in the breast-fed infants were assessed, and the infants were also clinically assessed. Nicotine and cotinine concentrations in milk were not significantly different between smoking (mean of 17 cigarettes per day) and the 21-mg/d patch, but concentrations were significantly lower (P <.05) when patients were using the 14-mg/d and 7-mg/d patches than when smoking. There was also a downward trend in absolute infant dose (nicotine equivalents) from smoking or the 21-mg patch through to the 14-mg and 7-mg patches (P <.05 at both 14-mg and 7-mg doses, compared with smoking). Milk intake (shown as median and 25th to 75th percentile) by the breast-fed infants was similar while their mothers were smoking (585 mL/d [507-755 mL/d]) and subsequently when their mothers were using the 21-mg (717 mL/d [504-776 mL/d]), 14-mg (731 mL/d [535-864 mL/d]), and 7-mg (619 mL/d [520-706 mL/d]) patches (chi(2) = 3.19, P =.364). We conclude that the absolute infant dose of nicotine and its metabolite cotinine decreases by about 70% from when subjects were smoking or using the 21-mg patch to when they were using the 7-mg patch. In addition, use of the nicotine patch had no significant influence on the milk intake by the breast-fed infant. Undertaking maternal smoking cessation with the nicotine patch is, therefore, a safer option than continued smoking.

WE-AB-207B-12: Prospective Study of the Relationship Between Dose-Volume Clinical Toxicity and Patient Reported Outcomes in Lung Cancer Patients Treated with SBRT

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mayyas, E; Vance, S; Brown, S

Purpose: To determine in a prospective study, the correlation between radiation dose/volume, clinical toxicities and patient-reported, quality of life (QOL) resulting from lung SBRT. Methods: For 106 non-small cell lung cancer (NSCLC) patients receiving SBRT (12 Gy × 4), symptoms including cough, dyspnea, fatigue and pneumonitis were measured at baseline (before treatment), after treatment and 3, 6, and 12 months post-treatment. Toxicity was graded from zero to five. Dosimetric parameters such as the MLD, D10%, D20%, and lung subvolumes (V10 and V20) were obtained from the treatment plan. Dosimetric parameters and number of patients demonstrating toxicity ≥ grade 2 weremore » tabulated. Linear regression analysis was used to calculate correlations between MLD and D10, D20, V10 and V20. Results: The percentages of patients with > grade 2 pneumonitis, fatigue, cough, and dyspnea over 3 to 12 months increased from 0.0% to 3.5%, 3.2% to 10.5%, 4.3% to 8.3%, and 10.8% to 18.8%, respectively. Computed dose indices D10%, D20% were 7.9±4.8 Gy and 3.0±2.3 Gy, respectively. MLD ranged from 0.34 Gy up to 9.9 Gy with overall average 3.0±1.7 Gy. The averages of the subvolumes V10 and V20 were respectively 8.9±5.3% and 3.0±2.4%. The linear regression analysis showed that V10 and D10 demonstrated the strongest correlation to MLD; R2= 0.92 and 0.87, respectively. V20, and D20 were also strongly correlated with MLD; R2 = 0.81 and 0.84 respectively. A correlation was also found to exist between MLD > 2 Gy and ≥ grade 2 cough and dyspnea. Subvolume values for 2Gy MLD were 5.3% for V10 and 2% for V20. Conclusion: Dosimetric indices: MLD ≥ 2Gy, D10 ≥ 5Gy and V10 ≥ 5% of the total lung volume were predictive of > grade 2 cough and dyspnea QOL data. The QOL results are a novel component of this work. acknowledgement of the Varian grant support.« less

The warmer the ocean surface, the shallower the mixed layer. How much of this is true?

PubMed Central

González‐Pola, C.; Fernández‐Diaz, J.

2017-01-01

Abstract Ocean surface warming is commonly associated with a more stratified, less productive, and less oxygenated ocean. Such an assertion is mainly based on consistent projections of increased near‐surface stratification and shallower mixed layers under global warming scenarios. However, while the observed sea surface temperature (SST) is rising at midlatitudes, the concurrent ocean record shows that stratification is not unequivocally increasing nor is MLD shoaling. We find that while SST increases at three study areas at midlatitudes, stratification both increases and decreases, and MLD deepens with enhanced deepening of winter MLDs at rates over 10 m  decade−1. These results rely on the estimation of several MLD and stratification indexes of different complexity on hydrographic profiles from long‐term hydrographic time‐series, ocean reanalysis, and Argo floats. Combining this information with estimated MLDs from buoyancy fluxes and the enhanced deepening/attenuation of the winter MLD trends due to changes in the Ekman pumping, MLD variability involves a subtle interplay between circulation and atmospheric forcing at midlatitudes. Besides, it is highlighted that the density difference between the surface and 200 m, the most widely used stratification index, should not be expected to reliably inform about changes in the vertical extent of mixing. PMID:29201584

Visible region MCD and MLD spectra of nitrosylferrohemoglobin and oxyhemoglobin.

PubMed

Pearce, Linda L; Bominaar, Emile L; Peterson, Jim

2002-09-20

Magnetic circular dichroism (MCD) and magnetic linear dichroism (MLD) spectroscopies at various applied magnetic fields (0-6T) and temperatures (2.0-31K) have been used to investigate the electronic properties of the visible (Q(0-0), or alpha band) region of oxy- and nitrosylferrohemoglobin (HbNO). OxyHb, a d(6) (S=0) diamagnet, exhibits the expected pseudo-first derivative MCD and pseudo-second derivative MLD temperature-independent features centered at 574nm. HbNO, a d(7) (S=1/2) paramagnet, also exhibits a temperature-independent pseudo-first derivative MCD spectrum, but centered at 571nm. So far as we are aware, this behavior is unprecedented in the MCD spectra of paramagetic iron-porphyrins, which are expected to be dominated by temperature-dependent C(0) terms. The HbNO MCD spectrum does, however, demonstrate limited field-dependent saturation magnetization behavior and the MLD spectrum is currently below the detection limit. In addition, an MCD signal from reoxygenated venous blood is reported and compared with MCD signals from oxy- and HbNO derivatives. Finally, a combination of MCD and MLD spectroscopies has been used to estimate the orbital angular momentum (M(L)) value of the alpha band excited state of oxyHb as 4.2 (+/-0.7).

Molecular layer deposition of APTES on silicon nanowire biosensors: Surface characterization, stability and pH response

NASA Astrophysics Data System (ADS)

Liang, Yuchen; Huang, Jie; Zang, Pengyuan; Kim, Jiyoung; Hu, Walter

2014-12-01

We report the use of molecular layer deposition (MLD) for depositing 3-aminopropyltriethoxysilane (APTES) on a silicon dioxide surface. The APTES monolayer was characterized using spectroscopic ellipsometry, contact angle goniometry, and atomic force microscopy. Effects of reaction time of repeating pulses and simultaneous feeding of water vapor with APTES were tested. The results indicate that the synergistic effects of water vapor and reaction time are significant for the formation of a stable monolayer. Additionally, increasing the number of repeating pulses improved the APTES surface coverage but led to saturation after 10 pulses. In comparing MLD with solution-phase deposition, the APTES surface coverage and the surface quality were nearly equivalent. The hydrolytic stability of the resulting films was also studied. The results confirmed that the hydrolysis process was necessary for MLD to obtain stable surface chemistry. Furthermore, we compared the pH sensing results of Si nanowire field effect transistors (Si NWFETs) modified by both the MLD and solution methods. The highly repeatable pH sensing results reflected the stability of APTES monolayers. The results also showed an improved pH response of the sensor prepared by MLD compared to the one prepared by the solution treatment, which indicated higher surface coverage of APTES.

The role of off-frequency masking in binaural hearing

PubMed Central

Buss, Emily; Hall, Joseph W.

2010-01-01

The present studies examined the binaural masking level difference (MLD) for off-frequency masking. It has been shown previously that the MLD decreases steeply with increasing spectral separation between a pure tone signal and a 10-Hz wide band of masking noise. Data collected here show that this reduction in the off-frequency MLD as a function of signal∕masker separation is comparable at 250 and 2500 Hz, indicating that neither interaural phase cues nor frequency resolution are critical to this finding. The MLD decreases more gradually with spectral separation when the masker is a 250-Hz-wide band of noise, a result that implicates the rate of inherent amplitude modulation of the masker. Thresholds were also measured for a brief signal presented coincident with a local masker modulation minimum or maximum. Sensitivity was better in the minima for all NoSπ and off-frequency NoSo conditions, with little or no effect of signal position for on-frequency NoSo conditions. Taken together, the present results indicate that the steep reduction in the off-frequency MLD for a narrowband noise masker is due at least in part to envelope cues in the NoSo conditions. There was no evidence of a reduction in binaural cue quality for off-frequency masking. PMID:20550265

The warmer the ocean surface, the shallower the mixed layer. How much of this is true?

PubMed

Somavilla, R; González-Pola, C; Fernández-Diaz, J

2017-09-01

Ocean surface warming is commonly associated with a more stratified, less productive, and less oxygenated ocean. Such an assertion is mainly based on consistent projections of increased near-surface stratification and shallower mixed layers under global warming scenarios. However, while the observed sea surface temperature (SST) is rising at midlatitudes, the concurrent ocean record shows that stratification is not unequivocally increasing nor is MLD shoaling. We find that while SST increases at three study areas at midlatitudes, stratification both increases and decreases, and MLD deepens with enhanced deepening of winter MLDs at rates over 10 m  decade-1. These results rely on the estimation of several MLD and stratification indexes of different complexity on hydrographic profiles from long-term hydrographic time-series, ocean reanalysis, and Argo floats. Combining this information with estimated MLDs from buoyancy fluxes and the enhanced deepening/attenuation of the winter MLD trends due to changes in the Ekman pumping, MLD variability involves a subtle interplay between circulation and atmospheric forcing at midlatitudes. Besides, it is highlighted that the density difference between the surface and 200 m, the most widely used stratification index, should not be expected to reliably inform about changes in the vertical extent of mixing.

ACTN3 R577X genotype and performance of elite middle-long distance swimmers in China

PubMed Central

Li, YC; Wang, LQ; Yi, LY; Liu, JH; Lu, YF; Wang, M

2016-01-01

The ACTN3 gene is one of the genes that have a potential influence on physical performance. Studies have shown that the 577R genotype of ACTN3 is more prevalent in sprint athletes, while the 577X genotype is more prevalent in endurance athletes. In swimming, both power and endurance related phenotypes are equally needed for swimmers to excel at the elite level. Therefore, the ACTN3 R577X polymorphism may become a genetic marker for swimmers. The study aimed to examine the association of the ACTN3 R577X genotype with the performance of elite middle-long distance (MLD) swimmers. The distributions of the ACTN3 R577X (rs1815739) genotype and allele were examined in a general population (206) and a group of elite MLD swimmers (160) in China by using PCR-RFLP and TOF. Compared with the general population, the elite MLD swimmers, especially the females, had a higher frequency of the RR genotype. The swimmers had a higher frequency of the R allele than the general population. However, the difference was not statistically significant. After being stratified by performance, the difference of the R allele frequency between the international master athletes and the general population was statistically significant. The elite MLD swimmers had a higher frequency of the RR genotype than the RX+XX genotype compared with the general population. The ACTN3 R577X polymorphism was associated with the performance of elite MLD swimmers in China. The SNP R577X could be used as a biomarker for selecting elite MLD swimmers in China. PMID:28416896

Apolipoprotein E genotype and LRP1 polymorphisms in patients with different clinical types of metachromatic leukodystrophy.

PubMed

Ługowska, Agnieszka; Musielak, Małgorzata; Jamroz, Ewa; Pyrkosz, Antoni; Kmieć, Tomasz; Tylki-Szymańska, Anna; Bednarska-Makaruk, Małgorzata

2013-09-10

Metachromatic leukodystrophy (MLD) is a severe, neurodegenerative, metabolic disease which is caused by deficient activity of arylsulfatase A (ARSA). Sulfatides and other substrates of ARSA are stored in central and peripheral nervous systems, and in some other organs. Accumulated sulfatides are especially toxic to oligodendrocytes and Schwann cells leading to progressive demyelination. The kind of apolipoprotein E (apoE) isoform is of essential significance for the modulation of sulfatide quantity in the brain as apoE4 contains more sulfatides than apoE3. Taking into consideration the fact that apoE4 leads to the loss of sulfatides in CSF of Alzheimer's disease patients, we examined if apoE isoforms display any impact on clinical outcome in patients with different forms of MLD in whom sulfatides accumulate. The significant association of age at the onset of MLD symptoms with APOE ε2/ε3/ε4 and LRP1 c.766C>T polymorphisms was shown in multivariate stepwise regression analysis, in which other factors known to affect age at onset of the disease, i.e. clinical type of MLD, family connection of the patient and sex were also analyzed. As expected, the clinical type of MLD explained about 80% of the variance of the dependent variable. The impact of both polymorphisms on age of onset of the disease was considerably lower: 2.0% in the case of APOE polymorphism and 1.0% in the case of LRP1 polymorphism. Thus, the clinical outcome in MLD patients is related principally to the genotype of the ARSA gene, while the polymorphisms in the APOE and LRP1 genes are only slightly modifying factors. Copyright © 2013 Elsevier B.V. All rights reserved.

General Information Packet on Learning Disabilities.

ERIC Educational Resources Information Center

National Center for Learning Disabilities, Inc., New York, NY.

This information packet provides an overview of learning disabilities. Information includes the following: (1) the definition of learning disability; (2) incidence of learning disabilities; (3) criteria used to decide whether a person has a learning disability; (4) common causes of learning disabilities; (5) the importance of early identification;…

Gallbladder and the risk of polyps and carcinoma in metachromatic leukodystrophy.

PubMed

van Rappard, Diane F; Bugiani, Marianna; Boelens, Jaap J; van der Steeg, Alida F W; Daams, Freek; de Meij, Tim G J; van Doorn, Martine M A C; van Hasselt, Peter M; Gouma, Dirk J; Verbeke, Jonathan I M L; Hollak, Carla E M; van Hecke, Wim; Salomons, Gajja S; van der Knaap, Marjo S; Wolf, Nicole I

2016-07-05

To assess frequency of gallbladder polyposis and carcinoma in metachromatic leukodystrophy (MLD). We evaluated 34 patients with MLD (average age 16.7 years, age range 2-39 years) screened for gallbladder abnormalities by ultrasound. In the case of cholecystectomy, findings at pathology were reviewed. Only 8 of 34 patients (23%) had a normal gallbladder at ultrasound. Gallbladder polyps were visible in 8 patients (23%). Cholecystectomy was performed in 11 patients (32%). In these, pathology revealed various abnormalities, including hyperplastic polyps, intestinal metaplasia, prominent Rokitansky-Aschoff sinuses, and sulfatide storage. Our results demonstrate that gallbladder involvement is the rule rather than the exception in MLD. The high prevalence of hyperplastic polyps, a known precancerous condition, and one death from gallbladder carcinoma at a young age suggest that MLD predisposes to neoplastic gallbladder abnormalities. As novel therapies for this patient group are emerging leading to increased life expectancy, we recommend screening for gallbladder abnormalities by ultrasound in order to prevent early death. © 2016 American Academy of Neurology.

Medical and Transmission Vector Vocabulary Alignment with Schema.org

DOE Office of Scientific and Technical Information (OSTI.GOV)

Smith, William P.; Chappell, Alan R.; Corley, Courtney D.

Available biomedical ontologies and knowledge bases currently lack formal and standards-based interconnections between disease, disease vector, and drug treatment vocabularies. The PNNL Medical Linked Dataset (PNNL-MLD) addresses this gap. This paper describes the PNNL-MLD, which provides a unified vocabulary and dataset of drug, disease, side effect, and vector transmission background information. Currently, the PNNL-MLD combines and curates data from the following research projects: DrugBank, DailyMed, Diseasome, DisGeNet, Wikipedia Infobox, Sider, and PharmGKB. The main outcomes of this effort are a dataset aligned to Schema.org, including a parsing framework, and extensible hooks ready for integration with selected medical ontologies. The PNNL-MLDmore » enables researchers more quickly and easily to query distinct datasets. Future extensions to the PNNL-MLD will include Traditional Chinese Medicine, broader interlinks across genetic structures, a larger thesaurus of synonyms and hypernyms, explicit coding of diseases and drugs across research systems, and incorporating vector-borne transmission vocabularies.« less

Understanding Learning Disabilities and Substance Abuse.

ERIC Educational Resources Information Center

Star, Nonnie; Shadoff, Sander

This guide is designed to assist people with learning disabilities to recognize their disabilities and the connection between learning disabilities and substance abuse. It begins by defining learning disabilities and providing a self-test checklist for common signs and symptoms of learning disabilities. Difficulties with organization, memory,…

Hoarding behaviors in children with learning disabilities.

PubMed

Testa, Renée; Pantelis, Christos; Fontenelle, Leonardo F

2011-05-01

Our objective was to describe the prevalence, comorbidity, and neuropsychological profiles of children with hoarding and learning disabilities. From 61 children with learning disabilities, 16.4% exhibited hoarding as a major clinical issue. Although children with learning disabilities and hoarding displayed greater rates of obsessive-compulsive disorder (30%) as compared to those with learning disabilities without hoarding (5.9%), the majority of patients belonging to the former group did not display obsessive-compulsive disorder diagnosis. When learning disability patients with hoarding were compared to age-, sex-, and IQ-matched learning disability subjects without hoarding, hoarders exhibited a slower learning curve on word list-learning task. In conclusion, salient hoarding behaviors were found to be relatively common in a sample of children with learning disabilities and not necessarily associated with obsessive-compulsive disorder, supporting its nosological independence. It is unclear whether underlying cognitive features may play a major role in the development of hoarding behaviors in children with learning disabilities.

From "Learning Disability to Intellectual Disability"--Perceptions of the Increasing Use of the Term "Intellectual Disability" in Learning Disability Policy, Research and Practice

ERIC Educational Resources Information Center

Cluley, Victoria

2018-01-01

Background: The term "intellectual disability" is increasingly used to refer to people with learning disabilities in British learning disability policy, practice and research. This change is undoubtedly a reflection of the changing international context. The inclusion of the term "intellectual disability" has been particularly…

The Effect of Otitis Media with Effusion on the Masking-Level Difference and the Auditory Brainstem Response.

ERIC Educational Resources Information Center

Hall, Joseph W.; Grose, John H.

1993-01-01

This study of 14 children (ages 5-9) with a history of otitis media with effusion found that subjects had significantly reduced masking-level differences (MLD) compared to controls. Results suggest that the reduction in MLD may be related to abnormal brainstem processing. (Author/JDD)

Learning Disability and Suicide.

ERIC Educational Resources Information Center

Hayes, Marnell L.; Sloat, Robert S.

1988-01-01

This paper cites studies on the interaction of depression and learning disability, examines the question of whether depression is a result or a cause of learning disability, emphasizes the importance of proper diagnosis of depression versus learning disability, and reviews the incidence of suicide-related events among the learning-disabled.…

Gene Therapy for Metachromatic Leukodystrophy

PubMed Central

Rosenberg, Jonathan B.; Kaminsky, Stephen M.; Aubourg, Patrick; Crystal, Ronald G.; Sondhi, Dolan

2016-01-01

Summary Leukodystrophies are rare white matter genetic disorders of the central nervous system (CNS) with progressive neurologic deterioration. One approach to the treatment of leukodystrophies is by gene therapy. Using metachromatic leukodystrophy (MLD), a leukodystrophy resulting from deficiency of a lysosomal catabolic enzyme arylsulfatase A (ARSA) as the example, this review is focused on the current status of preclinical and clinical development of gene therapy as a viable treatment option for leukodystrophies. In MLD, mutations in the ARSA gene result in excess buildup of sulfatides, which triggers apoptosis of glia and neurons. The disease is characterized by severe cerebral demyelination and atrophy, with progressive loss of oligodendrocytes, neurons and Schwann cells. The optimal therapy for MLD would provide persistent and high level expression of ARSA in the CNS. Gene therapy using adeno-associated virus (AAV) is an ideal choice for clinical development as it provides the best balance of potential for efficacy with a reduced safety risk profile. In this review, we have summarized preclinical data that support the use of a gene therapy with the AAVrh.10 serotype for clinical development as a treatment for MLD. PMID:27638601

Decoding Dyslexia, a Common Learning Disability | NIH MedlinePlus the Magazine

MedlinePlus

... JavaScript on. Feature: Dyslexia Decoding Dyslexia, a Common Learning Disability Past Issues / Winter 2016 Table of Contents What Are Learning Disabilities? Learning disabilities affect how someone learns to read, ...

Complete Learning Disabilities Handbook: Ready-To-Use Strategies & Activities for Teaching Students with Learning Disabilities. New Second Edition.

ERIC Educational Resources Information Center

Harwell, Joan M.

The 16 chapters of this comprehensive guide to teaching students with learning disabilities cover the following topics: (1) an overview of the field of learning disabilities (characteristics, causes, prevalence, prognosis, and resources); (2) research in the field of learning disabilities (how the brain works, how children learn); (3) relevant…

Intercomparison and validation of the mixed layer depth fields of global ocean syntheses

NASA Astrophysics Data System (ADS)

Toyoda, Takahiro; Fujii, Yosuke; Kuragano, Tsurane; Kamachi, Masafumi; Ishikawa, Yoichi; Masuda, Shuhei; Sato, Kanako; Awaji, Toshiyuki; Hernandez, Fabrice; Ferry, Nicolas; Guinehut, Stéphanie; Martin, Matthew J.; Peterson, K. Andrew; Good, Simon A.; Valdivieso, Maria; Haines, Keith; Storto, Andrea; Masina, Simona; Köhl, Armin; Zuo, Hao; Balmaseda, Magdalena; Yin, Yonghong; Shi, Li; Alves, Oscar; Smith, Gregory; Chang, You-Soon; Vernieres, Guillaume; Wang, Xiaochun; Forget, Gael; Heimbach, Patrick; Wang, Ou; Fukumori, Ichiro; Lee, Tong

2017-08-01

Intercomparison and evaluation of the global ocean surface mixed layer depth (MLD) fields estimated from a suite of major ocean syntheses are conducted. Compared with the reference MLDs calculated from individual profiles, MLDs calculated from monthly mean and gridded profiles show negative biases of 10-20 m in early spring related to the re-stratification process of relatively deep mixed layers. Vertical resolution of profiles also influences the MLD estimation. MLDs are underestimated by approximately 5-7 (14-16) m with the vertical resolution of 25 (50) m when the criterion of potential density exceeding the 10-m value by 0.03 kg m-3 is used for the MLD estimation. Using the larger criterion (0.125 kg m-3) generally reduces the underestimations. In addition, positive biases greater than 100 m are found in wintertime subpolar regions when MLD criteria based on temperature are used. Biases of the reanalyses are due to both model errors and errors related to differences between the assimilation methods. The result shows that these errors are partially cancelled out through the ensemble averaging. Moreover, the bias in the ensemble mean field of the reanalyses is smaller than in the observation-only analyses. This is largely attributed to comparably higher resolutions of the reanalyses. The robust reproduction of both the seasonal cycle and interannual variability by the ensemble mean of the reanalyses indicates a great potential of the ensemble mean MLD field for investigating and monitoring upper ocean processes.

Connections of the Auditory Brainstem in a Songbird, Taeniopygia guttata. III. Projections of the Superior Olive and Lateral Lemniscal Nuclei

PubMed Central

Wild, J. Martin; Krützfeldt, Nils O.E.; Kubke, M. Fabiana

2013-01-01

Sequential to companion articles that report the projections of the cochlear nucleus angularis (NA) and the third-order nucleus laminaris (NL) to the central nucleus of the inferior colliculus (MLd) and to the superior olive (OS) and lateral lemniscal nuclei (LLV, LLI, and LLD) (Krützfeldt et al., J Comp Neurol, this issue), we here describe the projections of the latter group of nuclei using standard tract-tracing methods. OS projects on LLV and both have further ascending projections on LLI, LLD, and MLd. LLV also provides auditory input to the song system, via nucleus uvaeformis, and to the thalamo-telencephalic auditory system, via nucleus ovoidalis (Ov), thus bypassing MLd. The two divisions of LLD (LLDa and LLDp) project across the midline via the commissure of Probst each to innervate the homologous contralateral nucleus and MLd. Both, particularly LLDp, also project on Ov. Injections in LLD and LLV resulted in anterograde labeling of caudal nucleus basorostralis (Bas) in the frontal telencephalon, but retrograde tracing so far suggests that only LLI is a real source of this projection (Wild and Farabaugh [1996] J Comp Neurol 365:306–328). OS and LLV also have descending projections on the ipsilateral NA, NM, and NL, and LLV also projects on OS. The ascending inputs to MLd and more rostral nuclei may contribute importantly to mechanisms of auditory pattern (song) recognition. Consistent with previous studies, some of the descending projections may be inhibitory. PMID:20394063

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang, Jingbo; Department of Radiation Oncology, Cancer Hospital, Chinese Academic Medical Sciences and Peking Union Medical College, Beijing; Cao, Jianzhong

Purpose: Poor pulmonary function (PF) is often considered a contraindication to definitive radiation therapy for lung cancer. This study investigated whether baseline PF was associated with radiation-induced lung toxicity (RILT) in patients with non-small cell lung cancer (NSCLC) receiving conformal radiation therapy (CRT). Methods and Materials: NSCLC patients treated with CRT and tested for PF at baseline were eligible. Baseline predicted values of forced expiratory volume in 1 sec (FEV1), forced vital capacity (FVC), and diffusion capacity of lung for carbon monoxide (DLCO) were analyzed. Additional factors included age, gender, smoking status, Karnofsky performance status, coexisting chronic obstructive pulmonary diseasemore » (COPD), tumor location, histology, concurrent chemotherapy, radiation dose, and mean lung dose (MLD) were evaluated for RILT. The primary endpoint was symptomatic RILT (SRILT), including grade ≥2 radiation pneumonitis and fibrosis. Results: There was a total of 260 patients, and SRILT occurred in 58 (22.3%) of them. Mean FEV1 values for SRILT and non-SRILT patients were 71.7% and 65.9% (P=.077). Under univariate analysis, risk of SRILT increased with MLD (P=.008), the absence of COPD (P=.047), and FEV1 (P=.077). Age (65 split) and MLD were significantly associated with SRILT in multivariate analysis. The addition of FEV1 and age with the MLD-based model slightly improved the predictability of SRILT (area under curve from 0.63-0.70, P=.088). Conclusions: Poor baseline PF does not increase the risk of SRILT, and combining FEV1, age, and MLD may improve the predictive ability.« less

34 CFR 300.309 - Determining the existence of a specific learning disability.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Specific Learning Disabilities § 300.309 Determining the existence of a specific learning disability. (a) The group described in § 300.306 may determine that a child has a specific learning disability, as... the identification of a specific learning disability, using appropriate assessments, consistent with...

Executive Functioning and Figurative Language Comprehension in Learning Disabilities

ERIC Educational Resources Information Center

Bishara, Saied; Kaplan, Shani

2016-01-01

The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

Readings about Children and Youth with Learning Disabilities. ERIC Mini-Bib.

ERIC Educational Resources Information Center

Sorenson, Barbara R., Comp.

This short bibliography summarizes printed resources and videotapes relating to children and youth with learning disabilities. Seventeen books are listed that address: (1) career planning; (2) common learning disabilities and coping with learning disabilities; (3) teaching adolescents with learning disabilities; (4) child rearing; (5) learning…

Intravascular Ultrasound and Angiographic Predictors of In-Stent Restenosis of Chronic Total Occlusion Lesions.

PubMed

Kang, Jeehoon; Cho, Young-Seok; Kim, Seong-Wook; Park, Jin Joo; Yoon, Yeonyee E; Oh, Il-Young; Yoon, Chang-Hwan; Suh, Jung-Won; Youn, Tae-Jin; Chae, In-Ho; Choi, Dong-Ju

2015-01-01

Despite the benefits of successful percutaneous coronary interventions (PCIs) for chronic total occlusion (CTO) lesions, PCIs of CTO lesions still carry a high rate of adverse events, including in-stent restenosis (ISR). Because previous reports have not specifically investigated the intravascular ultrasound (IVUS) predictors of ISR in CTO lesions, we focused on these predictors. We included 126 patients who underwent successful PCIs, using drug-eluting stents, and post-PCI IVUS of CTO lesions. Patient and lesion characteristics were analyzed to elucidate the ISR predictors. In each lesion, an average of 1.7 ± 0.7 (mean length, 46.4 ± 20.3 mm) stents were used. At 9 months follow-up, 14 (11%) patients demonstrated ISR, and 8 (6.3%) underwent target lesion revascularization. Multivariate logistic regression analysis showed that the independent predictors of ISR were the post-PCI minimal luminal diameter (MLD) and the stent expansion ratio (SER; minimal stent cross-sectional area (CSA) over the nominal CSA of the implanted stent), measured using quantitative coronary angiography (QCA) and IVUS, respectively. A receiver operating characteristic analysis indicated that the best post-PCI MLD and SER cut-off values for predicting ISR were 2.4 mm (area under the curve [AUC], 0.762; 95% confidence interval (CI), 0.639-0.885) and 70% (AUC, 0.714; 95% CI, 0.577-0.852), respectively. Lesions with post-PCI MLD and SER values less than these threshold values were at a higher risk of ISR, with an odds ratio of 23.3 (95% CI, 2.74-198.08), compared with lesions having larger MLD and SER values. Thus, the potential predictors of ISR, after PCI of CTO lesions, are the post-PCI MLD and SER values. The ISR rate was highest in lesions with a post-PCI MLD ≤2.4 mm and an SER ≤70%.

Predicting pneumonitis risk: a dosimetric alternative to mean lung dose.

PubMed

Tucker, Susan L; Mohan, Radhe; Liengsawangwong, Raweewan; Martel, Mary K; Liao, Zhongxing

2013-02-01

To determine whether the association between mean lung dose (MLD) and risk of severe (grade ≥3) radiation pneumonitis (RP) depends on the dose distribution pattern to normal lung among patients receiving 3-dimensional conformal radiation therapy for non-small-cell lung cancer. Three cohorts treated with different beam arrangements were identified. One cohort (2-field boost [2FB]) received 2 parallel-opposed (anteroposterior-posteroanterior) fields per fraction initially, followed by a sequential boost delivered using 2 oblique beams. The other 2 cohorts received 3 or 4 straight fields (3FS and 4FS, respectively), ie, all fields were irradiated every day. The incidence of severe RP was plotted against MLD in each cohort, and data were analyzed using the Lyman-Kutcher-Burman (LKB) model. The incidence of grade ≥3 RP rose more steeply as a function of MLD in the 2FB cohort (N=120) than in the 4FS cohort (N=138), with an intermediate slope for the 3FS group (N=99). The estimated volume parameter from the LKB model was n=0.41 (95% confidence interval, 0.15-1.0) and led to a significant improvement in fit (P=.05) compared to a fit with volume parameter fixed at n=1 (the MLD model). Unlike the MLD model, the LKB model with n=0.41 provided a consistent description of the risk of severe RP in all three cohorts (2FB, 3FS, 4FS) simultaneously. When predicting risk of grade ≥3 RP, the mean lung dose does not adequately take into account the effects of high doses. Instead, the effective dose, computed from the LKB model using volume parameter n=0.41, may provide a better dosimetric parameter for predicting RP risk. If confirmed, these findings support the conclusion that for the same MLD, high doses to small lung volumes ("a lot to a little") are worse than low doses to large volumes ("a little to a lot"). Copyright © 2013 Elsevier Inc. All rights reserved.

Social skills in the context of learning disability definitions: a reply to Gresham and Elliott and directions for the future.

PubMed

Conte, R; Andrews, J

1993-03-01

In this article we review the evidence on the status of a social skills deficit as a learning disability (LD) by examining social skills deficits in the context of learning disability definitions. For the most part, social skills deficits fall within the terms that are specified in the definitions; that is, when there is evidence of neurological involvement, social skills deficit as a learning disability is consistent with the focus on listening and speaking that is characteristic of most definitions of learning disabilities. We also conclude that the absence of limiting conditions in extant definitions of learning disabilities makes it difficult to exclude any particular skill or type of knowledge from falling within the bounds of the definitions. Furthermore, we argue that the critical issue centers on the reformulation of the definition of learning disabilities. We suggest two directions in future work: First, the term "learning disability" should be limited to intentional learning contexts. Acceptance of this limitation would clarify at least some of the confusion regarding the domain of learning disabilities. Second, learning disability definitions should become more responsive to recent research on the nature of learning.

Better Understanding Learning Disabilities: New Views from Research and Their Implications for Education and Public Policies.

ERIC Educational Resources Information Center

Lyon, G. Reid, Ed.; And Others

This book examines critical issues in classification and definition of learning disabilities; the development of theory in learning disabilities; the development of cognitive, developmental, and educational models of learning disabilities; and social and public policy in learning disabilities. After an introductory chapter by G. Reid Lyon and…

Increasing participation of people with learning disabilities in bowel screening.

PubMed

Gray, Jonathan

2018-03-08

Learning disability nurses have a key role in addressing the health inequalities experienced by people with learning disabilities. People with learning disabilities are less likely to participate in bowel screening than other sectors of the population, despite there being evidence of this population being at an increased risk of developing bowel cancer. There are a range of barriers at individual and systemic levels that impact on participation in bowel screening by people with learning disabilities. Actions to address these barriers have been identified in the literature and learning disability nurses are a key agent of change in enabling people with learning disabilities to participate in the national screening programmes.

Learning Disabilities. ERIC Digest #407. Revised.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.

This digest defines learning disabilities, cites their prevalence, describes typical characteristics of learning-disabled students, outlines educational implications of learning disabilities, and lists several printed and organizational resources for further information. (JDD)

Facing Learning Disabilities in the Adult Years. Understanding Dyslexia, ADHD, Assessment, Intervention, and Research.

ERIC Educational Resources Information Center

Shapiro, Joan; Rich, Rebecca

This text provides information on learning disabilities in adults and offers practical ways to compensate. Chapters address: (1) definitions of learning disability; (2) etiology of learning disabilities; (3) our cognitive or thinking systems; (4) different assessment settings and some of the tests used to diagnose a learning disability; (5)…

High Self-Esteem as a Coping Strategy for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2009-01-01

Children with learning disabilities are found in most schools. Learning disability is a widespread issue in today's society. A learning-disabled child is one whose achievement is less than his expected level of achievement despite having average or above average intelligence. Learning disability is nothing but a condition that affects the ability…

Construction and Standardization of Verbal Learning Disabilities Checklist for School Children

ERIC Educational Resources Information Center

Sood, Vishal

2013-01-01

For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the…

Learning Disabilities: Implications for Policy regarding Research and Practice--A Report by the National Joint Committee on Learning Disabilities, March 2011

ERIC Educational Resources Information Center

Learning Disabilities: A Multidisciplinary Journal, 2012

2012-01-01

The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support…

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A child is classified as having a learning disability who has a disorder in one or more of the basic...

Compiling a register of patients with moderate or severe learning disabilities: experience at one United Kingdom general practice.

PubMed

Lodge, Keri-Michèle; Milnes, David; Gilbody, Simon M

2011-03-01

Background Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks.Objectives This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice.Methods A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed.Results Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap.Conclusion Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities.

Compiling a register of patients with moderate or severe learning disabilities: experience at one United Kingdom general practice

PubMed Central

2011-01-01

Background Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks. Objectives This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice. Methods A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed. Results Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap. Conclusion Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities. PMID:22479290

Learning Disabilities Association of America

MedlinePlus

... start having those conversations today! Find Out More Learning Disabilities: A Multidisciplinary Journal Committed to the study of ... parent or teacher of a child with a learning disability – or have learning disabilities yourself – you are not ...

Toward a Definition of Learning Disability.

ERIC Educational Resources Information Center

Campbell, Paul B.

The paper summarizes several approaches to the identification of learning disability and then discusses the nature of learning disability in the context of competing hypotheses as possible explanations of insufficient or unsatisfactory achievement. Because learning disability may only be inferred as a cause of unsatisfactory learning, the…

A Two Hundred Year History of Learning Disabilities

ERIC Educational Resources Information Center

Carlson, Shirley

2005-01-01

The purpose of this paper was to track the history of learning disabilities and collect intervention theories which might be helpful for adult college students suffering from any number of learning disabilities (LD). There is a vast difference between a learning difficulty and a learning disability; an individual with learning difficulty can learn…

Low-Temperature Molecular Layer Deposition Using Monofunctional Aromatic Precursors and Ozone-Based Ring-Opening Reactions.

PubMed

Svärd, Laura; Putkonen, Matti; Kenttä, Eija; Sajavaara, Timo; Krahl, Fabian; Karppinen, Maarit; Van de Kerckhove, Kevin; Detavernier, Christophe; Simell, Pekka

2017-09-26

Molecular layer deposition (MLD) is an increasingly used deposition technique for producing thin coatings consisting of purely organic or hybrid inorganic-organic materials. When organic materials are prepared, low deposition temperatures are often required to avoid decomposition, thus causing problems with low vapor pressure precursors. Monofunctional compounds have higher vapor pressures than traditional bi- or trifunctional MLD precursors, but do not offer the required functional groups for continuing the MLD growth in subsequent deposition cycles. In this study, we have used high vapor pressure monofunctional aromatic precursors in combination with ozone-triggered ring-opening reactions to achieve sustained sequential growth. MLD depositions were carried out by using three different aromatic precursors in an ABC sequence, namely with TMA + phenol + O 3 , TMA + 3-(trifluoromethyl)phenol + O 3 , and TMA + 2-fluoro-4-(trifluoromethyl)benzaldehyde + O 3 . Furthermore, the effect of hydrogen peroxide as a fourth step was evaluated for all studied processes resulting in a four-precursor ABCD sequence. According to the characterization results by ellipsometry, infrared spectroscopy, and X-ray reflectivity, self-limiting MLD processes could be obtained between 75 and 150 °C with each of the three aromatic precursors. In all cases, the GPC (growth per cycle) decreased with increasing temperature. In situ infrared spectroscopy indicated that ring-opening reactions occurred in each ABC sequence. Compositional analysis using time-of-flight elastic recoil detection indicated that fluorine could be incorporated into the film when 3-(trifluoromethyl)phenol and 2-fluoro-4-(trifluoromethyl)benzaldehyde were used as precursors.

Interannual and seasonal variability of winter-spring cohort of neon flying squid abundance in the Northwest Pacific Ocean during 1995-2011

NASA Astrophysics Data System (ADS)

Yu, Wei; Chen, Xinjun; Yi, Qian

2016-06-01

The neon flying squid, Ommastrephes bartramii, is a species of economically important cephalopod in the Northwest Pacific Ocean. Its short lifespan increases the susceptibility of the distribution and abundance to the direct impact of the environmental conditions. Based on the generalized linear model (GLM) and generalized additive model (GAM), the commercial fishery data from the Chinese squid-jigging fleets during 1995 to 2011 were used to examine the interannual and seasonal variability in the abundance of O. bartramii, and to evaluate the influences of variables on the abundance (catch per unit effort, CPUE). The results from GLM suggested that year, month, latitude, sea surface temperature (SST), mixed layer depth (MLD), and the interaction term ( SST×MLD) were significant factors. The optimal model based on GAM included all the six significant variables and could explain 42.43% of the variance in nominal CPUE. The importance of the six variables was ranked by decreasing magnitude: year, month, latitude, SST, MLD and SST×MLD. The squid was mainly distributed in the waters between 40°N and 44°N in the Northwest Pacific Ocean. The optimal ranges of SST and MLD were from 14 to 20°C and from 10 to 30 m, respectively. The squid abundance greatly fluctuated from 1995 to 2011. The CPUE was low during 1995-2002 and high during 2003-2008. Furthermore, the squid abundance was typically high in August. The interannual and seasonal variabilities in the squid abundance were associated with the variations of marine environmental conditions and the life history characteristics of squid.

Word Recognition and Word Identification: A Review of Research on Effective Instructional Practices with Learning Disabled Students.

ERIC Educational Resources Information Center

McCormick, Sandra; Becker, Evelyn Z.

1996-01-01

Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…

"Learning to Work" in Small Businesses: Learning and Training for Young Adults with Learning Disabilities

ERIC Educational Resources Information Center

Ruggeri-Stevens, Geoff; Goodwin, Susan

2007-01-01

Purpose: The paper alerts small business employers to new dictates of the Disability Discrimination Act (2005) as it applies to learning disabilities. Then the "Learning to Work" project featured in the paper offers small business employers a set of approaches and methods for the identification of a learning-disabled young adult…

Learning Disabilities: A Piagetian Perspective.

ERIC Educational Resources Information Center

Fakouri, M. E.

1991-01-01

Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

Research with and by people with learning disabilities.

PubMed

Durell, Shirley

Many people with learning disabilities are frequently excluded from active involvement in research and, as a result, along with researchers, have questioned research processes. These discussions have influenced how research is undertaken by, and with, people who have learning disabilities. Learning disability research is now increasingly framed as inclusive. This article explores the development of inclusive learning disability research by tracing its background and influences, identifying key characteristics and highlighting some of the challenges in its application. It demonstrates how inclusive research can give people with learning disabilities a voice that will help to inform practice.

Understanding and Managing Learning Disabilities in Adults. Professional Practices in Adult Education and Human Resource Development Series.

ERIC Educational Resources Information Center

Jordan, Dale R.

This book reviews learning disabilities (LD) in adults and makes suggestions for helping adults cope with these disabilities. Each chapter covers a type of learning disability or related syndrome or explains characteristics of the brain. Chapter 1 explains several types of specific learning disabilities that make classroom performance difficult…

34 CFR 300.309 - Determining the existence of a specific learning disability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Determining the existence of a specific learning... Specific Learning Disabilities § 300.309 Determining the existence of a specific learning disability. (a) The group described in § 300.306 may determine that a child has a specific learning disability, as...

Children with Learning Disabilities. Facts for Families. Number 16

ERIC Educational Resources Information Center

American Academy of Child & Adolescent Psychiatry (NJ1), 2011

2011-01-01

Parents are often worried when their child has learning problems in school. There are many reasons for school failure, but a common one is a specific learning disability. Children with learning disabilities can have intelligence in the normal range but the specific learning disability may make teachers and parents concerned about their general…

Identification of Learning Disabled Bilingual Hispanic Students.

ERIC Educational Resources Information Center

Zavala, Jesus; Mims, Joan

1983-01-01

The study compared 10 learning disabled and 10 non-learning disabled limited English proficient Mexican American elementary grade children. Six tests were identified as predicting learning disabilities including the Prueba de Lectura y Lenguaje Escrito and the Test of Nonverbal Intelligence. (Author/DB)

Developing Recreation Skills in Persons with Learning Disabilities.

ERIC Educational Resources Information Center

Peniston, Lorraine C.

This book provides specific suggestions for ways to make accommodations and modify leisure activities to enable and encourage the participation of individuals with learning disabilities. The following chapters include: (1) "An Introduction"; (2) "Learning Disabilities," which describes types of learning disabilities, guidelines…

SU-F-T-687: Comparison of SPECT/CT-Based Methodologies for Estimating Lung Dose from Y-90 Radioembolization

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kost, S; Yu, N; Lin, S

2016-06-15

Purpose: To compare mean lung dose (MLD) estimates from 99mTc macroaggregated albumin (MAA) SPECT/CT using two published methodologies for patients treated with {sup 90}Y radioembolization for liver cancer. Methods: MLD was estimated retrospectively using two methodologies for 40 patients from SPECT/CT images of 99mTc-MAA administered prior to radioembolization. In these two methods, lung shunt fractions (LSFs) were calculated as the ratio of scanned lung activity to the activity in the entire scan volume or to the sum of activity in the lung and liver respectively. Misregistration of liver activity into the lungs during SPECT acquisition was overcome by excluding lungmore » counts within either 2 or 1.5 cm of the diaphragm apex respectively. Patient lung density was assumed to be 0.3 g/cm{sup 3} or derived from CT densitovolumetry respectively. Results from both approaches were compared to MLD determined by planar scintigraphy (PS). The effect of patient size on the difference between MLD from PS and SPECT/CT was also investigated. Results: Lung density from CT densitovolumetry is not different from the reference density (p = 0.68). The second method resulted in lung dose of an average 1.5 times larger lung dose compared to the first method; however the difference between the means of the two estimates was not significant (p = 0.07). Lung dose from both methods were statistically different from those estimated from 2D PS (p < 0.001). There was no correlation between patient size and the difference between MLD from PS and both SPECT/CT methods (r < 0.22, p > 0.17). Conclusion: There is no statistically significant difference between MLD estimated from the two techniques. Both methods are statistically different from conventional PS, with PS overestimating dose by a factor of three or larger. The difference between lung doses estimated from 2D planar or 3D SPECT/CT is not dependent on patient size.« less

Interventions for Learning Disorders

MedlinePlus

... about any treatment you are considering. Children and Learning Disabilities Here are some points to keep in mind about learning disabilities. Children with learning disabilities are a very heterogeneous ...

Challenges faced by parents of children with learning disabilities in Opuwo, Namibia.

PubMed

Taderera, Clever; Hall, Herna

2017-01-01

Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children's learning and other developmental disabilities, including challenges related to preventative and supportive interventions. This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia. In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data. Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children. The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as well as lack of knowledge regarding services and programmes for children with learning disabilities. This lack of knowledge on the part of participants could indicate poor policy education by policy implementers at grass-roots level.

Challenges faced by parents of children with learning disabilities in Opuwo, Namibia

PubMed Central

Taderera, Clever

2017-01-01

Background Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children’s learning and other developmental disabilities, including challenges related to preventative and supportive interventions. Objective This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia. Method In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data. Results Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children. Conclusion The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as well as lack of knowledge regarding services and programmes for children with learning disabilities. This lack of knowledge on the part of participants could indicate poor policy education by policy implementers at grass-roots level. PMID:28951851

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

PubMed

Shifrer, Dara; Callahan, Rebecca

2010-09-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

PubMed Central

Shifrer, Dara; Callahan, Rebecca

2016-01-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered non-academic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability. PMID:27695150

Comparison of four software packages for CT lung volumetry in healthy individuals.

PubMed

Nemec, Stefan F; Molinari, Francesco; Dufresne, Valerie; Gosset, Natacha; Silva, Mario; Bankier, Alexander A

2015-06-01

To compare CT lung volumetry (CTLV) measurements provided by different software packages, and to provide normative data for lung densitometric measurements in healthy individuals. This retrospective study included 51 chest CTs of 17 volunteers (eight men and nine women; mean age, 30 ± 6 years), who underwent spirometrically monitored CT at total lung capacity (TLC), functional residual capacity (FRC), and mean inspiratory capacity (MIC). Volumetric differences assessed by four commercial software packages were compared with analysis of variance (ANOVA) for repeated measurements and benchmarked against the threshold for acceptable variability between spirometric measurements. Mean lung density (MLD) and parenchymal heterogeneity (MLD-SD) were also compared with ANOVA. Volumetric differences ranged from 12 to 213 ml (0.20 % to 6.45 %). Although 16/18 comparisons (among four software packages at TLC, MIC, and FRC) were statistically significant (P < 0.001 to P = 0.004), only 3/18 comparisons, one at MIC and two at FRC, exceeded the spirometry variability threshold. MLD and MLD-SD significantly increased with decreasing volumes, and were significantly larger in lower compared to upper lobes (P < 0.001). Lung volumetric differences provided by different software packages are small. These differences should not be interpreted based on statistical significance alone, but together with absolute volumetric differences. • Volumetric differences, assessed by different CTLV software, are small but statistically significant. • Volumetric differences are smaller at TLC than at MIC and FRC. • Volumetric differences rarely exceed spirometric repeatability thresholds at MIC and FRC. • Differences between CTLV measurements should be interpreted based on comparison of absolute differences. • MLD increases with decreasing volumes, and is larger in lower compared to upper lobes.

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2011 CFR

2011-10-01

... appropriate learning experiences for the age and ability; or (2) The child has a severe discrepancy between... 45 Public Welfare 4 2011-10-01 2011-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

Screening for Learning Disabilities in Adult Basic Education Students

ERIC Educational Resources Information Center

Reynolds, Sharon L.; Johnson, Jerry D.; Salzman, James A.

2012-01-01

The extant literature offers little to describe the processes for screening students in adult basic education (ABE) programs for potential learning disabilities, referring adult students for diagnostic assessment, or barriers to obtaining diagnostic assessment for a learning disability. Without current documentation of a learning disability, ABE…

Wittgenstein's language games as a theory of learning disabilities.

PubMed

Timmons, Stephen

2006-01-01

Sociological approaches to the understanding of learning disabilities are perhaps not as fully developed as they might be. Wittgenstein's notion of the language game is elucidated, and its relevance to the analysis of learning disabilities as a social phenomenon is explained. This gives some insight into an alternative conception of what learning disabilities might be, and why people who are classified as having learning disabilities continue, to some extent, to be excluded from full participation in society.

The Role of Learning Disability Nurses in Promoting Cervical Screening Uptake in Women with Intellectual Disabilities: A Qualitative Study

ERIC Educational Resources Information Center

Lloyd, Jennifer L.; Coulson, Neil S.

2014-01-01

Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women…

Psychosocial Functioning of Learning-Disabled Children: Replicability of Statistically Derived Subtypes.

ERIC Educational Resources Information Center

Fuerst, Darren R.; And Others

1989-01-01

Investigated Personality Inventory for Children scores of 132 learning-disabled children between ages of 6 and 12 years. Results indicated that learning-disabled children comprised heterogeneous population in terms of psychosocial functioning and that subtypes of learning-disabled children with similar patterns of socioemotional adjustment can be…

Hair Mineral Content as a Predictor of Learning Disabilities.

ERIC Educational Resources Information Center

Marlowe, Mike; And Others

1984-01-01

This study investigated the relationship between hair mineral elements and childhood learning disabilities and determined which minerals, if any, separated 26 learning disabled children with 24 normal controls. The learning disabled group had significantly raised hair-lead concentrations. There were also differences in the mean levels of 10 other…

Learning Disabilities and Achieving High-Quality Education Standards

ERIC Educational Resources Information Center

Gartland, Debi; Strosnider, Roberta

2017-01-01

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD advocates for the implementation of high-quality education standards (HQES) for students with learning disabilities (LD) and outlines the…

Awareness on Learning Disabilities among Elementary School Teachers

ERIC Educational Resources Information Center

Menon K. P., Seema

2016-01-01

The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School…

Relationships of People with Learning Disabilities in Ireland

ERIC Educational Resources Information Center

Bane, Geraldine; Deely, Marie; Donohoe, Brian; Dooher, Martin; Flaherty, Josephine; Iriarte, Edurne Garcia; Hopkins, Rob; Mahon, Ann; Minogue, Ger; Mc Donagh, Padraig; O'Doherty, Siobhain; Curry, Martin; Shannon, Stephen; Tierney, Edel; Wolfe, Marie

2012-01-01

This study explored the perspectives of people with learning disabilities on relationships and supports in the Republic of Ireland. A national research network consisting of 21 researchers with learning disabilities, 12 supporters, and 7 university researchers conducted the study. Researchers with learning disabilities and their supporters ran 16…

A Learning Disabilities Digest for Literacy Providers.

ERIC Educational Resources Information Center

Stewart, Arlene C.; Lillie, Pat

The purpose of this booklet is to provide literacy instructors and tutors with information on adults with learning disabilities and their needs within literacy programs. It defines learning disabilities and describes characteristics of adults with learning disabilities, emphasizing that, for tutors, the issue is how to determine whether the…

Assessment and Documentation Considerations for Postsecondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Lindstrom, Jennifer H.; Lindstrom, Will

2011-01-01

In order to gain access to accommodations and services at colleges and universities, students with learning disabilities must provide documentation of their disabilities, and as students with learning disabilities access higher education at increasing rates, the need for documentation of their disabilities and its impact becomes even more…

Effects of lymphatic drainage and cryotherapy on indirect markers of muscle damage.

PubMed

Behringer, Michael; Jedlicka, Diana; Mester, Joachim

2018-06-01

Muscle enzymes are cleared from the extracellular space by the lymphatic system, while smaller proteins enter the bloodstream directly. We investigated if manual lymphatic drainage (MLD), local cryotherapy (CRY), and rest (RST) differently affect the time course of creatine kinase (CK, 84 kDa) and heart-type fatty acid binding protein (h-FABP, 15 kDa) in the blood. Randomized controlled trial. After 4x20 unilateral, eccentric accentuated knee extensions (with one-third of the maximal isometric force) 30 sports students randomly received either a 30 min MLD, CRY or they rested (RST) for the same amount of time. CK, h-FABP, neutrophil granulocytes, and the perceived muscle soreness were assessed before, immediately after, and 1 hour, 4 hours, and 24 hours after the exercise. All measures increased significantly (P<0.001) after the protocol indicating that muscle damage was induced. However, the responses did not differ between the treatments. Large and small damage markers were not affected differently by MLD, CRY, or RST, when applied for 30 min and no beneficial effects on inflammation or muscle soreness could be found for MLD and CRY when compared to RST. This information is particularly important for those sports physicians and conditioning specialists who use biochemical muscle damage markers to adjust the training load and volume of athletes.

A safe way to talk about death.

PubMed

2016-11-09

Could a learning disability-specific death cafe be the key to initiating conversations about death and dying in a safe way? Paula Hopes writes in Learning Disability Practice about a conference on breaking bad news and noted that while some people with learning disabilities were ready to deal with the issues, healthcare professionals were not. Reasons varied from protecting people with learning disabilities to the assumption that they cannot cope with or understand the information. Ms Hopes says nurses should be advocates for people with learning disabilities and provide them with information to engage them in the process of dying. A learning disability-specific death cafe could support nurses to develop confidence in discussing this sensitive issue.

Learned-Helplessness Theory: Implications for Research in Learning Disabilities.

ERIC Educational Resources Information Center

Canino, Frank J.

1981-01-01

The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

ERIC Educational Resources Information Center

Lamberg, Catherine Denise

2012-01-01

Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

Forensic Learning Disability Nursing Role Analysis

ERIC Educational Resources Information Center

Mason, Tom; Phipps, Dianne; Melling, Kat

2011-01-01

This article reports on a study carried out on the role constructs of forensic and nonforensic Learning Disability Nursing in relation to six binary themes. The aims were to identify if there were differences in perceptions of forensic learning disability nurses and nonforensic learning disability nurses in relation to the six binary themes of the…

The Effects of Learning Disabilities on a Child's Self-Concept.

ERIC Educational Resources Information Center

Avazian, Karyn Lorraine Wood

The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then…

Experiencing, and Being Experienced As, Learning Disabled Choreographers in the West of Ireland

ERIC Educational Resources Information Center

Parry, Rachel

2017-01-01

Speckled Egg Dance was established in Galway, Ireland, in 2013, to facilitate opportunities for learning disabled dance artists to develop semi-professional dance skills and independent choreographic practice. The company aims to contest normative perceptions of learning disabled dance ability, and to make learning disabled dance aesthetics…

Chemical Dependency in Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

Karacostas, Demetra D.; Fisher, Gary L.

1993-01-01

Secondary students (88 with learning disabilities and 103 without) completed a substance abuse screening inventory. Of the 30 students who were classified as chemically dependent, 70% were students with learning disabilities. The presence or absence of a learning disability was a better predictor of chemical dependency than gender, ethnicity, age,…

The Application of a Communication Model to the Problems of Learning Disabled Children.

ERIC Educational Resources Information Center

Florio-Forslund, Evelyn

This paper examines the problems of learning disabled children and discusses possibilities for improving their self-concept and attitude toward school. It first notes the suspected link between juvenile delinquency and learning disabilities and suggests that initial efforts to help learning disabled children be directed at the lower-class urban…

Using Microcomputers To Help Learning Disabled Student with Arithmetic Difficulties.

ERIC Educational Resources Information Center

Brevil, Margarette

The use of microcomputers to help the learning disabled increase their arithmetic skills is examined. The microcomputer should be used to aid the learning disabled student to practice the concepts taught by the teacher. Computer-aided instruction such as drill and practice may help the learning disabled student because it gives immediate feedback…

An Analysis of Individualized Education Program Goals Selected for Learning-Disabled Students.

ERIC Educational Resources Information Center

McCormick, Paula K.; Fisher, Maurice D.

The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

ERIC Educational Resources Information Center

Anslow, Katharine

2014-01-01

This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

An Investigation into the Public Health Roles of Community Learning Disability Nurses

ERIC Educational Resources Information Center

Mafuba, Kay; Gates, Bob

2015-01-01

International studies have shown poor uptake of public health initiatives by people with learning disabilities. In addition, studies have shown that people with learning disabilities experience poor access to public health services. The contribution of community learning disability nurses in meeting the public health needs of people with learning…

Inter-Judge Agreement in Classifying Students as Learning Disabled.

ERIC Educational Resources Information Center

Epps, Susan; And Others

Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled (LD) and non-learning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school-identified LD students and 49 non-LD…

Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

NASA Astrophysics Data System (ADS)

Nwachukwu, Bethel C.

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

Issues and Recommendations: A Report of the Learning Disabilities Task Force on Definition, Criteria and Identification Procedures.

ERIC Educational Resources Information Center

Iowa State Dept. of Education, Des Moines. Bureau of Special Education.

The report, developed by a special Iowa task force, examined issues of definition, criteria, and identification procedures for learning disabilities as a point of departure for the examination of current practices affecting learning disabled students in Iowa. The committee's working definintion of learning disabilities is presented as a basis for…

Awareness among Teachers of Learning Disabilities in Students at Different Board Levels

ERIC Educational Resources Information Center

Mehta, Deepti

2006-01-01

Learning disability is a complex phenomenon to understand. There are many connotations of learning disabilities thus even today it creates confusion in the mind of the general public and the professionals. Learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written…

Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students.

ERIC Educational Resources Information Center

Hannah, C. Lynne; Shore, Bruce M.

1995-01-01

This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more…

Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues.

ERIC Educational Resources Information Center

Lyon, G. Reid, Ed.

This book offers 27 papers addressing critical issues in the assessment of students with all kinds of learning disabilities. Papers have the following titles and authors: "Critical Issues in the Measurement of Learning Disabilities" (G. Reid Lyon); "A Matrix of Decision Points in the Measurement of Learning Disabilities" (Barbara K. Keogh);…

"I Don't Feel Trapped Anymore…i Feel Like a Bird": People with Learning Disabilities' Experience of Psychological Therapy

ERIC Educational Resources Information Center

Lewis, Nicola; Lewis, Karin; Davies, Bronwen

2016-01-01

Background: There are very few studies that investigate the qualitative experiences of people with a learning disability who have engaged in psychological therapy. Indeed, having a learning disability has traditionally been an exclusion criterion for good quality research about psychological treatments ("Psychotherapy and Learning Disability.…

Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

ERIC Educational Resources Information Center

Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

2015-01-01

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…

Disability-Aware Adaptive and Personalised Learning for Students with Multiple Disabilities

ERIC Educational Resources Information Center

Nganji, Julius T.; Brayshaw, Mike

2017-01-01

Purpose: The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is…

A Qualitative Investigation into the Experiences of Having a Parent with a Learning Disability

ERIC Educational Resources Information Center

Hewitt, Olivia; Clarke, Angela

2016-01-01

Background: More people with a learning disability are becoming parents. Little is known about the lived experiences of the children who have a parent with a learning disability. Methods: This study uses interpretative phenomenological analysis (IPA) to understand the lived experiences of people who have a parent with a learning disability. Five…

Using Photovoice to Include People with Profound and Multiple Learning Disabilities in Inclusive Research

ERIC Educational Resources Information Center

Cluley, Victoria

2017-01-01

Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of…

Handwriting Development in Spanish Children with and without Learning Disabilities: A Graphonomic Approach

ERIC Educational Resources Information Center

Barrientos, Pablo

2017-01-01

The central purpose of this study was to analyze the dynamics of handwriting movements in real time for Spanish students in early grades with and without learning disabilities. The sample consisted of 120 children from Grades 1 through 3 (primary education), classified into two groups: with learning disabilities and without learning disabilities.…

Working Alongside Older People with a Learning Disability: Informing and Shaping Research Design

ERIC Educational Resources Information Center

Herron, Daniel; Priest, Helena M.; Read, Sue

2015-01-01

Background: There has been an increase in inclusive research in the learning disability field; however, this has not been reflected within learning disability and dementia research, where little is known from the perspective of people with learning disabilities. This paper will define inclusive research, explore reasons for the dearth of inclusive…

What's It Like to Work with a Clinical Psychologist of a Specialist Learning Disabilities Service? Views from People with Learning Disabilities

ERIC Educational Resources Information Center

Gifford, Clive; Evers, Catherine; Walden, Sarah

2013-01-01

Clinical psychologists are well placed to work with people with learning disabilities given the high prevalence of psychiatric disorders in this population and the specialist training undertaken by psychologists. The evidence for psychological interventions in learning disabilities is scarce compared to the evidence for mainstream psychological…

Best practice in caring for adults with dementia and learning disabilities.

PubMed

Strydom, André; Al-Janabi, Tamara; Houston, Marie; Ridley, James

2016-10-05

People with learning disabilities, particularly Down's syndrome, are at increased risk of dementia. At present, services and care tailored to people with both dementia and a learning disability are unsatisfactory. This article reviews the literature specific to dementia in people with learning disabilities, including: comprehensive screening, diagnosis, management, environmental considerations, end of life care and training issues for nursing staff. Recommendations for best practice and service improvement are made to improve the quality of life for individuals with dementia and learning disabilities, pre and post-diagnosis.

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities.

PubMed

Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

2018-05-01

We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

Evaluating the Sonic Layer Depth Relative to the Mixed Layer Depth

DTIC Science & Technology

2008-07-24

upper ocean to trap acoustic energy in a surface duct while MLD characterizes upper ocean mixing. The SLD is computed from temperature and salinity...and compared over the annual cycle. The SLD characterizes the potential of the upper ocean to trap acoustic energy in a surface duct while MLD...exists a tropical cyclone formation [e.g., Mao et al., 2000], to Minimum acoustic Cutoff Frequency (MCF) above which phytoplankton bloom critical depth

Diffusion and ADC-map images detect ongoing demyelination on subcortical white matter in an adult metachromatic leukodystrophy patient with autoimmune Hashimoto thyroiditis

PubMed Central

Miura, Akiko; Kumabe, Yuri; Kimura, En; Yamashita, Satoshi; Ueda, Akihiko; Hirano, Teruyuki; Uchino, Makoto

2010-01-01

Adult-onset metachromatic leukodystrophy (MLD) often shows schizophrenia- or encephalopathy-like symptoms at an early stage, such as behavioural abnormalities, cognitive impairment, mood disorders and hallucinations. The authors report the case of an adult woman with MLD who had been given antipsychotic medication for schizophrenia. In the differential diagnosis, screening of auto-antibodies was important for ruling out other encephalopathies as she had a euthyroid Hashimoto thyroiditis. Diagnosis was based the results of MRI, nerve conduction velocity, sensory evoked potential, motor evoked potential, lysosomal enzyme activity and gene analysis studies. Brain MRI showed diffuse demyelination spreading from the deep white matter to subcortical area as high signals at the edges of these lesions in diffusion and apparent diffusion coefficient-map images with the U-fibres conserved. The authors diagnosed adult-onset MLD coexisting with euthyroid autoimmune Hashimoto thyroiditis. PMID:22798296

Historic water-level changes and pumpage from the principal aquifers of the Memphis area, Tennessee: 1886-1975

USGS Publications Warehouse

Criner, James H.; Parks, William Scott

1976-01-01

Pumpage from the Fort Pillow Sand ("1,400-foot" sand) began in 1924 and increased at a yearly rate of about 0.6 Mgal/d (2.3 Ml/d) until 1942. From 1943 to 1962, pumpage averaged about 11.5 Mgal/d (43.5 Ml/d), then was reduced as MLGW (Memphis Light, Gas and Water Division) discontinued wells that became unserviceable. MLGW ceased pumping from the aquifer in 1974, and pumpage from the remaining industrial wells in Shelby County in 1975 was 4.4 Mgal/d (16.6 Ml/d). Water levels in the Fort Pillow Sand generally have risen since 1963. Water l evels in the aquifers in the Memphis area fluctuate inversely with changes in pumping. Analysis of observation-well and pumpage data indicates that local water levels can be altered by changing the pumping rates or by varying the areal distribution of pumping.

Trellises and Trellis-Based Decoding Algorithms for Linear Block Codes. Part 3; The Map and Related Decoding Algirithms

NASA Technical Reports Server (NTRS)

Lin, Shu; Fossorier, Marc

1998-01-01

In a coded communication system with equiprobable signaling, MLD minimizes the word error probability and delivers the most likely codeword associated with the corresponding received sequence. This decoding has two drawbacks. First, minimization of the word error probability is not equivalent to minimization of the bit error probability. Therefore, MLD becomes suboptimum with respect to the bit error probability. Second, MLD delivers a hard-decision estimate of the received sequence, so that information is lost between the input and output of the ML decoder. This information is important in coded schemes where the decoded sequence is further processed, such as concatenated coding schemes, multi-stage and iterative decoding schemes. In this chapter, we first present a decoding algorithm which both minimizes bit error probability, and provides the corresponding soft information at the output of the decoder. This algorithm is referred to as the MAP (maximum aposteriori probability) decoding algorithm.

The role of learning disability nurses in promoting cervical screening uptake in women with intellectual disabilities: A qualitative study.

PubMed

Lloyd, Jennifer L; Coulson, Neil S

2014-06-01

Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women with intellectual disabilities to access cervical screening in order to examine their role in promoting attendance and elucidate potential barriers and facilitators to uptake. Ten participants recruited from a specialist learning disability service completed a semi-structured interview and data were analysed using experiential thematic analysis. Identified individual barriers included limited health literacy, negative attitudes and beliefs and competing demands; barriers attributed to primary care professionals included time pressures, limited exposure to people with intellectual disabilities and lack of appropriate knowledge, attitudes and skills. Attendance at cervical screening was facilitated by prolonged preparation work undertaken by learning disability nurses, helpful clinical behaviours in the primary care context and effective joint working. © The Author(s) 2014.

Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development

ERIC Educational Resources Information Center

Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata

2016-01-01

The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…

Learning about Learning Disabled College Students.

ERIC Educational Resources Information Center

Spalding, Norma V.

Information in this paper is presented to help college instructors identify and assist learning disabled (LD) students. The paper first explains what learning disabilities are, emphasizing that while LD students exhibit a discrepancy between apparent learning ability and actual academic achievement, they are not mentally retarded or emotionally…

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2013 CFR

2013-10-01

... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2013-10-01 2013-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2014 CFR

2014-10-01

... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2014-10-01 2014-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2012 CFR

2012-10-01

... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2012-10-01 2012-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

The Role of Parenting for the Adjustment of Children with and without Learning Disabilities: A Person-Oriented Approach

ERIC Educational Resources Information Center

Barkauskiene, Rasa

2009-01-01

A person-oriented approach was used to examine the role of parenting in the associations between single learning disabilities and multiple learning disabilities and the adjustment difficulties in 8-11-year-olds. The results revealed that multiple, but not single, learning disabilities were associated with greater difficulties in emotional and…

Piracetam: Its Possible Mode of Action in Children with Learning Disabilities and Its Effect on "in vitro" Cell Growth

ERIC Educational Resources Information Center

Britz, R.; Bester, M. J.; da Silva, A.; Motsoane, N. A.; Marx, J.; Naude, H.; Pretorius, E.

2006-01-01

The use of pharmaceutical products such as Piracetam (Nootropil[R]) for the treatment of learning disabilities is becoming increasingly prevalent, and some studies have shown successful treatment of learning disabilities in children. This research article will discuss traditional uses of Piracetam, as well as uses in learning disabilities, with…

General Information about Learning Disabilities (Fact Sheet Number 7) = Informacion General sobre Impedimentos en el Aprendizaje (Fact Sheet Number 19).

ERIC Educational Resources Information Center

Interstate Research Associates, Inc., Washington, DC.

This fact sheet providing general information about learning disabilities is presented in both English and Spanish versions. It begins with the federal definition of learning disabilities and a discussion of its implications followed by estimates of incidence. Typical characteristics of students with learning disabilities are then summarized as…

The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts

ERIC Educational Resources Information Center

Englert, Carol Sue; Mariage, Troy V.; Okolo, Cynthia M.; Shankland, Rebecca K.; Moxley, Kathleen D.; Courtad, Carrie Anna; Jocks-Meier, Barbara S.; O'Brien, J. Christian; Martin, Nicole M.; Chen, Hsin-Yuan

2009-01-01

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using…

The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

The Valued People Project: users' views on learning disability nursing.

PubMed

Gates, Bob

A well-educated and trained workforce is undoubtedly crucial to the development of quality care for people with learning disabilities. Notwithstanding this, and unsure as to the need to continue to commission educational programmes for one part of this workforce-pre-registration learning disability nursing-South Central Strategic Health Authority commissioned the Valued People Project to undertake a detailed strategic review of educational commissioning, along with a review of the specialist learning disability health workforce more generally. This project has recently been completed, and provides a unique evidence-based expert evaluation of the future strategic direction of education commissioning and leadership for workforce issues in specialist learning disability services, as well as the wider NHS workforce. This is the first in a series of articles that reports on one aspect of the project: the focus group work undertaken with parents and relatives of people with learning disabilities, and people with learning disabilities themselves, as to the need and type of health workforce needed to support them in the future. The article concludes by identifying the key messages of importance from parents and people with learning disabilities concerning the future specialist and wider NHS workforce.

Myths about Foreign Language Learning and Learning Disabilities

ERIC Educational Resources Information Center

Sparks, Richard L.

2016-01-01

Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability…

Learning Disabilities

MedlinePlus

... language, do mathematical calculations, coordinate movements, or direct attention. Although learning disabilities occur in very young children, ... language, do mathematical calculations, coordinate movements, or direct attention. Although learning disabilities occur in very young children, ...

Conservative interventions for preventing clinically detectable upper-limb lymphoedema in patients who are at risk of developing lymphoedema after breast cancer therapy.

PubMed

Stuiver, Martijn M; ten Tusscher, Marieke R; Agasi-Idenburg, Carla S; Lucas, Cees; Aaronson, Neil K; Bossuyt, Patrick M M

2015-02-13

Breast cancer-related lymphoedema can be a debilitating long-term sequela of breast cancer treatment. Several studies have investigated the effectiveness of different treatment strategies to reduce the risk of breast cancer-related lymphoedema. To assess the effects of conservative (non-surgical and non-pharmacological) interventions for preventing clinically-detectable upper-limb lymphoedema after breast cancer treatment. We searched the Cochrane Breast Cancer Group's (CBCG) Specialised Register, CENTRAL, MEDLINE, EMBASE, CINAHL, PEDro, PsycINFO, and the World Health Organization (WHO) International Clinical Trials Registry Platform in May 2013. Reference lists of included trials and other systematic reviews were searched. Randomised controlled trials that reported lymphoedema as the primary outcome and compared any conservative intervention to either no intervention or to another conservative intervention. Three authors independently assessed the risk of bias and extracted data. Outcome measures included lymphoedema, infection, range of motion of the shoulder, pain, psychosocial morbidity, level of functioning in activities of daily life (ADL), and health-related quality of life (HRQoL). Where possible, meta-analyses were performed. Risk ratio (RRs) or hazard ratio (HRs) were reported for dichotomous outcomes or lymphoedema incidence, and mean differences (MDs) for range of motion and patient-reported outcomes. Ten trials involving 1205 participants were included. The duration of patient follow-up ranged from 2 days to 2 years after the intervention. Overall, the quality of the evidence generated by these trials was low, due to risk of bias in the included trials and inconsistency in the results. Manual lymph drainageIn total, four studies used manual lymph drainage (MLD) in combination with usual care or other interventions. In one study, lymphoedema incidence was lower in patients receiving MLD and usual care (consisting of standard education or exercise, or both) compared to usual care alone. A second study reported no difference in lymphoedema incidence when MLD was combined with physiotherapy and education compared to physiotherapy alone. Two other studies combining MLD with compression and scar massage or exercise observed a reduction in lymphoedema incidence compared to education only, although this was not significant in one of the studies. Two out of the four studies reported on shoulder mobility where MLD combined with exercise gave better shoulder mobility for lateral arm movement (shoulder abduction) and forward flexion in the first weeks after breast cancer surgery, compared to education only (mean difference for abduction 22°; 95% confidence interval (CI) 14 to 30; mean difference for forward flexion 14°; 95% CI 7 to 22). Two of the studies on MLD reported on pain, with inconsistent results. Results on HRQoL in two studies on MLD were also contradictory. Exercise: early versus delayed start of shoulder mobilising exercisesThree studies examined early versus late start of postoperative shoulder exercises. The pooled relative risk of lymphoedema after an early start of exercises was 1.69 (95% CI 0.94 to 3.01, 3 studies, 378 participants). Shoulder forward flexion was better at one and six months follow-up for participants who started early with mobilisation exercises compared to a delayed start (two studies), but no meta-analysis could be performed due to statistical heterogeneity. There was no difference in shoulder mobility or self-reported shoulder disability at 12 months follow-up (one study). One study evaluated HRQoL and reported difference at one year follow-up (mean difference 1.6 points, 95% CI -2.14 to 5.34, on the Trial Outcome Index of the FACT-B). Two studies collected data on wound drainage volumes and only one study reported higher wound drainage volumes in the early exercise group. Exercise: resistance trainingTwo studies compared progressive resistance training to restricted activity. Resistance training after breast cancer treatment did not increase the risk of developing lymphoedema (RR 0.58; 95% CI 0.30 to 1.13, two studies, 358 participants) provided that symptoms are monitored and treated immediately if they occur. One out of the two studies measured pain where participants in the resistance training group reported pain more often at three months and six months compared to the control group. One study reported HRQoL and found no significant difference between the groups. Patient education, monitoring and early interventionOne study investigated the effects of a comprehensive outpatient follow-up programme, consisting of patient education, exercise, monitoring of lymphoedema symptoms and early intervention for lymphoedema, compared to education alone. Lymphoedema incidence was lower in the comprehensive outpatient follow-up programme (at any time point) compared to education alone (65 people). Participants in the outpatient follow-up programme had a significantly faster recovery of shoulder abduction compared to the education alone group. Based on the current available evidence, we cannot draw firm conclusions about the effectiveness of interventions containing MLD. The evidence does not indicate a higher risk of lymphoedema when starting shoulder-mobilising exercises early after surgery compared to a delayed start (i.e. seven days after surgery). Shoulder mobility (that is, lateral arm movements and forward flexion) is better in the short term when starting shoulder exercises earlier compared to later. The evidence suggests that progressive resistance exercise therapy does not increase the risk of developing lymphoedema, provided that symptoms are closely monitored and adequately treated if they occur.Given the degree of heterogeneity encountered, limited precision, and the risk of bias across the included studies, the results of this review should be interpreted with caution.

Learning Disabilities

ERIC Educational Resources Information Center

Myklebust, Helmer R.

1976-01-01

Minimal cerebral dysfunctions are noted as primary cause for learning disability in children. Although children have normal capacities for learning, it is stated that their cognitive processes have been altered and special instructional techniques and procedures are needed. The various types of learning disabilities are discussed. (EB)

Elasticity of Pargasite Amphibole: A Hydrous Phase at Mid Lithospheric Discontinuity

NASA Astrophysics Data System (ADS)

Peng, Y.; Mookherjee, M.

2017-12-01

Mid Lithospheric Discontinuity (MLD) is characterized by a low shear wave velocity ( 3 to 10 %). In cratons, the depth of MLD varies between 80 and 100 km. The reduction of the shear wave velocity at MLD is similar to what is observed in the lithosphere-asthenosphere boundary (LAB). Such low velocity at MLD could be caused by partial melting, temperature induced grain boundary sliding, changes in the elastic anisotropy, and/or metasomatism which may lead to the formation of hydrous phases including mica and amphibole. Thus, it is clear that in order to assess the role of metasomatism at MLD, we need better constraints on the elasticity of hydrous phases. However, such elasticity data are scarce. In this study, we explore elasticity of pargasite amphibole [NaCa2(Mg4Al)(Si6Al2)O22(OH)2] using density functional theory (DFT) with local density approximation (LDA) and generalized gradient approximation (GGA). We find that the pressure-volume results can be adequately described by a finite strain equation with the bulk modulus, K0 being 102 and 85 GPa for LDA and GGA respectively. We also determined the full elastic constant tensor (Cij) using the finite difference method. The bulk modulus, K0 determined from the full elastic constant tensor is 104 GPa for LDA and 87 GPa for GGA. The shear modulus, G0 determined from the full elastic constant tensor is 64 GPa for LDA and 58 GPa for GGA. The bulk and shear moduli predicted with LDA are 5 and 1 % stiffer than the recent results [1]. In contrast, the bulk and shear moduli predicted with GGA are 12 and 10 % softer compared to the recent results [1]. The full elastic constant tensor for pargasite shows significant anisotropy. For instance, LDA predicts compressional (AVP) and shear (AVS) wave anisotropy of 22 and 20 % respectively. At higher pressure, elastic moduli stiffen. However, temperature is likely to have an opposite effect on the elasticity and this remains largely unknown for pargasite. Compared to the major mantle minerals, pargasite has softer elastic constants and significant anisotropy and may explain the reduction in shear wave velocity at MLD. Reference: [1] Brown, J. M., Abramson, E. H.,2016, Phys. Earth Planet. Int., 261, 161-171. Acknowledgement: This work is supported by US NSF award EAR 1639552.

WE-AB-202-02: Incorporating Regional Ventilation Function in Predicting Radiation Fibrosis After Concurrent Chemoradiotherapy for Lung Cancer

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lan, F; Jeudy, J; Tseng, H

Purpose: To investigate the incorporation of pre-therapy regional ventilation function in predicting radiation fibrosis (RF) in stage III non-small-cell lung cancer (NSCLC) patients treated with concurrent thoracic chemoradiotherapy. Methods: 37 stage III NSCLC patients were retrospectively studied. Patients received one cycle of cisplatin-gemcitabine, followed by two to three cycles of cisplatin-etoposide concurrently with involved-field thoracic radiotherapy between 46 and 66 Gy (2 Gy per fraction). Pre-therapy regional ventilation images of the lung were derived from 4DCT via a density-change-based image registration algorithm with mass correction. RF was evaluated at 6-months post-treatment using radiographic scoring based on airway dilation and volumemore » loss. Three types of ipsilateral lung metrics were studied: (1) conventional dose-volume metrics (V20, V30, V40, and mean-lung-dose (MLD)), (2) dose-function metrics (fV20, fV30, fV40, and functional mean-lung-dose (fMLD) generated by combining regional ventilation and dose), and (3) dose-subvolume metrics (sV20, sV30, sV40, and subvolume mean-lung-dose (sMLD) defined as the dose-volume metrics computed on the sub-volume of the lung with at least 60% of the quantified maximum ventilation status). Receiver operating characteristic (ROC) curve analysis and logistic regression analysis were used to evaluate the predictability of these metrics for RF. Results: In predicting airway dilation, the area under the ROC curve (AUC) values for (V20, MLD), (fV20, fMLD), and (sV20, and sMLD) were (0.76, 0.70), (0.80, 0.74) and (0.82, 0.80), respectively. The logistic regression p-values were (0.09, 0.18), (0.02, 0.05) and (0.004, 0.006), respectively. With regard to volume loss, the corresponding AUC values for these metrics were (0.66, 0.57), (0.67, 0.61) and (0.71, 0.69), and p-values were (0.95, 0.90), (0.43, 0.64) and (0.08, 0.12), respectively. Conclusion: The inclusion of regional ventilation function improved predictability of radiation fibrosis. Dose-subvolume metrics provided a promising method for incorporating functional information into the conventional dose-volume parameters for outcome assessment.« less

Effect of Fill Temperature on Clostridium botulinum Type A Toxin Activity during the Hot Filling of Juice Bottles.

PubMed

Skinner, Guy E; Fleischman, Gregory J; Balster, Fran; Reineke, Karl; Reddy, N Rukma; Larkin, John W

2015-08-01

The potential threat of terrorist attacks against the United States food supply using neurotoxin produced by Clostridium botulinum (BoNT) has resulted in the need for studying the effect of various food process operations on the bioavailability of this toxin. The objective of this study was to evaluate C. botulinum type A neurotoxin bioavailability after a simulated hot fill juice bottling operation. C. botulinum type A acid mud toxin (∼10(6) mouse lethal dose [MLD50]/ml) was deposited into juice bottles at an experimentally determined fastest cooling spot. Bottles (12 or 20 oz [355 and 592 ml]) were filled with either apple juice or an orange drink, at 80 or 85°C, in either upright or inverted orientations. Toxicity of the juice was evaluated as a function of holding time (1 to 2 min) by the mouse bioassay. The fastest cooling point in the upright orientation was determined to be at a bottle's bottom rim. In the inverted orientation, the fastest cooling point was in the bottle cap region. With respect to these two points, the upright bottle cooled faster than the inverted bottle, which was reflected in a higher inactivation of BoNT in the latter. For the orange drink (pH 2.9) toxicity was reduced by 0.5 × 10(6) MLD50/ml to a nondetectable level after 1 min in all bottle sizes, orientations, and temperatures as measured by the mouse bioassay. This indicates that there was at least a 0.5 × 10(6) MLD50/ml reduction in activity. Inactivation in apple juice (pH 4.0), to the same degree as in the orange drink, was found only for the inverted orientation at 85°C. Complete inactivation in apple juice for all conditions was found at a lower added toxin level of 0.25 × 10(5) MLD50/ml. In general, bottle inversion and filling at 85°C provided complete inactivation of BoNT to the 0.5 × 10(6) MLD50/ml level. All experiments resulted in the inactivation of 2.5 × 10(4) MLD50/ml of BoNT regardless of juice type, fill temperature, or bottle orientation and size.

Academic Students' Attitudes toward Students with Learning Disabilities

ERIC Educational Resources Information Center

Gonen, Ayala; Grinberg, Keren

2016-01-01

Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

PubMed Central

Shifrer, Dara; Muller, Chandra; Callahan, Rebecca

2014-01-01

The disproportionate identification of learning disabilities among certain socio-demographic subgroups, typically groups who are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, while students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. We use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that socio-demographic characteristics are predictive of identification with a learning disability. While some conventional areas of disproportionality are confirmed (males and language minorities), differences in SES entirely account for African-American and Hispanic disproportionality. Discrepancy between the results of bivariate and multivariate analyses confirms the importance of employing multivariate multilevel models in investigation of disproportionality. PMID:20587753

Acute Toxicity and Efficacy of Current Medical Countermeasures against VM in Guinea Pigs: A Comparison to VX and VR

DTIC Science & Technology

2013-05-01

and diazepam with and without pretreatment with pyridostigmine bromide . The 24 hr median lethal dose (MLD) of VM was determined using a sequential... pyridostigmine bromide . The 24 hr median lethal dose (MLD) of VM was determined using a sequential stage approach. The efficacy of medical...with and without pyridostigmine bromide (PB) pretreatment against lethal intoxication with VM, VR or VX. Methods Animals: Adult male Hartley

A Non-Fickian Mixing Model for Stratified Turbulent Flows

DTIC Science & Technology

2013-09-30

lateral gradients in the mixed layer, indicative of surface fronts, and with the magnitude of mixed layer depth MLD. Direct testing with our results shows...both are induced by atmospheric forcing. In our case, atmospheric fluxes and wind forcing are still the cause of SM occurrence, but mostly through their...California upwelling simulations, where MLD did not change significantly between HR and LR simulations. As suggested by Capet et al. (2008b), this is likely

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lemaire, Paul C.; Oldham, Christopher J.; Parsons, Gregory N., E-mail: gnp@ncsu.edu

Molecular layer deposition (MLD) of “metalcones,” including alucone, zincone, titanicone, and others, involves self-limiting half-reactions between organic and organometallic (or metal-halide) reactants. Studies have typically focused on metal precursors reacting with ethylene glycol or glycerol to form the films' polymeric O-M-O-(CH{sub x}){sub y}-O-M-O repeat units. The authors report new MLD materials that incorporate tertiary amine groups into the organic linkage. Specifically, reacting triethanolamine (TEA) with either trimethylaluminum or titanium tetrachloride produces TEA-alucone (Al-TEA) and TEA-titanicone (Ti-TEA), respectively, and the amine group leads to unique physical and optical properties. Fourier-transform infrared (FTIR) analysis confirms that the films have prominent C-H, C-N,more » and M-O-C peaks, consistent with the expected bond structure. When exposed to vapors, including water, alcohol, or ammonia, the Ti-TEA films changed their visible color within minutes and increased physical thickness by >35%. The Al-TEA showed significantly less response. X-ray photoelectron spectroscopy and FTIR suggest that HCl generated during MLD coordinates to the amine forming a quaternary ammonium salt that readily binds adsorbates via hydrogen bonding. The visible color change is reversible, and ellipsometry confirms that the color change results from vapor absorption. The unique absorptive and color-changing properties of the TEA-metalcone films point to new possible applications for MLD materials in filtration, chemical absorption, and multifunctional chemical separations/sensing device systems.« less

Interannual variability of Indian Ocean subtropical mode water subduction rate

NASA Astrophysics Data System (ADS)

Ma, Jie; Lan, Jian

2017-06-01

The interannual variation of Indian Ocean subtropical mode water (IOSTMW) subduction rate in the Southwest Indian Ocean from 1980 to 2007 is investigated in this paper based on Simple Ocean Data Assimilation (SODA) outputs. Climatology of subduction rate exceeds 75 m/year in the IOSTMW formation area. The renewal time of permanent pycnocline water mass based on the subduction rate is calculated for each density class: 3-6 years for IOSTMW (25.8 < σ θ < 26.2 kg m-3). Subduction rate in the Southwest Indian Ocean subtropical gyre exhibits a great year-to-year variability. This interannual variations of the IOSTMW subduction rate is primarily dominated by the lateral induction term, associated with the interannual variations of strong meridional gradient of winter mixed layer depth (MLD). The slope of the mixed layer depth in the mode water is closely linked to the large variations of deep late winter MLD in the mid-latitudes and negligible variations of shallow winter MLD in lower latitudes. It is further identified that the interannual variation of late winter MLD in this area is largely controlled by the latent and sensible heat flux components. The water volume of the permanent pycnocline in the IOSTMW distribution area is also found to show a significant interannual variability, and it is well correlated with the interannual variation of subduction rate.

Gastrointestinal blood loss induced by three different non-steroidal anti-inflammatory drugs.

PubMed

Bidlingmaier, A; Hammermaier, A; Nagyiványi, P; Pabst, G; Waitzinger, J

1995-04-01

A clinical study was performed on 18 healthy volunteers to compare the gastrointestinal daily blood loss induced by oral intake of three different non-steroidal anti-inflammatory drugs, lysine clonixinate (CAS 55837-30-4), ibuprofen (CAS 15687-27-1) and acetylsalicylic acid (CAS 50-78-2 ASA). For quantitative determination of gastrointestinal blood loss, autologous erythrocytes were radiolabelled in vitro with 51Cr and reinfused at study start. The amount of radioactivity excreted in faeces was measured during a placebo baseline phase of three days, a treatment phase of five days with thrice daily dosing of ASA, ibuprofen or lysine clonixinate and a subsequent wash-out phase of five days. The highest increase of mean daily blood loss over baseline was observed after treatment with ASA (+ 1.66 ml/d versus baseline). Treatment with ibuprofen led to an increase of mean daily blood loss by + 0.52 ml/d. During treatment with lysine clonixinate the mean increase of daily blood loss was +0.32 ml/d versus baseline. In the ibuprofen and lysine clonixinate treatment groups the values of mean daily blood loss decreased during the wash-out phase with respect to the verum phase, whereas the mean daily blood loss during the wash-out phase after treatment with ASA even increased in comparison to the verum phase (mean daily blood loss: +2.07 ml/d versus baseline.

Modelling study of sea breezes in a complex coastal environment

NASA Astrophysics Data System (ADS)

Cai, X.-M.; Steyn, D. G.

This study investigates a mesoscale modelling of sea breezes blowing from a narrow strait into the lower Fraser valley (LFV), British Columbia, Canada, during the period of 17-20 July, 1985. Without a nudging scheme in the inner grid, the CSU-RAMS model produces satisfactory wind and temperature fields during the daytime. In comparison with observation, the agreement indices for surface wind and temperature during daytime reach about 0.6 and 0.95, respectively, while the agreement indices drop to 0.4 at night. In the vertical, profiles of modelled wind and temperature generally agree with tethersonde data collected on 17 and 19 July. The study demonstrates that in late afternoon, the model does not capture the advection of an elevated warm layer which originated from land surfaces outside of the inner grid. Mixed layer depth (MLD) is calculated from model output of turbulent kinetic energy field. Comparison of MLD results with observation shows that the method generates a reliable MLD during the daytime, and that accurate estimates of MLD near the coast require the correct simulation of wind conditions over the sea. The study has shown that for a complex coast environment like the LFV, a reliable modelling study depends not only on local surface fluxes but also on elevated layers transported from remote land surfaces. This dependence is especially important when local forcings are weak, for example, during late afternoon and at night.

Enzymatic characterization of novel arylsulfatase A variants using human arylsulfatase A-deficient immortalized mesenchymal stromal cells.

PubMed

Böhringer, Judith; Santer, René; Schumacher, Neele; Gieseke, Friederike; Cornils, Kerstin; Pechan, Maria; Kustermann-Kuhn, Birgit; Handgretinger, Rupert; Schöls, Ludger; Harzer, Klaus; Krägeloh-Mann, Ingeborg; Müller, Ingo

2017-11-01

Metachromatic leukodystrophy (MLD) is an autosomal-recessive lysosomal storage disease caused by mutations in the ARSA gene leading to arylsulfatase A (ARSA) deficiency and causing sulfatide accumulation. Main symptoms of the disease are progressive demyelination, neurological dysfunction, and reduced life expectancy. To date, more than 200 different ARSA variants have been reported in MLD patients. Here, we report the biochemical characterization of seven novel pathogenic variants (c.98T > C, c.195delC, c.229G > C, c.545C > G, c.674A > G, c.852T > A, and c.1274A > G), which were found when sequencing a cohort of 31 German MLD families. For that purpose, the ARSA cDNAs carrying the respective mutations inserted by site-directed mutagenesis were cloned into a MigR1 (MSCV, IRES, GFP, retrovirus-1) vector. The constructs were overexpressed using retroviral gene transfer in immortalized, human multipotent mesenchymal stromal cells prepared from a patient deficient in ARSA activity (late infantile MLD). In this novel ARSA -/- cell system, the seven ARSA mutants showed ARSA activity of less than 10% when compared with wild type, which is evidence for the pathogenicity of all seven variants. In conclusion, the system of ARSA -/- -immortalized MSC turned out to be a helpful novel tool for the biochemical characterization of ARSA variants. © 2017 Wiley Periodicals, Inc.

Ergonovine-induced changes of coronary artery diameter in patients with nonsignificant coronary artery stenosis : relation with lipid profile.

PubMed

Nedeljkovic, Milan A; Ostojic, Miodrag C; Beleslin, Branko D; Nedeljkovic, Ivana; Milic, Natasa; Vukcevic, Vladan; Stojkovic, Sinisa; Saponjski, Jovica; Orlic, Dejan; Djordjevic-Dikic, Ana; Stepanovic, Jelena; Giga, Vojislav; Petrasinovic, Zorica; Arandjelovic, Aleksandra; Beleslin, Biljana; Kanjuh, Vladimir

2007-06-01

Serum cholesterol is positively associated with the risk of developing coronary heart disease. The aim of this study was to determine the relation between response of coronary arteries to ergonovine provocation and lipid profile in patients with nonsignificant coronary artery disease. 105 patients (46 male, 59 female, mean age 52 +/- 8 years) with chest pain syndrome and nonsignificant coronary artery stenosis (< 50% diameter stenosis) were analyzed. Ergonovine test was performed at the end of diagnostic catheterization. Coronary spasm was defined as total or near total obstruction of the coronary artery. By quantitative coronary arteriography, changes of minimal luminal diameter (MLD) during ergonovine provocation were evaluated. Total cholesterol, LDL and HDL cholesterol, and triglycerides were measured. There was a significant negative correlation between resting MLD and LDL cholesterol (r = -0.215; p = 0.034), and a significant positive correlation between MLD decrease provoked by ergonovine and total cholesterol (r = 0.275; p = 0.006), as well as LDL cholesterol (r = 0.284; p = 0.004), but not for HDL cholesterol and triglycerides (p = NS [not significant]). In patients with nonsignificant coronary artery stenosis evaluated by ergonovine provocation, there was not only a significant negative correlation between MLD and LDL cholesterol, but also a positive correlation between coronary vasoconstriction induced by ergonovine provocation and both total and LDL cholesterol.

Psychiatrist's Notebook.

ERIC Educational Resources Information Center

Gifted Child Today (GCT), 1988

1988-01-01

A child psychiatrist offers a brief introduction to learning disabilities: their causes, common signals of learning disabilities, student assessment to clarify the existence of a learning disability, and treatment with special educational services or medication. (JDD)

Answers for Parents of the Child with Learning Disabilities. Showing and Telling It Like It Is!

ERIC Educational Resources Information Center

McCurley, Arlene Bell

The guidebook for parents of learning disabled (LD) children provides answers to questions such as the following: What is a learning disability? How does an LD child behave? What should parents who suspect their child has a learning disability do? Can an LD child succeed in school? How should parents discipline an LD child? How can parents manage…

INTERNATIONAL APPROACH TO LEARNING DISABILITIES OF CHILDREN AND YOUTH, ANNUAL INTERNATIONAL CONFERENCE OF THE ASSOCIATION FOR CHILDREN WITH LEARNING DISABILITIES, INC. (3RD, TULSA, OKLAHOMA, MARCH 3-5, 1966).

ERIC Educational Resources Information Center

MESIROW, LOUISE

SELECTED PRESENTATIONS (27) OF PARTICIPANTS IN THE THIRD INTERNATIONAL CONFERENCE OF THE ASSOCIATION FOR CHILDREN WITH LEARNING DISABILITIES ARE PRESENTED. PAPERS FROM GENERAL SESSIONS DISCUSS THE FOLLOWING TOPICS--LEARNING DISABILITIES, A SCREENING SCALE, DIAGNOSIS AND REMEDIATION, ETIOLOGY, AND READING. OTHER TOPIC AREAS INCLUDE MEDICATION, THE…

Screening for Diabetic Retinopathy in Adults with Learning Disability: Current Uptake and Adjustments to Facilitate Equality of Access

ERIC Educational Resources Information Center

Pilling, Rachel F.

2015-01-01

Equality of access to health care for adults with learning disability has been in the spotlight in the UK in recent years due to publication of several reports. Adults with learning disability are thought to account for a significant proportion of the diabetic population in the UK. A list of adults known to the learning disability health…

"So Often They Do Not Get Recruited": Exploring Service User and Staff Perspectives on Participation in Learning Disability Research and the Barriers That Inhibit It

ERIC Educational Resources Information Center

Crook, Bradley; Tomlins, Rose; Bancroft, Ann; Ogi, Laura

2016-01-01

The importance of making research participation accessible for people with learning disabilities is emphasised in government and NHS research strategies. This evaluation explored the realities of this goal from the perceptions of people with learning disabilities and clinicians within an NHS learning disability service. People with learning…

Thinking Ahead: Improving Support for People with Learning Disabilities and Their Families to Plan for the Future

ERIC Educational Resources Information Center

Towers, Christine

2013-01-01

The increasing life expectancy of people with learning disabilities makes it imperative that families plan for the future. The number of people with learning disabilities over the age of 65 is predicted to double over the next two decades. The greatest increase in life expectancy will be amongst people with mild learning disabilities who will have…

Resources to Support Disabled Learners

ERIC Educational Resources Information Center

Dessoff, Alan

2008-01-01

With 4 to 6 percent of all students in the nation's public schools classified as having specific learning disabilities, according to the Learning Disabilities Association of America (LDA), most teachers can expect to have students who are learning disabled in their classrooms. This presents a challenge to teachers and administrators alike, who are…

The Solomon Effect in Learning Disabilities Diagnosis: Can We Learn from History?

ERIC Educational Resources Information Center

Dombrowski, Stefan C.; Kamphaus, Randy W.; Barry, Melissa; Brueggeman, Amber; Cavanagh, Sarah; Devine, Katie; Hekimoglu, Linda; Vess, Sarah

2006-01-01

The Individuals with Disabilities Act (Individuals with Disabilities Education Improvement Act; IDEIA, 2004) has been reauthorized, and new parameters for defining learning disabilities (LD) have been established that provide more flexibility for corresponding state and local regulations. The field now has a unique opportunity to shape the…

Review of Mathematics Interventions for Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Marita, Samantha; Hord, Casey

2017-01-01

Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…

WA10 Working in partnership with people with learning disabilities: academics and people with learning disabilities working together to disseminate the findings of a confidential inquiry into deaths of people with learning disabilities through film.

PubMed

Russ, Lesley

2015-04-01

In England, between 2010-2013, a Confidential Inquiry into premature Deaths of People with Learning Disabilities was commissioned by the Department of Health. This took place in SW England led by Norah Fry Research Centre at Bristol University. Findings from the investigations into 247 deaths included that men with learning disabilities die, on average 13 years sooner and women, on average 20 years sooner, than the general population. Over 1/3 (37%) were found to be avoidable, being amenable to good quality healthcare. A number of key recommendations were made which required understanding by a range of audiences including people with learning disabilities and their carers. This workshop will demonstrate how academics can work with actors with learning disabilities to disseminate research findings about a sensitive subject in a thought provoking and accessible way. Academics worked with the MISFITs theatre company to make a DVD about the findings and recommendations of the Confidential Inquiry. The DVD presents the findings of the Confidential Inquiry through the stories of John, Bill, Karen and Emily. It powerfully illustrates the importance of diagnosing and treating illness of people with learning disabilities in a timely and appropriate manner and highlights the measures that could be taken to reduce premature deaths in this population. The session provides an example of how the voices of people with learning disabilities can communicate research messages effectively to people with learning disabilities, health and social care practitioners and others who support the learning disability population. © 2015, Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The Relative Effects of University Success Courses and Individualized Interventions for Students with Learning Disabilities

ERIC Educational Resources Information Center

Reed, Maureen J.; Kennett, Deborah J.; Lewis, Tanya; Lund-Lucas, Eunice; Stallberg, Carolyn; Newbold, Inez L.

2009-01-01

Little is known about the relative effects of post-secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course-intervention), (2) have regular individual interventions (high-intervention) or (3) use services…

Flashcards and Guided Visual Vocabulary Practice: Experiences of Students with Learning Disabilities When Introduced to Concrete Spanish Nouns

ERIC Educational Resources Information Center

Tolbert, Joshua B. L.; Lazarus, Belinda Davis; Killu, Kim

2017-01-01

Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed…

Talking-Point: Books about Children with Learning Disabilities.

ERIC Educational Resources Information Center

Winsor, Pamela J. T.

1998-01-01

Four children's books on learning disabilities are profiled: "Trouble with School: A Family Story about Learning Disabilities" (Kathryn and Allison Dunn); "The Don't Give-up Kid" (Jeanne Gehret); "Keeping a Head in School: A Student's Book about Learning Abilities and Learning Disorders" (Mel Levine); and "What Do You Mean I Have a Learning…

The Relationship between Learning Disabilities and Homelessness in Adults

ERIC Educational Resources Information Center

Markos, Patricia A.; Strawser, Sherri

2004-01-01

This article describes the relationship between learning disabilities (LD) and homelessness. Research describing the connection between disabilities and homelessness has focused on individuals presenting with disabilities such as mental illness, physical disabilities, medical disabilities, or substance abuse. At this time, the presence of LD in…

Method of predicting the mean lung dose based on a patient's anatomy and dose-volume histograms

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zawadzka, Anna, E-mail: a.zawadzka@zfm.coi.pl; Nesteruk, Marta; Department of Radiation Oncology, University Hospital Zurich and University of Zurich, Zurich

The aim of this study was to propose a method to predict the minimum achievable mean lung dose (MLD) and corresponding dosimetric parameters for organs-at-risk (OAR) based on individual patient anatomy. For each patient, the dose for 36 equidistant individual multileaf collimator shaped fields in the treatment planning system (TPS) was calculated. Based on these dose matrices, the MLD for each patient was predicted by the homemade DosePredictor software in which the solution of linear equations was implemented. The software prediction results were validated based on 3D conformal radiotherapy (3D-CRT) and volumetric modulated arc therapy (VMAT) plans previously prepared formore » 16 patients with stage III non–small-cell lung cancer (NSCLC). For each patient, dosimetric parameters derived from plans and the results calculated by DosePredictor were compared. The MLD, the maximum dose to the spinal cord (D{sub max} {sub cord}) and the mean esophageal dose (MED) were analyzed. There was a strong correlation between the MLD calculated by the DosePredictor and those obtained in treatment plans regardless of the technique used. The correlation coefficient was 0.96 for both 3D-CRT and VMAT techniques. In a similar manner, MED correlations of 0.98 and 0.96 were obtained for 3D-CRT and VMAT plans, respectively. The maximum dose to the spinal cord was not predicted very well. The correlation coefficient was 0.30 and 0.61 for 3D-CRT and VMAT, respectively. The presented method allows us to predict the minimum MLD and corresponding dosimetric parameters to OARs without the necessity of plan preparation. The method can serve as a guide during the treatment planning process, for example, as initial constraints in VMAT optimization. It allows the probability of lung pneumonitis to be predicted.« less

"Our Journey through Time": An Oral History Project Carried out by Young People with Learning Disabilities

ERIC Educational Resources Information Center

Bentley, Sarah; Nicholls, Rickie; Price, Maxine; Wilkinson, Aaron; Purcell, Matthew; Woodhall, Martin; Walmsley, Jan

2011-01-01

We are five young people with learning disabilities who found out about the history of hospitals for people with learning disabilities in our area, and made a film about the project. The project taught us what life had been like for some people with learning disabilities only 30 years ago. It was very different to our lives; we have more choice,…

Learning Disabilities

ERIC Educational Resources Information Center

Sittiprapaporn, Wichian, Ed.

2012-01-01

Learning disability is a classification that includes several disorders in which a person has difficulty learning in a typical manner. Depending on the type and severity of the disability, interventions may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are…

Cognitive Profile of Neurofibromatosis Type 1: Rethinking Nonverbal Learning Disabilities

ERIC Educational Resources Information Center

Cutting, Laurie E.; Clements, Amy M.; Lightman, Andrea D.; Yerby-Hammack, Pamula D.; Denckla, Martha Bridge

2004-01-01

The cognitive profiles of children with Neurofibromatosis Type 1 (NF-1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30-65 percent of children with NF-1 have learning disabilities; most commonly, they have language and reading disabilities,…

Ontology-Driven Disability-Aware E-Learning Personalisation with ONTODAPS

ERIC Educational Resources Information Center

Nganji, Julius T.; Brayshaw, Mike; Tompsett, Brian

2013-01-01

Purpose: The purpose of this paper is to show how personalisation of learning resources and services can be achieved for students with and without disabilities, particularly responding to the needs of those with multiple disabilities in e-learning systems. The paper aims to introduce ONTODAPS, the Ontology-Driven Disability-Aware Personalised…

The Legal Context for Serving Students with Learning Disabilities in Postsecondary Education

ERIC Educational Resources Information Center

Keenan, Walter R.; Shaw, Stan F.

2011-01-01

The legal basis for serving students with learning disabilities at the K-12 level is predominantly derived from the Individuals with Disabilities Education Act (IDEA). This federal law provides for substantive education support for students with learning disabilities through an Individualized Educational Program (IEP). However, because the IDEA…

Students with Learning Disabilities in the Music Classroom

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2012-01-01

There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

Tips for Science Teachers Having Students with Disabilities.

ERIC Educational Resources Information Center

Keller, Ed C., Jr.

This document highlights strategies for teaching science students with common learning disabilities. For each learning disability listed, there are sections on courtesy and several teaching methods with mitigative teaching strategies. Highlighted disabilities include Attention Deficit Disorder (ADD), Emotional Disabilities, Epilepsy, Hearing…

Learning Enhancement for Adults with Disabilities. LEAD 2000 Congress Proceedings (Little Rock, Arkansas, January 29-31, 1993).

ERIC Educational Resources Information Center

University of the Ozarks, Clarksville, AR.

Forty representative learning disabilities specialists from 19 states met to discuss ways of improving the diagnosis, remediation, and counseling of adults with learning disabilities. First, the activities of the Jones Learning Center at the University of the Ozarks regarding diagnosing and mainstreaming college students with learning disabilities…

Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion

ERIC Educational Resources Information Center

Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica

2017-01-01

This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and…

Genetics Home Reference: 48,XXYY syndrome

MedlinePlus

... degree of difficulty with speech and language development. Learning disabilities, especially those that are language-based, are very ... Autism Speaks CHADD: The National Resource on ADHD Learning Disabilities Association of America National Center for Learning Disabilities ...

Understanding Dyslexia (For Parents)

MedlinePlus

... dis-LEK-see-uh) is a type of learning disability. A child with a learning disability has trouble processing words or numbers. There are several kinds of learning disabilities — dyslexia is the term used when people have ...

A Critique of "Controversial Medical Treatments of Learning Disabilities"

ERIC Educational Resources Information Center

Feingold, Benjamin F.

1977-01-01

The author replies to the article titled "Controversial Medical Treatments of Learning Disabilities" (R. Sieben), and discusses research on the relationship between food additives and hyperactivity, and dietary treatments for learning disabled children. (IM)

Skilled interaction among professional carers in special accommodations for adult people with learning disabilities.

PubMed

Antonsson, H; Aström, S; Lundström, M; Graneheim, U H

2013-09-01

Communicative difficulties affect interactions between people with learning disabilities and their carers. Despite such difficulties, however, some carers seem to interact successfully with people who have limited ability to communicate verbally and exhibit challenging behaviour. This study aims to illuminate skilled interaction among carers working in special accommodations for people with learning disabilities. Interactions between 16 caregivers and 11 residents with learning disabilities were recorded on video. Verbal and non-verbal interaction skills among the carers were identified. Four caring situations with people with learning disabilities were chosen to illuminate skilled interaction. The transcribed text was subjected to qualitative content analysis and core stories were created. The results show that skilled interaction between the carers and the people with learning disabilities is based upon being confirming, sharing daily life experience, giving time and space, and using congruent and distinct language. In this paper we present examples that offer concrete suggestions of how to promote successful interaction and create meaning in the shared day-to-day life in special accommodations for people with learning disabilities. © 2012 John Wiley & Sons Ltd.

The 4C framework for making reasonable adjustments for people with learning disabilities.

PubMed

Marsden, Daniel; Giles, Rachel

2017-01-18

Background People with learning disabilities experience significant inequalities in accessing healthcare. Legal frameworks, such as the Equality Act 2010, are intended to reduce such disparities in care, and require organisations to make 'reasonable adjustments' for people with disabilities, including learning disabilities. However, reasonable adjustments are often not clearly defined or adequately implemented in clinical practice. Aim To examine and synthesise the challenges in caring for people with learning disabilities to develop a framework for making reasonable adjustments for people with learning disabilities in hospital. This framework would assist ward staff in identifying and managing the challenges of delivering person-centred, safe and effective healthcare to people with learning disabilities in this setting. Method Fourth-generation evaluation, collaborative thematic analysis, reflection and a secondary analysis were used to develop a framework for making reasonable adjustments in the hospital setting. The authors attended ward manager and matron group meetings to collect their claims, concerns and issues, then conducted a collaborative thematic analysis with the group members to identify the main themes. Findings Four main themes were identified from the ward manager and matron group meetings: communication, choice-making, collaboration and coordination. These were used to develop the 4C framework for making reasonable adjustments for people with learning disabilities in hospital. Discussion The 4C framework has provided a basis for delivering person-centred care for people with learning disabilities. It has been used to inform training needs analyses, develop audit tools to review delivery of care that is adjusted appropriately to the individual patient; and to develop competencies for learning disability champions. The most significant benefit of the 4C framework has been in helping to evaluate and resolve practice-based scenarios. Conclusion Use of the 4C framework may enhance the care of people with learning disabilities in hospital, by enabling reasonable adjustments to be made in these settings.

Calculation of Cumulative Distributions and Detection Probabilities in Communications and Optics.

DTIC Science & Technology

1986-03-31

result, Figure 3.1 shows the additional SNR required (often called the CFAR loss) for the MLD, CMLD , and OSD in a multiple target environment to...Notice that although the CFAR loss increases with INR for the MLD, the CMLD and OSD have a bounded loss as the INR + w. These results have been more...false-alarm rate ( CFAR ) when the background noise level is unknown. In Section 2 we described the application of saddlepoint integration techniques to

Learning Disorders

MedlinePlus

... more of a challenge. What causes learning disorders? Learning disabilities don't have anything to do with intelligence. ... for learning disorders? The most common treatment for learning disabilities is special education. A teacher or other learning ...

Supporting the Transition of Learning Disabled Students to the Postsecondary Environment

ERIC Educational Resources Information Center

Gray, Patricia Jean

2012-01-01

Students with learning disabilities present a diverse spectrum of learning needs; research suggest they may have difficulty making the transition to the postsecondary environment. Learning disabled students at the subject high school were not successfully making the transition from the secondary to the postsecondary environment. This study was…

Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities

ERIC Educational Resources Information Center

Stetter, Maria Earman; Hughes, Marie Tejero

2011-01-01

Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined…

School Shock: Learning Disability as a Dissociative Reaction.

ERIC Educational Resources Information Center

Zitani, E. Alfredo

Learning disability is suggested to be a dissociative reaction (school shock) similar to shell shock in wartime requiring appropriate theoretical and remedial approaches. Psychoanalytic and learning theory viewpoints are applied to the nature of learning disabilities. Also considered are the relation of anxiety to achievement and hypnosis to…

Learning Disabilities and the American Public: A Look at American's Awareness and Knowledge.

ERIC Educational Resources Information Center

Roper Starch Worldwide Inc.

This study examined 1,200 adults' understanding of and attitudes toward learning disabilities, through a telephone survey. Additional objectives included the identification of various information sources and testing of potential messages about learning disabilities. Halfway through each telephone interview, a definition of learning disabilities…

Classification Framework for ICT-Based Learning Technologies for Disabled People

ERIC Educational Resources Information Center

Hersh, Marion

2017-01-01

The paper presents the first systematic approach to the classification of inclusive information and communication technologies (ICT)-based learning technologies and ICT-based learning technologies for disabled people which covers both assistive and general learning technologies, is valid for all disabled people and considers the full range of…

Width, Length, and Height Conceptions of Students with Learning Disabilities

ERIC Educational Resources Information Center

Güven, N. Dilsad; Argün, Ziya

2018-01-01

Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different…

Nurses' perceptions of personal attributes required when working with people with a learning disability and an offending background: a qualitative study.

PubMed

Lovell, A; Bailey, J

2017-02-01

WHAT IS KNOWN ON THE SUBJECT?: Learning disability nursing in the area of people with a learning disability and an offending background has developed considerably over recent years, particularly since the publication of the Bradley (). There has been limited work into the competencies nurses require to work in this area, and even less about the personal attributes of learning disability nurses. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Learning disability nursing's specific contribution to the care of this population lies in their knowledge of the interaction between the learning disability, an individual's, sometimes abusive, personal history and an understanding of the subsequent offending behaviour. The knowledge base of nurses working with people with learning disabilities and an offending background needs to reflect the changing service user group. This is particularly in relation to substance misuse, borderline personality disorder, and mental health and the way such factors inter-relate with the learning disability. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Further research is required into the relationship among decision making, risk taking or reluctance to do this, and the personal attributes required by nurses to work in secure learning disability care. Learning disability secure services are likely to continue to undergo change as circumstances alter and the offending population demonstrate greater complexity; nursing competencies and personal attributes need similarly to adapt to such changes. Mental health nursing has a great deal to contribute to effective working with this population, specifically with regard to developing strong relationships when concerns around borderline personality disorder or substance misuse are particularly in evidence. Aim To identify and discuss the personal attributes required by learning disability nurses to work effectively with people with an offending background in secure and community settings. Background This study was part of a larger research investigation into the nursing competencies required to work with people with an offending background. There are few existing studies examining the personal attributes necessary for working with this group. Design A qualitative study addressing the perceptions of nurses around the personal attributes required to work with people with learning disabilities and an offending background. Methods A semi-structured interview schedule was devised and constructed, and 39 individual interviews were subsequently undertaken with learning disability nurses working in high, medium, low secure and community settings. Data were collected over 1 year in 2010/11 and analysed using a structured thematic analysis supported by the software package MAXqda. Findings The thematic analysis produced three categories of personal attributes, named as looking deeper, achieving balance and connecting, each of which contained a further three sub-categories. Conclusion Nursing of those with a learning disability and an offending background continues to develop. The interplay among personal history, additional background factors, nurses' personal attributes and learning disability is critical for effective relationship building. © 2016 John Wiley & Sons Ltd.

75 FR 33593 - Office of Special Education and Rehabilitative Services; Overview Information; Personnel...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-14

... ``high-incidence disabilities'' refers to learning disabilities, emotional disturbance, or mental... purposes of this priority, the term high-incidence disabilities refers to learning disabilities, emotional... Information; Personnel Development To Improve Services and Results for Children With Disabilities; Notice...

Accessible Article: Involving People with Learning Disabilities in Research

ERIC Educational Resources Information Center

Garbutt, Ruth; Tattersall, John; Dunn, Jo; Boycott-Garnett, Rachel

2010-01-01

This is an article that talks about our research about sex and relationships for people with learning disabilities. It talks about how people with learning disabilities have been fully involved in the research. (Contains 2 footnotes.)

The future of learning disabilities nursing in the UK.

PubMed

Clapham, Anthony

2014-07-02

This article appraises the report Strengthening the Commitment, which is a UK-wide review of learning disabilities nursing by the UK's four chief nursing officers. Strengthening the Commitment has strategic importance in reviewing progress in the care of people with learning disabilities in the UK. It also has a role in helping to guide future strategies and initiatives addressing the continuing health inequalities experienced by people with learning disabilities throughout the UK.

Comments on the Community Colleges' Study of Students with Learning Disabilities: A Report to the Legislature in Response to Supplemental Report Language to the 1988 State Budget Act. Commission Report 89-5.

ERIC Educational Resources Information Center

California State Postsecondary Education Commission, Sacramento.

Prepared in response to a report by the Office of the Chancellor of the California Community Colleges on learning disabled students, this report describes students with learning disabilities, explains the operation of the community colleges' learning disability eligibility model, summarizes the main findings of the Office of the Chancellor's…

Signs of neurobehavioral dysfunction in a sample of learning disabled children: stability and concurrent validity.

PubMed

Morrison, D C; Hinshaw, S P; Carte, E T

1985-12-01

Of 270 learning disabled children with average intelligence and significant delays in reading comprehension a sample of 37 were evaluated for signs of neurobehavioral dysfunction. All such signs--primitive reflexes, equilibrium reactions, and postrotary nystagmus--were reliably assessed. A subsample of 19 children was compared with developmentally normal and mentally retarded samples for the occurrence of tonic neck reflexes and equilibrium reactions. The learning disabled children consistently showed deviancies like those of the retarded children; both of these groups differed from the normal children on most measures. These deviant responses persisted over a 9-mo. period for the learning disabled group. Compared with norms, the total learning disabled sample displayed hyponystagmus, and this depressed nystagmus persisted for 11 mo. Results are discussed in relation to the lack of correlation among the various signs of neurobehavioral dysfunction in the learning disabled children.

Self-image and people with learning disabilities.

PubMed

Markwick, A; Sage, J

Self-image arises from a complex interaction of intrinsic and extrinsic factors. This article explores the importance of people with a learning disability attaining a positive self-image. It discusses the effect of society's perception of people with learning disabilities, and questions the willingness of the community to accept such people in a non-judgmental way. It argues that staff caring for this client group have a vital role to play in how people with learning disabilities are perceived by others and discusses the effects that a market philosophy (Fromm, 1978) and the popular media have on society regarding people with learning disabilities. Self-worth is important to everyone; however, the article concludes that a person with a learning disability is seriously disadvantaged in this respect. This aspect of care therefore requires insight, support and skills on the part of those healthcare professionals caring for this client group.

Spatial short-term memory in children with nonverbal learning disabilities: impairment in encoding spatial configuration.

PubMed

Narimoto, Tadamasa; Matsuura, Naomi; Takezawa, Tomohiro; Mitsuhashi, Yoshinori; Hiratani, Michio

2013-01-01

The authors investigated whether impaired spatial short-term memory exhibited by children with nonverbal learning disabilities is due to a problem in the encoding process. Children with or without nonverbal learning disabilities performed a simple spatial test that required them to remember 3, 5, or 7 spatial items presented simultaneously in random positions (i.e., spatial configuration) and to decide if a target item was changed or all items including the target were in the same position. The results showed that, even when the spatial positions in the encoding and probe phases were similar, the mean proportion correct of children with nonverbal learning disabilities was 0.58 while that of children without nonverbal learning disabilities was 0.84. The authors argue with the results that children with nonverbal learning disabilities have difficulty encoding relational information between spatial items, and that this difficulty is responsible for their impaired spatial short-term memory.

Developing a service improvement initiative for people with learning disabilities in hospice settings.

PubMed

Springall, Fiona

2018-03-21

People with learning disabilities are often marginalised in healthcare, including in hospice settings, and as a result may not receive effective end of life care. Research in hospice settings has identified that many staff lack confidence, skills and knowledge in caring for people with learning disabilities, which can have a negative effect on the care these individuals receive. To address these issues, the author has proposed a service improvement initiative, which she developed as part of her learning disability nursing degree programme. This proposed initiative aimed to enhance end of life care for people with learning disabilities through the implementation of a community learning disability link nurse in the hospice setting. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Comparison of Students' Achievement: Deaf, Learning Disabled, and Deaf with a Learning Disability

ERIC Educational Resources Information Center

Caemmerer, Jacqueline M.; Cawthon, Stephanie W.; Bond, Mark

2016-01-01

Approximately half of students who are deaf or hard of hearing (DHH) have a co-occurring disability. Although assessing as well as diagnosing learning disabilities (LDs) is particularly difficult in this population, it is important to properly identify students who may be eligible for academic interventions or accommodations. This study analyzed…

Access to Mainstream Health Services: A Case Study of the Difficulties Faced by a Child with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Freddy Jackson; Cooper, Kate; Diebel, Tara

2013-01-01

People with learning disabilities have higher levels of health needs compared with the general population (Nocon, 2006, Background evidence for the DRC's formal investigation into health inequalities experienced by people with learning disabilities or mental health problems. London and Manchester, Disability Rights Commission). Research has shown…

Yes You Can! A Booklet to Help Young People with Learning Disabilities Understand and Help Themselves. Revised Edition.

ERIC Educational Resources Information Center

East, Joanne

Intended for students with learning problems, this booklet is designed to help the student deal with his/her learning disability. Presented in simple language and cartoon-like illustrations, this publication addresses the causes of and misconceptions about learning problems, how it feels to have a learning disability, what can be done, and where…

Informed consent for blood tests in people with a learning disability.

PubMed

Goldsmith, Lesley; Woodward, Val; Jackson, Leigh; Skirton, Heather

2013-09-01

This article is a report of a study of informed consent in people with a learning disability. The aims of the study were to explore the information needs of people with mild-to-moderate learning disabilities with respect to consent for blood tests and to identify ways of facilitating informed consent. The recent political agenda for social change in the UK has emphasized the right of people with a learning disability to have more autonomy and make their own decisions. As in other countries, there has also been a shift towards shared decision-making in healthcare practice. Qualitative study using an ethnographic approach. An ethnographic approach was used for this qualitative study. Phase 1 involved observation of six participants with a learning disability having a routine blood test in general practice, followed by semi-structured interviews with 14 participants with a learning disability in Phase 2. Data were collected between February 2009-February 2010. The data showed that consent procedures were often inadequate and provision of information to patients prior to a blood test was variable. People with a learning disability expressed clearly their information requirements when having a routine blood test; this included not wanting any information in some cases. Healthcare practitioners and people with a learning disability need to be familiar with current consent law in their own country to facilitate valid consent in the healthcare context. This study demonstrated the value of qualitative research in exploring the knowledge and attitudes of people with learning disability. © 2012 Blackwell Publishing Ltd.

The oral health of people with learning disabilities - a user-friendly questionnaire survey.

PubMed

Owens, J; Jones, K; Marshman, Z

2017-03-01

To conduct a user-friendly questionnaire survey of the oral health and service needs of adults with learning disabilities. Researchers collaborated with local self-advocacy services to develop a questionnaire adapted from one used in a regional postal survey. The questionnaire, which covered dental status, oral health and dental services use, was sent to a random sample of people from the learning disability case register. Of 2,000 questionnaires mailed, 117 were returned undelivered and 625 were completed (response rate 31.3%). The self-reported dental status of people with learning disabilities appeared similar to that of the 2008 postal survey of the general population in Sheffield. The major difference in dental status was 11.5% of people with learning disabilities wore upper dentures and 7.2% wore lower dentures, compared to 21.2% and 12.1% of the general population in Sheffield. Using the case register as a recruitment instrument may have excluded people with learning disabilities not registered. Time and finances only permitted one mailing. Analysis on the basis of deprivation could not be conducted. Contrary to current practice, it is possible to include people with learning disabilities in oral health surveys. A multidisciplinary team was essential for enabling the progression and implementation of inclusive research and for people with learning disabilities and their supporters to engage meaningfully. This level of collaboration appears necessary if we are committed to ensuring that people with learning disabilities and their supporters are made visible to policy and decision-makers. Copyright© 2017 Dennis Barber Ltd

Involving users with learning difficulties in health improvement: lessons from inclusive learning disability research.

PubMed

Walmsley, Jan

2004-03-01

In this paper the author considers the lessons to be drawn from what is termed "inclusive" learning disability research for user involvement around health improvement. Inclusive learning disability research refers to research where people with learning difficulties (intellectual disability) are involved as active participants, as opposed to passive subjects. There is by now a considerable body of such research, developed over the past 25 years. From the review, the author draws attention to areas which can inform practice in involvement of users in a way that adds value.

School Counselors and Psychological Aspects of Learning Disabilities.

ERIC Educational Resources Information Center

Fahey, David A.

1984-01-01

Provides an overview of some of the more common psychological theories and behavioral variables associated with learning disabilities. Reviews Adlerian Rational Emotive and behavioral and hypnotherapy approaches as intervention strategies for the counselor confronted with learning disabled students. (LLL)

Prevalence of Behavioural and Psychological Symptoms of Dementia in Individuals with Learning Disabilities.

PubMed

Devshi, Rajal; Shaw, Sarah; Elliott-King, Jordan; Hogervorst, Eef; Hiremath, Avinash; Velayudhan, Latha; Kumar, Satheesh; Baillon, Sarah; Bandelow, Stephan

2015-12-02

A review of 23 studies investigating the prevalence of Behavioural and psychological symptoms of dementia (BPSD) in the general and learning disability population and measures used to assess BPSD was carried out. BPSD are non-cognitive symptoms, which constitute as a major component of dementia regardless of its subtype Research has indicated that there is a high prevalence of BPSD in the general dementia population. There are limited studies, which investigate the prevalence of BPSD within individuals who have learning disabilities and dementia. Findings suggest BPSDs are present within individuals with learning disabilities and dementia. Future research should use updated tools for investigating the prevalence of BPSD within individuals with learning disabilities and dementia.

Master Logic Diagram: An Approach to Identify Initiating Events of HTGRs

NASA Astrophysics Data System (ADS)

Purba, J. H.

2018-02-01

Initiating events of a nuclear power plant being evaluated need to be firstly identified prior to applying probabilistic safety assessment on that plant. Various types of master logic diagrams (MLDs) have been proposedforsearching initiating events of the next generation of nuclear power plants, which have limited data and operating experiences. Those MLDs are different in the number of steps or levels and different in the basis for developing them. This study proposed another type of MLD approach to find high temperature gas cooled reactor (HTGR) initiating events. It consists of five functional steps starting from the top event representing the final objective of the safety functions to the basic event representing the goal of the MLD development, which is an initiating event. The application of the proposed approach to search for two HTGR initiating events, i.e. power turbine generator trip and loss of offsite power, is provided. The results confirmed that the proposed MLD is feasiblefor finding HTGR initiating events.

The Effects of Being Diagnosed with a Learning Disability on Children's Self-Esteem.

ERIC Educational Resources Information Center

MacMaster, Keith; Donovan, Leslie A.; MacIntyre, Peter D.

2002-01-01

This study used a quasi-experimental design to examine the effect of being diagnosed with a learning disability on elementary school children's self-esteem. Findings indicated that self-esteem increased significantly above prediagnosis of a learning disability while self-esteem levels in a control group of children without learning disabilities…

Changing How We Think, Changing How We Learn: Scaffolding Executive Function Processes for Students with Learning Disabilities

ERIC Educational Resources Information Center

Rosen, Sonia M.; Boyle, Joseph R.; Cariss, Kaitlyn; Forchelli, Gina A.

2014-01-01

Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer & Bashir, 1999). Executive function difficulties for students with learning disabilities have been implicated as the reason why these students struggle with complex…

Ecological Congruence and the Identification of Learning Disabilities

ERIC Educational Resources Information Center

Riddle, Shayna

2017-01-01

Background: In the debate about how to evaluate students suspected of having a learning disability, the role of context in learning has been consistently minimized in the United States. Objective: This article explores the implications of the current, deficit-based approach to the definition and assessment of learning disabilities and offers a…

Researches on Learning Disabilities--Where Are We?

ERIC Educational Resources Information Center

Raja, B. William Dharma; Kumar, S. Praveen

2011-01-01

This article focusses on the review of research studies done on the area of learning disabilities and the need to conduct more research studies in this area. School children are seen to have different types of learning difficulties with regard to academics. Children with learning disability, who occupy the largest number receiving special…

Effects of an Intervention on Math Achievement for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K.

2016-01-01

Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic…

Learning disabilities in Darier's disease patients.

PubMed

Dodiuk-Gad, R; Lerner, M; Breznitz, Z; Cohen-Barak, E; Ziv, M; Shani-Adir, A; Amichai, B; Zlotogorski, A; Shalev, S; Rozenman, D

2014-03-01

Neuropsychiatric features and intellectual difficulties have been reported in studies of Darier's disease. Learning disabilities have never been reported or evaluated systematically in these patients. To assess the prevalence of learning disabilities in 76 patients with Darier's disease, and cognitive functioning in 19 of them. The data were collected by two methods: a questionnaire, as part of a larger study on the clinical characteristics of 76 patients; and neuropsychological measures for the assessment of learning disabilities in 19 of them. Thirty-one of the 76 patients reported learning disabilities (41%) and 56 (74%) reported a family history of learning disabilities. Significant differences were found between the 19 patients evaluated on cognitive tasks and a control group of 42 skilled learners on subtraction and multiplication tasks. Six (32%) of the 19 were identified as having reading difficulties and five (26%) exhibited low performance on the Concentration Performance Test. All patients had general cognitive ability in the average range. Findings suggest an association between Darier's disease and learning disabilities, a heretofore unreported association, pointing to the need to obtain personal and family history of such disabilities in order to refer cases of clinical concern for further study. © 2013 The Authors Journal of the European Academy of Dermatology and Venereology © 2013 European Academy of Dermatology and Venereology.

77 FR 26265 - Applications for New Awards; Model Demonstration Projects on Reentry of Students With...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-03

... specific learning disabilities; and 9.7 percent with intellectual disabilities (Quinn et al., 2005). Each... are identified as having disabilities, most of whom have learning disabilities or emotional... Students With Disabilities From Juvenile Justice Facilities Into Education, Employment, and Community...

Locus of Control Orientations in Students with Intellectual Disability, Learning Disabilities, and No Disabilities: A Latent Growth Curve Analysis

ERIC Educational Resources Information Center

Shogren, Karrie A.; Bovaird, James A.; Palmer, Susan B.; Wehmeyer, Michael L.

2010-01-01

Previous research has suggested differences in the locus of control (LOC) orientations of students with intellectual disability, learning disabilities, and no disabilities, although this research has been characterized by methodological limitations. The purpose of this study was to examine the development of LOC orientations in students with…

Compounding the Challenge: Young Deaf Children and Learning Disabilities.

ERIC Educational Resources Information Center

Mauk, Gary W.; Mauk, Pamela P.

1993-01-01

This paper presents a definition of deaf and hard of hearing children with learning disabilities; notes the incidence of children with both disabilities; outlines roadblocks to learning; describes screening, diagnosis, and assessment practices; and offers suggestions for educational programming. (JDD)

Nonverbal Learning Disabilities and Socioemotional Functioning: A Review of Recent Literature.

ERIC Educational Resources Information Center

Little, Sara S.

1993-01-01

This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. (Author/JDD)

The Learning Disabilities Unit at the State College of Optometry/SUNY.

ERIC Educational Resources Information Center

Solan, Harold A.; Springer, Florence E.

1986-01-01

The Learning Disabilities Unit of New York's State College of Optometry, providing testing and research for learning disabled adults and children and professional instruction and clinical experience for students of optometry and related fields, is described. (MSE)

Access to oral health care services among adults with learning disabilities: a scoping review.

PubMed

Naseem, Mustafa; Shah, Altaf H; Khiyani, Muhammad Faheem; Khurshid, Zohaib; Zafar, Muhammad Sohail; Gulzar, Shabnam; AlJameel, AlBandary H; Khalil, Hesham S

2016-01-01

The prevalence of oral diseases including dental caries and periodontal conditions is remarkably higher in people with disabilities. The provision of accessible oral health services for people with learning disabilities may be challenging. The objectives of the review were to identify barriers in accessing oral health care that persists within society, enabling or disabling people with learning disabilities. Using the Arksey O'Malley framework, a scoping review was conducted on PubMed/Medline, OVIDSP, and EMBASE. Studies were evaluated and short-listed based on the inclusion criteria, which consisted of: (1) study participants or population with learning disabilities, (2) aged 16 years or over, (3) reporting on access to oral health services, (4) published in the English language. Those that justified the inclusion criteria were carefully chosen after a blind peer-reviewed process when relevance and quality were debated. Nine studies were eventually included from searches. Tabulation of data was done under the heading of study type, outcomes, the year of publication and patient selection. The majority of studies provided a biomedical overview of access for adults with learning disabilities. The concept of access for people with disability is still ill-defined and obscure. Access to oral health care and needs of people with learning disabilities are complex and multi-facet.

Clinical verification of a theory for predicting side branch stenosis after main vessel stenting in coronary bifurcation lesions.

PubMed

Vassilev, Dobrin; Gil, Robert

2008-12-01

To verify in a clinical scenario a theory for predicting side branch (SB) stenosis after main vessel stent implantation in coronary bifurcation lesions. Many unresolved issues remain regarding SB compromise when the parent vessel is stented. Bifurcation lesions (all Medina types) were subjected to angiographic analysis to determine the angle, defined as alpha, between the axes of the parent vessel and the SB. Using the prediction that the percent diameter stenosis (%DS) is equal to the cosine of angle alpha and relating it to a formula to determine the minimal lumen diameter (MLD) led to the following equation: MLD = ds x (1 -cos alpha); ds refers to the diameter of the SB. The predicted and observed SB stenosis values following angiography were compared. Fifty-two patients with 57 lesions were included in the analysis. Patient demographics and characteristics were similar to those in previous studies. There was a high coefficient of determination between the predicted and observed values of %DS (r(2)= 0.82, P < 0.001) and MLD (r(2)= 0.86, P < 0.001). We determined a cutoff value of 70% for predicted %DS for SB closure. When using multivariate regression analysis, the only predictor of SB ostial stenosis after stenting was alpha angle, whereas the predictors of MLD included the angle alpha and the RVD of the SB. Our analysis shows that the most powerful independent predictor of SB compromise is a new variable angle alpha.

Return-to-play outcomes after microscopic lumbar diskectomy in professional athletes.

PubMed

Watkins, Robert G; Hanna, Robert; Chang, David; Watkins, Robert G

2012-11-01

It has been shown a microscopic lumbar diskectomy (MLD) is effective in getting professional athletes back to their sport after a herniated nucleus pulposus (HNP). There is a need for more information on the time it takes professional athletes to return after surgery. To determine average time for return to play and success in returning to play for professional athletes undergoing MLD. Case series; Level of evidence, 4. Between 1996 and 2010, the senior authors treated 171 professional athletes for lumbar HNP. A retrospective review was performed using patient charts, operative reports, team medical records, and internet search. Eighty-five patients were treated with MLD, and 86 patients were treated nonoperatively. This study focused on the return to play of the operatively treated patients. Primary outcome measures were return rate and average return time, considering only patients whose sport is in season at specific postoperative time points. Of surgically treated patients, 89.3% returned to sport. The average time it took operative patients to return to their sport (return time) was 5.8 months. Progressive return data for surgically treated patients showed the percentage of athletes who returned increased from 50% at 3 months to 72% at 6 months to 77% at 9 months and 84% at 12 months. The chance a player returns to play after MLD is 50% at 3 months, 72% at 6 months, 77% at 9 months, and 84% at 12 months. The overall chance of returning to play at any point is 89%.

The protective effect of habitual tea consumption on hypertension.

PubMed

Yang, Yi-Ching; Lu, Feng-Hwa; Wu, Jin-Shang; Wu, Chih-Hsing; Chang, Chih-Jen

2004-07-26

Tea has long been believed to possess hypotensive effects in popular Chinese medicine. However, conflicting results have been shown among human trials and animal studies on the relation between tea consumption and blood pressure. Epidemiological evidence about the long-term effect of tea on hypertensive risk is also inconsistent. We examined the effect of tea drinking, measured in detail for the past decades, on the risk of newly diagnosed hypertension in 1507 subjects (711 men and 796 women), 20 years or older, who did not have a hypertensive history during 1996 in Taiwan. Six hundred subjects (39.8%) were habitual tea drinkers, defined by tea consumption of 120 mL/d or more for at least 1 year. Compared with nonhabitual tea drinkers, the risk of developing hypertension decreased by 46% for those who drank 120 to 599 mL/d and was further reduced by 65% for those who drank 600 mL/d or more after carefully adjusting for age, sex, socioeconomic status, family history of hypertension, body mass index, waist-hip ratio, lifestyle factors (total physical activity, high sodium intake, cigarette smoking, alcohol consumption, and coffee drinking), and dietary factors (vegetable, fruit, unrefined grain, fish, milk, visible-fat food, and deep fried food intake). However, tea consumption for more than 1 year was not associated with a further reduction of hypertension risk. Habitual moderate strength green or oolong tea consumption, 120 mL/d or more for 1 year, significantly reduces the risk of developing hypertension in the Chinese population.

DOE Office of Scientific and Technical Information (OSTI.GOV)

He, Yang; Piper, Daniela M.; Gu, Meng

Surface modification of silicon nanoparticle via molecular layer deposition (MLD) has been recently proved to be an effective way for dramatically enhancing the cyclic performance in lithium ion batteries. However, the fundamental mechanism as how this thin layer of coating function is not known, which is even complicated by the inevitable presence of native oxide of several nanometers on the silicon nanoparticle. Using in-situ TEM, we probed in detail the structural and chemical evolution of both uncoated and coated silicon particles upon cyclic lithiation/delithation. We discovered that upon initial lithiation, the native oxide layer converts to crystalline Li2O islands, whichmore » essentially increases the impedance on the particle, resulting in ineffective lithiation/delithiation, and therefore low coulombic efficiency. In contrast, the alucone MLD coated particles show extremely fast, thorough and highly reversible lithiation behaviors, which are clarified to be associated with the mechanical flexibility and fast Li+/e- conductivity of the alucone coating. Surprisingly, the alucone MLD coating process chemically changes the silicon surface, essentially removing the native oxide layer and therefore mitigates side reaction and detrimental effects of the native oxide. This study provides a vivid picture of how the MLD coating works to enhance the coulombic efficiency and preserve capacity and clarifies the role of the native oxide on silicon nanoparticles during cyclic lithiation and delithiation. More broadly, this work also demonstrated that the effect of the subtle chemical modification of the surface during the coating process may be of equal importance as the coating layer itself.« less

Fan-shaped complete block on helical tomotherapy for esophageal cancer: a phantom study.

PubMed

Chang, Chiu-Han; Mok, Greta S P; Shueng, Pei-Wei; Yeh, Hsin-Pei; Shiau, An-Cheng; Tien, Hui-Ju; Lin, Chi-Ta; Wu, Tung-Hsin

2015-01-01

Radiation pneumonitis (RP) is a common complication for radiotherapy of esophageal cancer and is associated with the low dose irradiated lung volume. This study aims to reduce the mean lung dose (MLD) and the relative lung volume at 20 Gy (V 20) and at low dose region using various designs of the fan-shaped complete block (FSCB) in helical tomotherapy. Hypothetical esophageal tumor was delineated on an anthropomorphic phantom. The FSCB was defined as the fan-shaped radiation restricted area located in both lungs. Seven treatment plans were performed with nonblock design and FSCB with different fan angles, that is, from 90° to 140°, with increment of 10°. The homogeneous index, conformation number, MLD, and the relative lung volume receiving more than 5, 10, 15, and 20 Gy (V 5, V 10, V 15, and V 20) were determined for each treatment scheme. There was a substantial reduction in the MLD, V 5, V 10, V 15, and V 20 when using different types of FSCB as compared to the nonblock design. The reduction of V 20, V 15, V 10, and V 5 was 6.3%-8.6%, 16%-23%, 42%-57%, and 42%-66% for FSCB 90°-140°, respectively. The use of FSCB in helical tomotherapy is a promising method to reduce the MLD, V 20, and relative lung volume in low dose region, especially in V 5 and V 10 for esophageal cancer.

Skills, Standards, and Disabilities: How Youth with Learning Disabilities Fare in High School and beyond

ERIC Educational Resources Information Center

McGee, Andrew

2011-01-01

Learning disabled youth in the Child and Young Adult samples of the NLSY79 are "more" likely to graduate from high school than peers with the same measured cognitive ability, a difference that cannot be explained by differences in noncognitive skills, families, or school resources. Instead, I find that learning disabled students graduate…

Research and Global Perspectives in Learning Disabilities: Essays in Honor of William M. Cruickshank. The LEA Series on Special Education and Disability.

ERIC Educational Resources Information Center

Hallahan, Daniel P., Ed.; Keogh, Barbara K., Ed.

To honor the founder of the International Academy for Research in Learning Disabilities, William M. Cruickshank, this collection of essays reflects a range of perspectives on the "state of the art" in learning disabilities, documenting both commonalties and differences across countries. After an introduction, essays include: (1)…

An Independent Investigation of the Utility of the Learning Disability Screening Questionnaire (LDSQ) within a Community Learning Disability Team

ERIC Educational Resources Information Center

Stirk, Steven; Field, Bryony; Black, Jessica

2018-01-01

Background: The Learning Disability Screening Questionnaire (LDSQ) has been shown to have high sensitivity and specificity to identify those who are likely to meet intellectual disability diagnostic criteria (McKenzie, et al. [McKenzie K., 2015]). However, there is no independent research to date to support these findings. Materials and Methods:…

Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0052-1804

ERIC Educational Resources Information Center

Hayes, Anne M.; Dombrowski, Eileen; Shefcyk, Allison H.; Bulat, Jennae

2018-01-01

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

Verbal and nonverbal communication of events in learning-disability subtypes.

PubMed

Loveland, K A; Fletcher, J M; Bailey, V

1990-08-01

This study compared a group of nondisabled children (ND) with groups of learning-disabled children who were primarily impaired in reading and arithmetic skills (Reading-Arithmetic Disabled; RAD) and arithmetic but not reading (Arithmetic Disabled; AD) on a set of tasks involving comprehension and production of verbally and nonverbally presented events. Children viewed videotaped scenarios presented in verbal (narrative) and nonverbal (puppet actors) formats and were asked to describe or enact with puppets the events depicted in the stories. Rourke (1978, 1982) has shown that RAD children have problems with verbal skills, whereas AD children have problems with nonverbal skills. Consequently, it was hypothesized that children's performance in comprehending and reproducing stories would be related to the type of learning disability. Results showed that RAD children made more errors than AD children with verbal presentations and describe-responses, whereas AD children made more errors than RAD children with nonverbal presentations and enact-responses. In addition, learning disabled children were more likely than controls to misinterpret affect and motivation depicted in the stories. These results show that learning disabled children have problems with social communication skills, but that the nature of these problems varies with the type of learning disability.

Disability Awareness Training with a Group of Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Lau, Won-Fong K.; Ortega, Karina; Sharkey, Jill

2015-01-01

Students with learning disabilities have been found to lack self-awareness about their disability, likely contributing to several challenges they experience, such as social skill deficits. At the same time, there is limited research investigating interventions to effectively increase disability self-awareness among this population. The current…

Growing Up Physically Disabled: Factors in the Evaluation of Disability.

ERIC Educational Resources Information Center

Weinberg, Nancy

1982-01-01

Investigated how people with congenital orthopedic disabilities intially learn that they are different and how they learn the evaluative meaning associated with being disabled. Analyzed the content of 29 autobiographies. Results indicated that people born with orthopedic disabilities discover between ages 3 and 5 that they are different. (Author)

Learning Disabilities: From Identification to Intervention

ERIC Educational Resources Information Center

Fletcher, Jack M.; Lyon, G. Reid; Fuchs, Lynn S.; Barnes, Marcia A.

2006-01-01

Evidence based and comprehensive, this important work offers a new approach to understanding and intervening with students with learning disabilities. The authors--leading experts in neuropsychology and special education--present a unique model of learning disabilities that integrates the cognitive, neural, genetic, and contextual factors…

Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success

ERIC Educational Resources Information Center

Williams, Donna Elizabeth

2012-01-01

Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success. Donna Elizabeth Williams, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Learning Disabilities, Community Based Instruction, Academic Advising, Career Counseling, Career Planning. This…

Their World.

ERIC Educational Resources Information Center

Ellis, William, Ed.

1993-01-01

This 1993 edition offers 23 papers on various aspects of learning disabilities, presented in four sections on: (1) social and emotional dimensions of learning disabilities, (2) creative environments for students with learning disabilities, (3) thoughts for parents, and (4) thinking about college. Articles include, among others: "Building Strength…

Research and Educational Implications of Some Recent Conceptualizations in Learning Disabilities.

ERIC Educational Resources Information Center

Wong, Bernice

1979-01-01

The three theories considered are H. S. Adelman's interactional model of learning disabilities, A. O. Ross' theory of developmental lag in selective attention, and J. K. Torgesen's conceptualization of the learning disabled child as an inactive learner. (Author/DLS)

Learning from Lectures: The Implications of Note-Taking for Students with Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2006-01-01

Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students…

Rethinking Learning Disabilities: Understanding Children Who Struggle in School

ERIC Educational Resources Information Center

Waber, Deborah P.

2010-01-01

Experts have yet to reach consensus about what a learning disability is, how to determine if a child has one, and what to do about it. Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best…

Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift

ERIC Educational Resources Information Center

Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.

2016-01-01

This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students'…

Visual and Auditory Learning Processes in Normal Children and Children with Specific Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

McGrady, Harold J.; Olson, Don A.

To describe and compare the psychosensory functioning of normal children and children with specific learning disabilities, 62 learning disabled and 68 normal children were studied. Each child was given a battery of thirteen subtests on an automated psychosensory system representing various combinations of auditory and visual intra- and…

Cooperative Group, Risk-Taking and Inclusion of Pupils with Learning Disabilities in Physical Education

ERIC Educational Resources Information Center

Andre, Amael; Louvet, Benoit; Deneuve, Pascale

2013-01-01

The aim of this research was to study the impact of cooperative learning on changes in cooperative behaviours and acceptance amongst pupils with learning disabilities related to risk-taking. One hundred and sixty-eight French first year middle school pupils participated in this study. Thirty-six pupils with learning disabilities were mainstreamed…

Critical Issues in Learning Disabilities. The Cross-Cultural Nature of Learning Disabilities: A Profile in Perseverance.

ERIC Educational Resources Information Center

Lerner, Janet; Chen, Andy

1992-01-01

This article offers a profile of Dr. Andy Chen, an individual from Taiwan with learning disabilities who became an assistant professor of accounting at Northeastern Illinois University. The interview follows his progress through school, college, military service, and postgraduate work and describes learning strategies he developed to deal with his…

Testing Students with Learning Disabilities. Assessment Brief. Number 6

ERIC Educational Resources Information Center

Dietel, Ron

2004-01-01

A variety of testing methods can be extremely useful in finding out whether children who are experiencing learning difficulties may have one or more learning disabilities. This is an important and valuable role for testing. Another important issue concerns how best to ensure fairness for a learning disabled student when he or she must take a…

An adult learning perspective on disability and microfinance: The case of Katureebe.

PubMed

Nuwagaba, Ephraim L; Rule, Peter N

2016-01-01

Despite Uganda's progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance.

An adult learning perspective on disability and microfinance: The case of Katureebe

PubMed Central

Nuwagaba, Ephraim L.

2016-01-01

Background Despite Uganda’s progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. Objectives The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. Methods This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Results Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. Conclusion The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance. PMID:28730047

Brainstem timing: implications for cortical processing and literacy.

PubMed

Banai, Karen; Nicol, Trent; Zecker, Steven G; Kraus, Nina

2005-10-26

The search for a unique biological marker of language-based learning disabilities has so far yielded inconclusive findings. Previous studies have shown a plethora of auditory processing deficits in learning disabilities at both the perceptual and physiological levels. In this study, we investigated the association among brainstem timing, cortical processing of stimulus differences, and literacy skills. To that end, brainstem timing and cortical sensitivity to acoustic change [mismatch negativity (MMN)] were measured in a group of children with learning disabilities and normal-learning children. The learning-disabled (LD) group was further divided into two subgroups with normal and abnormal brainstem timing. MMNs, literacy, and cognitive abilities were compared among the three groups. LD individuals with abnormal brainstem timing were more likely to show reduced processing of acoustic change at the cortical level compared with both normal-learning individuals and LD individuals with normal brainstem timing. This group was also characterized by a more severe form of learning disability manifested by poorer reading, listening comprehension, and general cognitive ability. We conclude that abnormal brainstem timing in learning disabilities is related to higher incidence of reduced cortical sensitivity to acoustic change and to deficient literacy skills. These findings suggest that abnormal brainstem timing may serve as a reliable marker of a subgroup of individuals with learning disabilities. They also suggest that faulty mechanisms of neural timing at the brainstem may be the biological basis of malfunction in this group.

Prevalence of Behavioural and Psychological Symptoms of Dementia in Individuals with Learning Disabilities

PubMed Central

Devshi, Rajal; Shaw, Sarah; Elliott-King, Jordan; Hogervorst, Eef; Hiremath, Avinash; Velayudhan, Latha; Kumar, Satheesh; Baillon, Sarah; Bandelow, Stephan

2015-01-01

A review of 23 studies investigating the prevalence of Behavioural and psychological symptoms of dementia (BPSD) in the general and learning disability population and measures used to assess BPSD was carried out. BPSD are non-cognitive symptoms, which constitute as a major component of dementia regardless of its subtype Research has indicated that there is a high prevalence of BPSD in the general dementia population. There are limited studies, which investigate the prevalence of BPSD within individuals who have learning disabilities and dementia. Findings suggest BPSDs are present within individuals with learning disabilities and dementia. Future research should use updated tools for investigating the prevalence of BPSD within individuals with learning disabilities and dementia. PMID:26854171

Syntactic Awareness and Arithmetic Word Problem Solving in Children With and Without Learning Disabilities.

PubMed

Peake, Christian; Jiménez, Juan E; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca

2015-01-01

Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in elementary education were formed: children with arithmetic learning disabilities (ALD), children with reading learning disabilities (RLD), and children with comorbid arithmetic and reading learning disabilities (ARLD). Mediation analysis confirmed that SA was a mediator variable for both groups of children with reading disabilities when solving AWPs, but not for children in the ALD group. All groups performed below the control group in the problem solving task. When SA was controlled for, semantic structure and position of the unknown set were variables that affected both groups with ALD. Specifically, children with ALD only were more affected by the place of the unknown set. © Hammill Institute on Disabilities 2014.

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities.

PubMed

Joshi, Gauri S; Bouck, Emily C

2017-01-01

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary education-related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment. © Hammill Institute on Disabilities 2015.

What Should Dental Services for People with Disabilities in Ireland Be Like? Agreed Priorities from a Focus Group of People with Learning Disabilities

ERIC Educational Resources Information Center

Mac Giolla Phadraig, Caoimhin; Dougall, Alison; Stapleton, Siobhan; McGeown, Danielle; Nunn, June; Guerin, Suzanne

2016-01-01

Background: In Ireland, people with learning disabilities have poor oral health. This is in part due to inappropriate oral health services. Recognising the value of inclusive approaches to research and healthcare planning, this study sought to include a group of people with learning disabilities in priority setting for oral health services in…

Haunted by Math: The Impact of Policy and Practice on Students with Math Learning Disabilities in the Transition to Post-Secondary Education in Mumbai, India

ERIC Educational Resources Information Center

Eichhorn, Melinda S.

2016-01-01

Only six states in India currently identify learning disabilities as a category of disability. This article highlights the challenges students with math learning disabilities face in their transition from secondary school to higher secondary education and Bachelor of Commerce degree programs in the state of Maharashtra. While the current…

Estimation of Surface Seawater Fugacity of Carbon Dioxide Using Satellite Data and Machine Learning

NASA Astrophysics Data System (ADS)

Jang, E.; Im, J.; Park, G.; Park, Y.

2016-12-01

The ocean controls the climate of Earth by absorbing and releasing CO2 through the carbon cycle. The amount of CO2 in the ocean has increased since the industrial revolution. High CO2 concentration in the ocean has a negative influence to marine organisms and reduces the ability of absorbing CO2 in the ocean. This study estimated surface seawater fugacity of CO2 (fCO2) in the East Sea of Korea using Geostationary Ocean Color Imager (GOCI) and Moderate Resolution Imaging Spectroradiometer (MODIS) satellite data, and Hybrid Coordinate Ocean Model (HYCOM) reanalysis data. GOCI is the world first geostationary ocean color observation satellite sensor, and it provides 8 images with 8 bands hourly per day from 9 am to 4 pm at 500m resolution. Two machine learning approaches (i.e., random forest and support vector regression) were used to model fCO2 in this study. While most of the existing studies used multiple linear regression to estimate the pressure of CO2 in the ocean, machine learning may handle more complex relationship between surface seawater fCO2 and ocean parameters in a dynamic spatiotemporal environment. Five ocean related parameters, colored dissolved organic matter (CDOM), chlorophyll-a (chla), sea surface temperature (SST), sea surface salinity (SSS), and mixed layer depth (MLD), were used as input variables. This study examined two schemes, one with GOCI-derived products and the other with MODIS-derived ones. Results show that random forest performed better than support vector regression regardless of satellite data used. The accuracy of GOCI-based estimation was higher than MODIS-based one, possibly thanks to the better spatiotemporal resolution of GOCI data. MLD was identified the most contributing parameter in estimating surface seawater fCO2 among the five ocean related parameters, which might be related with an active deep convection in the East Sea. The surface seawater fCO2 in summer was higher in general with some spatial variation than the other seasons because of higher SST.

Learning Disabilities: Lifelong Issues.

ERIC Educational Resources Information Center

Cramer, Shirley C., Ed.; Ellis, William, Ed.

This book contains papers on learning disabilities based on presentations made at the "Summit on Learning Disabilities: A National Responsibility," held in September 1994. The first section provides an overview and includes "The State of Research" (G. Reid Lyon). The second section focuses on education and includes:…

34 CFR 300.311 - Specific documentation for the eligibility determination.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Learning Disabilities § 300.311 Specific documentation for the eligibility determination. (a) For a child suspected of having a specific learning disability, the documentation of the determination of eligibility... learning disability; (2) The basis for making the determination, including an assurance that the...

Verbal Rehearsal and Visual Imagery: Mnemonic Aids for Learning-Disabled Children.

ERIC Educational Resources Information Center

Rose, Michael C.; And Others

1983-01-01

Studies involving 30 learning-disabled elementary students support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic training procedures which significantly increase reading comprehension…

Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning Training.

ERIC Educational Resources Information Center

Wong, Bernice Y. L.; Jones, Wayne

1982-01-01

Training to self-monitor reading comprehension was undertaken with 120 learning disabled eighth and ninth graders and normally achieving sixth graders. It was hypothesized that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems. (Author/SEW)

Preparing Learning Disabled High School Students for Postsecondary Education.

ERIC Educational Resources Information Center

Shaw, Stan F.; And Others

Increasing numbers of capable learning disabled students are attempting to make the difficult transition from high school to postsecondary programming. A comprehensive approach to better serve the college-bound learning disabled high school student includes early transition planning, instructional programming, social skills intervention, and…

The Source for Learning Disabilities.

ERIC Educational Resources Information Center

Currie, Paula S.; Wadlington, Elizabeth M.

This book is designed to help clinicians and teachers work more effectively with people with learning disabilities and their families. Chapter 1 provides an overview of learning disabilities. It presents commonly accepted medical and educational definitions, prevalence figures, and possible etiological explanations for various disorders. Chapter 2…

Attitudes in Education

ERIC Educational Resources Information Center

Biddle, Susan

2006-01-01

New legislative reforms have made the inclusion of learning disabled students in science classrooms a reality. In the past 40 years federal legislation mandating inclusion in the classroom has given students with learning disabilities (LD) the same educational opportunities as those without learning disabilities. The number of LD students…

LD College Writers: An Annotated Bibliography.

ERIC Educational Resources Information Center

Best, Linda

Seven research-based papers on writing disorders of learning-disabled college students are listed and reviewed. The papers deal with persistent auditory language deficits in adults with learning disabilities; error patterns and instructional alternatives relating to college learning-disabled writers; syntactic complexity in written expression;…

34 CFR 300.311 - Specific documentation for the eligibility determination.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Specific Learning Disabilities § 300.311 Specific documentation for the eligibility determination. (a) For a child suspected of having a specific learning disability, the documentation of the determination... has a specific learning disability; (2) The basis for making the determination, including an assurance...

Sheep or Goats? Learning Disabilities and Educational Services for Children with Special Needs: A Canadian Perspective

ERIC Educational Resources Information Center

Kendall, David

1977-01-01

Presented at the First National Conference on Learning Disabilities in Ottawa, Canada in October, 1977, the article discusses learning disabilities and their appropriate special educational services in Canada, focusing on the processes of categorization and labeling. (DLS)

Semantic and visual memory codes in learning disabled readers.

PubMed

Swanson, H L

1984-02-01

Two experiments investigated whether learning disabled readers' impaired recall is due to multiple coding deficiencies. In Experiment 1, learning disabled and skilled readers viewed nonsense pictures without names or with either relevant or irrelevant names with respect to the distinctive characteristics of the picture. Both types of names improved recall of nondisabled readers, while learning disabled readers exhibited better recall for unnamed pictures. No significant difference in recall was found between name training (relevant, irrelevant) conditions within reading groups. In Experiment 2, both reading groups participated in recall training for complex visual forms labeled with unrelated words, hierarchically related words, or without labels. A subsequent reproduction transfer task showed a facilitation in performance in skilled readers due to labeling, with learning disabled readers exhibiting better reproduction for unnamed pictures. Measures of output organization (clustering) indicated that recall is related to the development of superordinate categories. The results suggest that learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.

Improving access to screening for people with learning disabilities.

PubMed

Marriott, Anna; Turner, Sue; Giraud-Saunders, Alison

2014-11-04

People with learning disabilities have poorer health than their non-disabled peers, and are less likely to access screening services than the general population. The National Development Team for Inclusion and the Norah Fry Research Centre developed a toolkit and guidance to improve uptake of five national (English) screening programmes (one of which is delivered through local programmes), based on work to improve access by people with learning disabilities in the south west peninsula of the UK. This article describes the findings in relation to the five English screening programmes and suggests ways to improve uptake of cancer screening by people with learning disabilities.

34 CFR 300.308 - Additional group members.

Code of Federal Regulations, 2010 CFR

2010-07-01

... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities... learning disability is a child with a disability as defined in § 300.8, must be made by the child's parents...

Screening for Offenders with an Intellectual Disability: The Validity of the Learning Disability Screening Questionnaire

ERIC Educational Resources Information Center

McKenzie, Karen; Michie, Amanda; Murray, Aja; Hales, Charlene

2012-01-01

The study assessed the validity of an intellectual disability screening tool, the Learning Disability Screening Questionnaire (LDSQ), in three forensic settings: a community intellectual disability forensic service; a forensic in-patient secure unit and a prison, using data for 94 individuals. A significant positive relationship was found between…

Learning disabilities and the college student: identification and diagnosis.

PubMed

Cohen, J

1983-01-01

The identification and diagnosis of a learning disability in the college student are complex tasks. They constitute important tasks when we realize that 720,000 college students (6 percent, if we assume that there are 12 million in college today) may be learning disabled ( Astin 1983). It is evident that children with learning disabilities are at risk for psychological and social problems in adolescence and young adulthood ( Bellak 1979; Crabtree 1981; Cruikshank et al. 1980; Horowitz 1981). There is a risk that the learning disability will not be identified, and, hence, the problem will be treated as only a psychogenic one. Unfortunately, this will tend to contribute not only to the student's feelings of guilt, stupidity, and inability to change but also to the clinician's sense of frustration. The description of the learning disabled college student and the two-step identification process in this chapter provides guidelines to aid understanding of these issues. Most colleges have not yet come to grips with what it means to have learning disabled students in terms of teaching, academic evaluation, diagnosis, and college counseling. To do so is important not only because of recent laws that guarantee equal educational opportunity for these students but also because a learning disability, whether overt or covert, can profoundly affect a person's educational and psychosocial development. It has often been said that the capacity to love and work is the foundation for the healthy adult. It is easy to see how academic learning is the work of the college student and educational success or failure is linked integrally to self-esteem and self-love.

"I Feel Pain"--Audit of Communication Skills and Understanding of Pain and Health Needs with People with Learning Disabilities

ERIC Educational Resources Information Center

Beacroft, Monica; Dodd, Karen

2011-01-01

An audit was conducted across Surrey to investigate pain recognition and management with people with learning disabilities. This section of the audit looked at what people with learning disabilities understood and experienced when they had pain compared to good practice from the literature. The results show that people with learning disabilities…

How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading without Meaning and the Simple View

ERIC Educational Resources Information Center

Sparks, Richard L.; Luebbers, Julie

2018-01-01

Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and…

Romantic Agrarianism and Movement Education in the United States: Examining the Discursive Politics of Learning Disability Science

ERIC Educational Resources Information Center

Danforth, Scot

2011-01-01

The learning disability construct gained scientific and political legitimacy in the United States in the 1960s as an explanation for some forms of childhood learning difficulties. In 1975, federal law incorporated learning disability into the categorical system of special education. The historical and scientific roots of the disorder involved a…

Learning Disabilities and Juvenile Justice. Special Edition. Revised Edition.

ERIC Educational Resources Information Center

Tyner, Polly, Ed.

1995-01-01

This special newsletter issue on learning disabilities and juvenile justice includes statistics indicating unfavorable outcomes for many individuals with learning disabilities, presents findings of the Incarcerated Youth Task Force Report, and describes five successful programs for teaching reading. Articles include: "Parents Don't Care!--Or Do…

Learning Disabilities and Employment.

ERIC Educational Resources Information Center

Gerber, Paul J., Ed.; Brown, Dale S., Ed.

This book provides information on preparing individuals with learning disabilities for the challenges of employment and outlines the rights of those with learning disabilities in the workplace. Introductory chapters in Part 1 include: "Life after School: Challenges in the Workplace" (Paul J. Gerber); "The New Economy in the 21st…

Exposition: Reading, Writing, and the Metacognitive Knowledge of Learning Disabled Students.

ERIC Educational Resources Information Center

Englert, Carol Sue; And Others

1989-01-01

Compared to 92 low-achieving and high-achieving students, 46 intermediate grade learning-disabled students wrote compositions, wrote summaries, and produced comprehension recalls that were less organized and contained fewer ideas. Interviews indicated that learning-disabled students possessed less knowledge about processes related to…

Learning Disabilities: An Interdisciplinary Perspective.

ERIC Educational Resources Information Center

Zollinger, Ruth H., Ed.; Klein, Nancy K., Ed.

Presented are six papers originally delivered at a colloquium series on the problems of the learning disabled child, with emphasis on a multidisciplinary perspective. In "One Psychologist's Perspective on Learning Disabilities," J. Kessler provides an overview of the field with sections on definition and identification, etiology, testing as a…

Collective Perspectives on Issues Affecting Learning Disabilities. Position Papers and Statements.

ERIC Educational Resources Information Center

National Joint Committee on Learning Disabilities, Baltimore, MD.

Position papers of the National Joint Committee on Learning Disabilities during 1981-1994 and information about this committee's history, mission, and operational procedures are presented. The position papers and statements are as follows: "Learning Disabilities: Issues on Definition" (1981); "In-service Programs in Learning…

Learning Disabilities: Issues and Recommendations for Research

ERIC Educational Resources Information Center

Brainard, Suzanne Gage, Ed.

Presented are eight author contributed papers on research needs in the neuropsychological, socio-environmental, and educational aspects of learning disabilities. Issues focused on in the papers and conference include the definition of learning disabilities, the role of screening in prevention or remediation, and whether curriculum should focus on…

The experiences of orthopaedic and trauma nurses who have cared for adults with a learning disability.

PubMed

Drozd, Mary; Clinch, Christine

2016-08-01

There is no published empirical research about the experiences of orthopaedic and trauma nurses who have cared for people with a learning disability. However, adults with a learning disability sustain more injuries, falls and accidents than the general population. Because of their increased health needs, there has been a corresponding increase in their numbers attending general/acute hospitals. The 6 Cs is a contemporary framework and has been used to gauge how orthopaedic and trauma nurses rate the Care, Communication, Competence, Commitment, Courage and Compassion for patients with a learning disability in orthopaedic and trauma hospital settings compared to patients without a learning disability. The aim of the study was to explore the experiences of orthopaedic and trauma nurses who have cared for people with a learning disability. The study is based on a descriptive survey design and used a questionnaire to elicit data from participants. A convenience sample of Registered Nurses completed a questionnaire. The study was explained to delegates attending a concurrent session on the topic of acute hospital care for people with a learning disability at a conference and the questionnaire was left on a table for participants to take if they wished. Questionnaires were returned anonymously. Of the participants who had completed the questionnaire 100% (n = 13) had cared for a patient with a learning disability. Using the 6 Cs as a framework suggested that care, communication and competence of nurses were worse for people with a learning disability than for people without a learning disability. Three main themes emerged regarding areas of good practices: (1) promoting a positive partnership with patients and carers; (2) modifying care and interventions; (3) supporting the healthcare team. There was evidence of good practices within orthopaedic and trauma settings such as the active involvement of family or a paid carer who is known to thepatient and the modification of care and interventions along with specialist advice and support from the Acute Liaison Learning Disability Nurse. There were areas of concern such as the lack of use of Hospital Passports and the inconsistent implementation of reasonable and achievable adjustments. It is unknown if the care for patients with a learning disability is adequate. However, the themes that have emerged accord with the key domains in 'A competency framework for orthopaedic and trauma practitioners' (Royal College of Nursing 2012a, 2012b) and therefore could be considered for inclusion in future orthopaedic and trauma competencies to enable sharing of best practices. Copyright © 2015 Elsevier Ltd. All rights reserved.

Access to oral health care services among adults with learning disabilities: a scoping review

PubMed Central

Naseem, Mustafa; Shah, Altaf H; Khiyani, Muhammad Faheem; Khurshid, Zohaib; Zafar, Muhammad Sohail; Gulzar, Shabnam; AlJameel, AlBandary H.; Khalil, Hesham S.

2016-01-01

Summary Background The prevalence of oral diseases including dental caries and periodontal conditions is remarkably higher in people with disabilities. The provision of accessible oral health services for people with learning disabilities may be challenging. Objectives The objectives of the review were to identify barriers in accessing oral health care that persists within society, enabling or disabling people with learning disabilities. Methods Using the Arksey O’Malley framework, a scoping review was conducted on PubMed/Medline, OVIDSP, and EMBASE. Studies were evaluated and short-listed based on the inclusion criteria, which consisted of: (1) study participants or population with learning disabilities, (2) aged 16 years or over, (3) reporting on access to oral health services, (4) published in the English language. Those that justified the inclusion criteria were carefully chosen after a blind peer-reviewed process when relevance and quality were debated. Results Nine studies were eventually included from searches. Tabulation of data was done under the heading of study type, outcomes, the year of publication and patient selection. The majority of studies provided a biomedical overview of access for adults with learning disabilities. Conclusions The concept of access for people with disability is still ill-defined and obscure. Access to oral health care and needs of people with learning disabilities are complex and multi-facet. PMID:28149451

Assistive Technologies for Reading

ERIC Educational Resources Information Center

Hasselbring, Ted S.; Bausch, Margaret E.

2006-01-01

Although approximately half of the six million students receiving specialized services for an identified disability are learning disabled, research shows that assistive technologies are far more commonly used with students who manifest physical or sensory disabilities than they are with those with learning disabilities. Assistive technology can…

Science and Learning Disabilities.

ERIC Educational Resources Information Center

Stanovich, Keith E.

1988-01-01

Reactions to H. Lee Swanson's paper "Toward a Metatheory of Learning Disabilities" are outlined, and his arguments are applied to reading disabilities, focusing on the importance of the scientific attitude, the misuse of ecological validity, interpretation of Thomas Kuhn's work, modularity and reading disability, and scientific progress…

People with disabilities are facing increased hostility.

PubMed

Moon, Cath

2012-02-22

Community learning disability nurse Linda Phillips is to be commended for a comprehensive literature review on improving care for people with learning disabilities in hospital ( art&science February 8 ).

Bridges to Practice. A Research-Based Guide for Literacy Practitioners Serving Adults with Learning Disabilities.

ERIC Educational Resources Information Center

Academy for Educational Development, Washington, DC. National Adult Literacy and Learning Disabilities Center.

These five guidebooks are designed for literacy programs to enhance the quality of services provided to adults with learning disabilities. Each guidebook answers specific questions such as handling legal issues, screening for learning disabilities, selecting curriculum options, using effective instructional methods, and creating professional…

Blind Evaluation of Body Reflexes and Motor Skills in Learning Disability.

ERIC Educational Resources Information Center

Freides, David; And Others

1980-01-01

Twelve 6 to 10 year old boys with learning disability were blindly compared with paired controls on measures of postural and equilibrium reflexes as well as skills. Learning disabled children as a group showed significant deficits on all measures; a few, however, were totally without deficit. (Author/SBH)

Inclusion and Specific Learning Disabilities: General Education Teacher's Attitude

ERIC Educational Resources Information Center

Phillips, Rodney R.

2016-01-01

This research study looked at the components that may influence teacher attitudes in an accepting manner toward including students with learning disabilities. The purpose of this study was to examine the reasons that may influence the attitudes of general education teachers toward including students with specific learning disabilities. The factors…

Disabilities and e-Learning Problems and Solutions: An Exploratory Study

ERIC Educational Resources Information Center

Fichten, Catherine S.; Ferraro, Vittoria; Asuncion, Jennison V.; Chwojka, Caroline; Barile, Maria; Nguyen, Mai N.; Klomp, Ryan; Wolforth, Joan

2009-01-01

This study explored e-learning problems and solutions reported by 223 students with disabilities, 58 campus disability service providers, 28 professors, and 33 e-learning professionals from Canadian colleges and universities. All four groups indicated, via online questionnaires, problems with: accessibility of websites and course/learning…

Learning Disability Subtypes in Children with Neurofibromatosis.

ERIC Educational Resources Information Center

Brewer, Vickie R.; Moore, Bartlett D., III; Hiscock, Merrill

1997-01-01

This study investigated the incidence of learning disabilities in 105 children (ages 6-18) with neurofibromatosis Type 1 (NF-1). Results found that nearly 70% of the subjects were academically deficient and 42% met the criteria for learning disabilities. A low incidence of visuospatial-constructional deficits was also found. (Author/CR)

Self-Esteem and Facial Attractiveness among Learning Disabled Children.

ERIC Educational Resources Information Center

Anderson, Lisa K.; And Others

Past research has demonstrated a relationship between children's physical attractiveness and their self-esteem. Other research has found that learning disabled children are at risk for having low self-esteem. This study examined the relationship between self-esteem and facial attractiveness in learning disabled children. Subjects were 20 diagnosed…

Barriers to Learning Online Experienced by Students with a Mental Health Disability

ERIC Educational Resources Information Center

McManus, Dean; Dryer, Rachel; Henning, Marcus

2017-01-01

Online education is widely regarded as increasing accessibility to higher education to individuals with disadvantage and disability, including those with a mental health disability. However, the learning challenges these students experience within the online learning environment are not well understood. The purpose of this qualitative case study…

The Learning Disabled Adolescent: Eriksonian Psychosocial Development, Self-Concept, and Delinquent Behavior.

ERIC Educational Resources Information Center

Pickar, Daniel B.; Tori, Christopher D.

1986-01-01

Using a developmental perspective, this study contrasted learning and nonlearning disabled adolescents on three variables: Erikson's stages of psychosocial development; self-concept; and delinquent behavior. The results indicated that the learning disabled subjects, due to years of failing, were unable to develop a sense of industry and…

Learning Disabled College Writers Project, Evaluation Report, 1985-86.

ERIC Educational Resources Information Center

Dunham, Trudy

This report describes the Learning Disabled College Writer's Project, implemented at the University of Minnesota during the 1985-86 school year and designed to aid learning disabled college students master composition skills through training in the use of microcomputer word processors. Following an executive summary, an introduction states the…

Closed-Captioned Television: A New Technology for Enhancing Reading Skills of Learning Disabled Students.

ERIC Educational Resources Information Center

Koskinen, Patricia S.; And Others

1986-01-01

The measured effects of captioned television upon the sight vocabulary, comprehension, and oral reading performance of 77 learning disabled students from 4 Maryland schools suggest that both captioned television with sound and conventional television enhance the reading skills of learning disabled students. (7 references) (MLF)

Reading Instruction in Science for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J.

2015-01-01

As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…

Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents.

ERIC Educational Resources Information Center

Luebke, Jerry; And Others

1989-01-01

Teacher ratings on reading recognition, reading comprehension, arithmetic, and written expression revealed that behaviorally disordered and learning-disabled adolescents (N=200) were seen as performing significantly below expected levels of achievement. Differences between behaviorally disordered and learning-disabled students appeared to depend…

Classification/Categorization Model of Instruction for Learning Disabled Students.

ERIC Educational Resources Information Center

Freund, Lisa A.

1987-01-01

Learning-disabled students deficient in classification and categorization require specific instruction in these skills. Use of a classification/categorization instructional model improved the questioning strategies of 60 learning-disabled students, aged 10 to 12. The use of similar models is discussed as a basis for instruction in science, social…

Interinformant Agreement of the Dementia Questionnaire for People with Learning Disabilities

ERIC Educational Resources Information Center

Walker, Brigid; MacBryer, Shona; Jones, Alan; Law, Jim

2015-01-01

Because of difficulties with neuropsychological assessments for dementia in people with learning disabilities, professionals in clinical practice have relied heavily on carer interviews, one of the most widely used being the "Dementia Questionnaire for People with Learning Disabilities" (DLD-Evenhuis et al. 2006 "Dementia…

Learning Disabilities: Best Practices for Professionals.

ERIC Educational Resources Information Center

Bender, William N., Ed.

This book is written to assist the reader in understanding current thinking in the field of learning disabilities (LD), as well as current practices in that field. Part I describes the characteristics typically associated with LD, and includes the following chapters: "Neurological Basis of Learning Disabilities" (Richard M. Marshall and George W.…

Model Development for A University-Based Learning Disability Clinic.

ERIC Educational Resources Information Center

Martin, Larry L.; And Others

The report presents a model for appraisal and individualized educational programing for learning disabled children at the School of Education, Auburn University, Alabama. Descriptions by clinic staff of visitations to exemplary models and a summary of a regional conference on learning disabilities introduce the report. The clinic model is…

Effective Spelling Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Sayeski, Kristin L.

2011-01-01

Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history…

Measuring Progress in Public & Parental Understanding of Learning Disabilities.

ERIC Educational Resources Information Center

Roper Starch Worldwide Inc.

This report discusses outcomes of a study that conducted telephone interviews with 1,000 adults to investigate their awareness and attitudes toward learning disabilities and attitudinal changes since 1995, to explore parents' recognition of various behaviors or symptoms as indicators of possible learning disabilities, and to determine what level…

A Literary Perspective on Learning Disabilities.

ERIC Educational Resources Information Center

Hildreth, Bertina L.

This critical review examines 18 books available to the general public about learning disabilities (LD) and offers guidelines for use of these books by professionals. Books are grouped into three categories: those written from the perspective of parents and individuals with learning disabilities, those written from an LD professional's…

Using Computers To Accommodate Learning Disabled Students in Mathematics Classes.

ERIC Educational Resources Information Center

Rapp, Rhonda H.; Gittinger, Dennis J.

A person with a learning disability usually has average or above average intelligence, but has difficulty taking in, remembering, or expressing information. Learning disabilities can involve visual processing speed, short-term memory processing, fluid reasoning, and long-term memory retrieval. These disorders are intrinsic to the individual and…

Process Deficits in Learning Disabled Children and Implications for Reading.

ERIC Educational Resources Information Center

Johnson, Doris J.

An exploration of specific deficits of learning disabled children, especially in the auditory system, is presented in this paper. Disorders of attention, perception, phonemic and visual discrimination, memory, and symbolization and conceptualization are considered. The paper develops several questions for teachers of learning disabled children to…

Social Skills Deficits in Learning Disabilities: The Psychiatric Comorbidity Hypothesis.

ERIC Educational Resources Information Center

San Miguel, Stephanie K.; And Others

1996-01-01

This article explores the hypothesis that social skill deficits among children with learning disabilities are associated with high rates of undetected psychiatric diagnoses. The maladaptive social skills patterns of children with specific subtypes of learning disabilities appear to mimic the symptom patterns of children with attention deficit…

Autism and Learning Disability

ERIC Educational Resources Information Center

O'Brien, Gregory; Pearson, Joanne

2004-01-01

In this article a short overview is given of the relationship between autism and learning disability. Autism exists with any level of intelligence, but many individuals with autism suffer also from learning disability. Although both disorders show overlap in some behaviours they are different in many aspects. Are they distinct syndromes which…

The Complete Learning Disabilities Directory. 2017 Edition

ERIC Educational Resources Information Center

Grey House Publishing, 2016

2016-01-01

Published for over a decade, this directory continues to be a successful, sought-after resource, providing valuable information to professionals, families, and individuals in the learning disabilities community. Supported by the National Center for Learning Disabilities, this 2017 edition brings together the most up-to-date information on LD…

Characteristics of Learning Disabilities Persisting into Adolescence.

ERIC Educational Resources Information Center

Whyte, Lillian A.

1984-01-01

Describes characteristics of learning disabled teenagers. Describes results of a study of 331 secondary students who completed a self-report inventory showing that childhood learning disability characteristics persist into adolescence, most seriously in the areas of visual perception, fine motor skills, and the ability to write and make spatial…

The Warning Signs of Learning Disabilities. ERIC Digest #E603.

ERIC Educational Resources Information Center

Bergert, Susan

This brief paper summarizes warning signs of learning disabilities in preschool children, elementary school children, and secondary school children. It notes that learning disabilities are presumed to arise from dysfunctions in the brain resulting in significant difficulties in perceiving information, processing and/or remembering information,…

Learning Disabilities: A Neurobiological Perspective in Humans.

ERIC Educational Resources Information Center

Bonnet, Kenneth A.

1989-01-01

The mechanisms of both language-based and non-language-based learning disabilities are presented within the framework of central nervous system development and the compromises to that development that arise from genetic, hormonal, antibody, medication, and postnatal compromises. Also reviewed is the need for a taxonomy of learning disabilities.…

The Complete Learning Disabilities Directory. 2011 Edition

ERIC Educational Resources Information Center

Grey House Publishing, 2010

2010-01-01

Published for over a decade, this directory continues to be a successful, sought-after resource, providing valuable information to professionals, families, and individuals in the learning disabilities community. Supported by the National Center for Learning Disabilities, this 2011 edition brings together the most up-to-date information on LD…

Teaching Reading to Learning Disabled Children: A Fourth Approach.

ERIC Educational Resources Information Center

Bateman, Barbara

The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning…

Characteristics of Learning Disabilities: A Selective Review.

ERIC Educational Resources Information Center

Tarver, Sara G.

Based on an empirical study of over 3,000 learning disabled children and on a review of research, the paper outlines intellectual, attention and verbal mediation, social-affective, and oral and written characteristics of learning disabled students. Among the findings reported are the following: the median educational retardation is one grade below…

Cognitive Therapy Abilities in People with Learning Disabilities

ERIC Educational Resources Information Center

Sams, Kathryn; Collins, Suzanne; Reynolds, Shirley

2006-01-01

Background: There is a need to develop and adapt therapies for use with people with learning disabilities who have mental health problems. Aims: To examine the performance of people with learning disabilities on two cognitive therapy tasks (emotion recognition and discrimination among thoughts, feelings and behaviours). We hypothesized that…

76 FR 30681 - Applications for New Awards; Technical Assistance and Dissemination To Improve Services and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-26

... and learning for students with disabilities. (e) Maintain a Web site that meets government or industry... and learning for students with disabilities. In consultation with the OSEP Project Officer and the...., National Association of State Directors of Special Education, Learning Disabilities Association of America...

Sharing Power with Parents: Improving Educational Decision Making for Students with Learning Disabilities

ERIC Educational Resources Information Center

Connor, David J.; Cavendish, Wendy

2018-01-01

In this closing commentary to the special edition of "Learning Disability Quarterly" ("LDQ") on parent voice in educational decision making for students with learning disabilities, we briefly survey main topics from each article, illuminating important findings from the authors, along with several questions they raise, and…

When Average Is Not Good Enough: Students with Learning Disabilities at Selective, Private Colleges

ERIC Educational Resources Information Center

Weis, Robert; Erickson, Celeste P.; Till, Christina H.

2017-01-01

Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary…

Understanding Learning Disabilities: Guide for Faculty.

ERIC Educational Resources Information Center

Georgetown Univ., Washington, DC. Office of Student Affairs.

This guide provides information about the nature of learning disabilities in higher education and about ways of assisting students with learning disabilities at Georgetown University (Washington, D.C.) to fulfill their potential. The booklet uses the metaphor of a "zig zag lightning in the brain" to describe the erratic thinking style…

State Learning Disability Eligibility Criteria: A Comprehensive Review

ERIC Educational Resources Information Center

Maki, Kathrin E.; Floyd, Randy G.; Roberson, Triche

2015-01-01

For many decades, discussions regarding the definition and identification of learning disabilities have been contentious; one result is the varied practices across states and school districts. This study reviewed learning disability (LD) regulations and guidelines from the 50 United States and the District of Columbia that were employed during…

Menstrual Problems Experienced by Women with Learning Disabilities

ERIC Educational Resources Information Center

Rodgers, Jackie; Lipscombe, Jo; Santer, Miriam

2006-01-01

Background: Menstruation appears to be problematic for women with learning disabilities, yet there has been little quantitative research on their experiences, or comparisons with other groups of women. This paper considers the nature and extent of menstrual problems experienced by women with learning disabilities. Methods: The data reported here…

Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior.

ERIC Educational Resources Information Center

Margalit, Malka; Almougy, Katrina

1991-01-01

Questioning of teachers and mothers of 84 Israeli students (ages 7-10) classified as either hyperactive, learning disabled, both, or neither, found higher distractibility and hostility among hyperactive children whose families were also reported as less supportive. Learning-disabled students were characterized by dependent interpersonal relations…

Assessment of Learning Disabilities.

ERIC Educational Resources Information Center

Shepard, Lorrie A.

The assessment and diagnosis of learning disabilities (LD) in the school is problematic. How do educators determine who is learning disabled? What practices are recommended? The main focus of the paper is on specific, relatively technical points that influence the validity of assessment. Since technical concerns are only one of the factors…

Learning Disabilities: The Challenges of Adulthood.

ERIC Educational Resources Information Center

Patton, James R., Ed.; Polloway, Edward A., Ed.

This collection of 13 essays focuses on the many challenges that adults with learning disabilities face in educational, work, and social settings. The essays are: (1) "Adults with Learning Disabilities: An Emerging Area of Professional Interest and Public Attention" (James R. Patton and Edward A. Polloway); (2) "Adult Development Theories: An…

A life skills approach to mathematics instruction: preparing students with learning disabilities for the real-life math demands of adulthood.

PubMed

Patton, J R; Cronin, M E; Bassett, D S; Koppel, A E

1997-01-01

Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.

The way forward for learning disability nursing.

PubMed

Camus, Heather

This article looks at a possible future or direction for learning disability nursing. Taking into account the physical, emotional, spiritual, social, medical, dental and mental health needs of people with learning disabilities, and reports from Mencap, this article outlines the need for flexibility and innovation from within the nursing profession. One forward-thinking residential home is identified who employ their own learning disability nurse to to support the residents in achieving good health and encourage communication skills between staff and residents and to promote individual rights, choice, privacy and dignity.

Improving care for people with learning disabilities.

PubMed

Turner, Sue

2014-11-25

People with learning disabilities have poorer health than the general population and experience health inequalities - partly as a result of problems with accessing health services. Health services have a duty to address health inequalities, by making reasonable adjustments to their services so they are more accessible to people with learning disabilities, but this does not always happen. Failure to make reasonable adjustments can have significant adverse effects for people with learning disabilities and their families. Nurses are well placed to implement reasonable adjustments, many of which are simple to do and can save lives.

The face you recognize may not be the one you saw: memory conjunction errors in individuals with or without learning disability.

PubMed

Danielsson, Henrik; Rönnberg, Jerker; Leven, Anna; Andersson, Jan; Andersson, Karin; Lyxell, Björn

2006-06-01

Memory conjunction errors, that is, when a combination of two previously presented stimuli is erroneously recognized as previously having been seen, were investigated in a face recognition task with drawings and photographs in 23 individuals with learning disability, and 18 chronologically age-matched controls without learning disability. Compared to the controls, individuals with learning disability committed significantly more conjunction errors, feature errors (one old and one new component), but had lower correct recognition, when the results were adjusted for different guessing levels. A dual-processing approach gained more support than a binding approach. However, neither of the approaches could explain all of the results. The results of the learning disability group were only partly related to non-verbal intelligence.

Interprofessional practice and learning disability nursing.

PubMed

McCray, Janet

Several decades of policy and service change in the field of learning disability have set in place new service boundaries in health and social care, leading to different working relationships for professionals based on interprofessional and interagency collaboration. However, economic pressures may result in agencies offering resource-led rather than needs-led services, resulting in fragmented services and tensions between professional groups faced with tough choices in order to meet the long-term needs of people with learning disabilities. One of the key roles of the registered learning disability nurse (RLDN) is that of facilitator in meeting the healthcare needs of people with learning disabilities, which involves interprofessional working across these new health and social care boundaries. The aim of this article is to present the findings from a small scale research study that was undertaken to explore the views of the RLDN group in relation to interprofessional practice in the long-term support of people with learning disabilities. Set within a grounded theory methodology, this article focuses on one element of the research study, which was a descriptive analysis of individual practitioners' experiences. In documenting the practitioners' accounts, the research begins to identify a series of key roles and significant practice knowledge held by those employed in learning disability nursing positions.

Comparisons of Self-Determination among Students with Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis

ERIC Educational Resources Information Center

Chou, Yu-Chi; Wehmeyer, Michael L.; Palmer, Susan B.; Lee, Jaehoon

2017-01-01

This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total…

The relationship between gross motor skills and academic achievement in children with learning disabilities.

PubMed

Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

2011-01-01

The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

PubMed

Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

2015-01-01

Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers and classmates. Copyright © 2015 Elsevier Ltd. All rights reserved.

77 FR 27747 - Applications for New Awards; Personnel Development To Improve Services and Results for Children...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-11

... disabilities, that result in improvements in learning and developmental outcomes (e.g., academic, social...-incidence disabilities'' refers to learning disabilities, emotional disturbance, or intellectual... Results for Children With Disabilities--Personnel Preparation in Special Education, Early Intervention...

Adult sibling experience, roles, relationships and future concerns - a review of the literature in learning disabilities.

PubMed

Davys, Deborah; Mitchell, Duncan; Haigh, Carol

2011-10-01

This paper provides a review of the literature related to adult siblings of learning-disabled people. Siblings of learning-disabled people are often looked upon as next of kin when older parents die; however, there is little research regarding sibling views and wishes. A literature review of published peer-reviewed empirical research was undertaken. Electronic databases and citation tracking were used to collate data using key terms such as adult siblings and learning disability. Relevant articles were analysed, compared and contrasted. Six key themes emerged suggesting a varied impact of learning disability upon sibling lives in areas that include life choices, relationships, identity and future plans. Some siblings report a positive impact upon life, others state their lives are comparable with other adults who do not have a learning-disabled sibling and others still report a negative impact. Sibling roles and relationships are varied. Evidence suggests that sibling roles, relationships and experience are affected by life stage. Parents often have a primary care role for the disabled person, whilst siblings perform a more distant role; however, sibling involvement often rises when parents are no longer able to provide previous levels of support. Many factors appear to affect the sibling experience and uptake of roles including gender, life stage and circumstances, level of disability, health status and relationships between family members. Siblings are concerned about the future, particularly when parents are no longer able to provide support, and many appear to have expectations of future responsibilities regarding their disabled sibling. As siblings of people who have a learning disability are often expected by society to provide support, it is important that health and social care practitioners are aware of issues that may impact on this relationship. © 2011 Blackwell Publishing Ltd.

Effects of a specific blend of essential oils on apparent nutrient digestion, rumen fermentation and rumen microbial populations in sheep fed a 50:50 alfalfa hay:concentrate diet

PubMed Central

Khateri, N.; Azizi, O.; Jahani-Azizabadi, H.

2017-01-01

Objective An experiment was conducted to investigate the effects of a specific mixture of essential oils (MEO), containing thyme, clove and cinnamon EO, on rumen microbial fermentation, nutrient apparent digestibility and blood metabolites in fistulated sheep. Methods Six sheep fitted with ruminal fistulas were used in a repeated measurement design with two 24-d periods to investigate the effect of adding MEO at 0 (control), 0.8, and 1.6 mL/d on apparent nutrient digestibility, rumen fermentation characteristics, rumen microbial population and blood chemical metabolites. Animals were fed with a 50:50 alfalfa hay:concentrate diet. Results Ruminal pH, total volatile fatty acids (VFA) concentration, molar proportion of individual VFA, acetate: propionate ratio and methane production were not affected with MEO. Relative to the control, Small peptides plus amino acid nitrogen and large peptides nitrogen concentration in rumen fluid were not affected with MEO supplementation; while, rumen fluid ammonia nitrogen concentration at 0 and 6 h after morning feeding in sheep fed with 1.6 mL/d of MEO was lower (p<0.05) compared to the control and 0.8 mL/d of MEO. At 0 h after morning feeding, ammonia nitrogen concentration was higher (p<0.05) in sheep fed 0.8 mL/d of MEO relative to 1.6 mL/d and control diet. Ruminal protozoa and hyper ammonia producing (HAP) bacteria counts were not affected by addition of MEO in the diet. Relative to the control, no changes were observed in the red and white blood cells, hemoglobin, hematocrit, glucose, beta-hydroxybutyric acid, cholesterol, total protein, albumin, blood urea nitrogen and aspartate aminotransferase and alanine aminotransferase concentration. Apparent total tract digestibility of dry matter, crude proten, organic matter, and neutral detergent fiber were not influenced by MEO supplementation. Conclusion The results of the present study suggested that supplementation of MEO may have limited effects on apparent nutrient digestibility, ruminal fermentation and protozoa and HAP bacteria count, blood cells and metabolites. PMID:28249376

Delineation of marine ecosystem zones in the northern Arabian Sea during winter

NASA Astrophysics Data System (ADS)

Shalin, Saleem; Samuelsen, Annette; Korosov, Anton; Menon, Nandini; Backeberg, Björn C.; Pettersson, Lasse H.

2018-03-01

The spatial and temporal variability of marine autotrophic abundance, expressed as chlorophyll concentration, is monitored from space and used to delineate the surface signature of marine ecosystem zones with distinct optical characteristics. An objective zoning method is presented and applied to satellite-derived Chlorophyll a (Chl a) data from the northern Arabian Sea (50-75° E and 15-30° N) during the winter months (November-March). Principal component analysis (PCA) and cluster analysis (CA) were used to statistically delineate the Chl a into zones with similar surface distribution patterns and temporal variability. The PCA identifies principal components of variability and the CA splits these into zones based on similar characteristics. Based on the temporal variability of the Chl a pattern within the study area, the statistical clustering revealed six distinct ecological zones. The obtained zones are related to the Longhurst provinces to evaluate how these compared to established ecological provinces. The Chl a variability within each zone was then compared with the variability of oceanic and atmospheric properties viz. mixed-layer depth (MLD), wind speed, sea-surface temperature (SST), photosynthetically active radiation (PAR), nitrate and dust optical thickness (DOT) as an indication of atmospheric input of iron to the ocean. The analysis showed that in all zones, peak values of Chl a coincided with low SST and deep MLD. The rate of decrease in SST and the deepening of MLD are observed to trigger the algae bloom events in the first four zones. Lagged cross-correlation analysis shows that peak Chl a follows peak MLD and SST minima. The MLD time lag is shorter than the SST lag by 8 days, indicating that the cool surface conditions might have enhanced mixing, leading to increased primary production in the study area. An analysis of monthly climatological nitrate values showed increased concentrations associated with the deepening of the mixed layer. The input of iron seems to be important in both the open-ocean and coastal areas of the northern and north-western parts of the northern Arabian Sea, where the seasonal variability of the Chl a pattern closely follows the variability of iron deposition.

Combined Ventilation and Perfusion Imaging Correlates With the Dosimetric Parameters of Radiation Pneumonitis in Radiation Therapy Planning for Lung Cancer

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kimura, Tomoki, E-mail: tkkimura@hiroshima-u.ac.jp; Doi, Yoshiko; Nakashima, Takeo

2015-11-15

Purpose: The purpose of this study was to prospectively investigate clinical correlations between dosimetric parameters associated with radiation pneumonitis (RP) and functional lung imaging. Methods and Materials: Functional lung imaging was performed using four-dimensional computed tomography (4D-CT) for ventilation imaging, single-photon emission computed tomography (SPECT) for perfusion imaging, or both (V/Q-matched region). Using 4D-CT, ventilation imaging was derived from a low attenuation area according to CT numbers below different thresholds (vent-860 and -910). Perfusion imaging at the 10th, 30th, 50th, and 70th percentile perfusion levels (F10-F70) were defined as the top 10%, 30%, 50%, and 70% hyperperfused normal lung, respectively.more » All imaging data were incorporated into a 3D planning system to evaluate correlations between RP dosimetric parameters (where fV20 is the percentage of functional lung volume irradiated with >20 Gy, or fMLD, the mean dose administered to functional lung) and the percentage of functional lung volume. Radiation pneumonitis was evaluated using Common Terminology Criteria for Adverse Events version 4.0. Statistical significance was defined as a P value of <.05. Results: Sixty patients who underwent curative radiation therapy were enrolled (48 patients for non-small cell lung cancer, and 12 patients for small cell lung cancer). Grades 1, 2, and ≥3 RP were observed in 16, 44, and 6 patients, respectively. Significant correlations were observed between the percentage of functional lung volume and fV20 (r=0.4475 in vent-860 and 0.3508 in F30) or fMLD (r=0.4701 in vent-860 and 0.3128 in F30) in patients with grade ≥2 RP. F30∩vent-860 results exhibited stronger correlations with fV20 and fMLD in patients with grade ≥2 (r=0.5509 in fV20 and 0.5320 in fMLD) and grade ≥3 RP (r=0.8770 in fV20 and 0.8518 in fMLD). Conclusions: RP dosimetric parameters correlated significantly with functional lung imaging.« less

Atomic and Molecular Layer Deposition for Enhanced Lithium Ion Battery Electrodes and Development of Conductive Metal Oxide/Carbon Composites

NASA Astrophysics Data System (ADS)

Travis, Jonathan

The performance and safety of lithium-ion batteries (LIBs) are dependent on interfacial processes at the positive and negative electrodes. For example, the surface layers that form on cathodes and anodes are known to affect the kinetics and capacity of LIBs. Interfacial reactions between the electrolyte and the electrodes are also known to initiate electrolyte combustion during thermal runaway events that compromise battery safety. Atomic layer deposition (ALD) and molecular layer deposition (MLD) are thin film deposition techniques based on sequential, self-limiting surface reactions. ALD and MLD can deposit ultrathin and conformal films on high aspect ratio and porous substrates such as composite particulate electrodes in lithium-ion batteries. The effects of electrode surface modification via ALD and MLD are studied using a variety of techniques. It was found that sub-nm thick coatings of Al2O 3 deposited via ALD have beneficial effects on the stability of LIB anodes and cathodes. These same Al2O3 ALD films were found to improve the safety of graphite based anodes through prevention of exothermic solid electrolyte interface (SEI) degradation at elevated temperatures. Ultrathin and conformal metal alkoxide polymer films known as "metalcones" were grown utilizing MLD techniques with trimethylaluminum (TMA) or titanium tetrachloride (TiCl4) and organic diols or triols, such as ethylene glycol (EG), glycerol (GL) or hydroquinone (HQ), as the reactants. Pyrolysis of these metalcone films under inert gas conditions led to the development of conductive metal oxide/carbon composites. The composites were found to contain sp2 carbon using micro-Raman spectroscopy in the pyrolyzed films with pyrolysis temperatures ≥ 600°C. Four point probe measurements demonstrated that the graphitic sp2 carbon domains in the metalcone films grown using GL and HQ led to significant conductivity. The pyrolysis of conformal MLD films to obtain conductive metal oxide/carbon composite films is presented as a method for enabling non-conductive, but possibly electrochemically active materials, to be used for electrochemical applications.

Meeting the Challenge: Evoking Some Hope; From Personal Advocacy to Public Activism; Seeing Yourself Sitting There; Letting Kids' Gifts Shine Through; Revealing the Secrets of the Brain.

ERIC Educational Resources Information Center

Sherman, Lee; Lewis, Bryan; Ramsey, Betsy; Tibbetts, Daniel; Kaplan, Kay; Berninger, Virginia

2003-01-01

Interviews with a learning disabled student, parent activist, teacher, tutor, and researcher reveal that learning disabilities are neurologically caused, not the result of low motivation or dysfunctional families. A variety of educational practices are explained that accommodate different learning styles of children with learning disabilities. It…

Zebrafish as a Model to Study NF1-Associated Learning Deficits

DTIC Science & Technology

2016-07-01

characterized by attention deficit and learning disabilities . The NF1 protein govern distinct aspects of cognitive behavior: the NF1- GRD attenuates Ras...most prominently scholastic under-performance characterized by attention deficit and learning disabilities . The NF1 protein govern distinct...disorder associated with attention deficits and learning disabilities . The primary known function of neurofibromin, encoded by the NF1 gene, is to

Lateralization of temporal lobe epilepsy and learning disabilities, as defined by disability-related civil rights law.

PubMed

Butterbaugh, Grant; Olejniczak, Piotr; Roques, Betsy; Costa, Richard; Rose, Marcy; Fisch, Bruce; Carey, Michael; Thomson, Jessica; Skinner, John

2004-08-01

Epilepsy research has identified higher rates of learning disorders in patients with temporal lobe epilepsy (TLE). However, most studies have not adequately assessed complex functional adult learning skills, such as reading comprehension and written language. We designed this study to evaluate our predictions that higher rates of reading comprehension, written language, and calculation disabilities would be associated with left TLE versus right TLE. Reading comprehension, written language, and calculation skills were assessed by using selected subtests from the Woodcock-Johnson Psycho-Educational Tests of Achievement-Revised in a consecutive series of 31 presurgical patients with TLE. Learning disabilities were defined by one essential criterion consistent with the Americans with Disabilities Act of 1990. Patients had left hemisphere language dominance based on Wada results, left or right TLE based on inpatient EEG monitoring, and negative magnetic resonance imaging (MRI), other than MRI correlates of mesial temporal sclerosis. Higher rates of reading comprehension, written language, and calculation disabilities were associated with left TLE, as compared with right TLE. Nearly 75% of patients with left TLE, whereas fewer than 10% of those with right TLE, had at least one learning disability. Seizure onset in the language-dominant hemisphere, as compared with the nondominant hemisphere, was associated with higher rates of specific learning disabilities and a history of poor literacy or career development or both. These results support the potential clinical benefits of using lateralization of seizure onset as a predictor of the risk of learning disabilities that, once evaluated, could be accommodated to increase the participation of patients with epilepsy in work and educational settings.

Understanding Intellectual Disability through Rasopathies

PubMed Central

Alvaro, San Martín; Rafael, Pagani Mario

2014-01-01

Intellectual disability, commonly known as mental retardation in the International Classification of Disease from World Health Organization, is the term that describes an intellectual and adaptive cognitive disability that begins in early life during the developmental period. Currently the term intellectual disability is the preferred one. Although our understanding of the physiological basis of learning and learning disability is poor, a general idea is that such condition is quite permanent. However, investigations in animal models suggest that learning disability can be functional in nature and as such reversible through pharmacology or appropriate learning paradigms. A fraction of the cases of intellectual disability is caused by point mutations or deletions in genes that encode for proteins of the RAS/MAP Kinase signaling pathway known as RASopathies. Here we examined the current understanding of the molecular mechanisms involved in this group of genetic disorders focusing in studies which provide evidence that intellectual disability is potentially treatable and curable. The evidence presented supports the idea that with the appropriate understanding of the molecular mechanisms involved, intellectual disability could be treated pharmacologically and perhaps through specific mechanistic-based teaching strategies. PMID:24859216

Understanding intellectual disability through RASopathies.

PubMed

San Martín, Alvaro; Pagani, Mario Rafael

2014-01-01

Intellectual disability, commonly known as mental retardation in the International Classification of Disease from World Health Organization, is the term that describes an intellectual and adaptive cognitive disability that begins in early life during the developmental period. Currently the term intellectual disability is the preferred one. Although our understanding of the physiological basis of learning and learning disability is poor, a general idea is that such condition is quite permanent. However, investigations in animal models suggest that learning disability can be functional in nature and as such reversible through pharmacology or appropriate learning paradigms. A fraction of the cases of intellectual disability is caused by point mutations or deletions in genes that encode for proteins of the RAS/MAP kinase signaling pathway known as RASopathies. Here we examined the current understanding of the molecular mechanisms involved in this group of genetic disorders focusing in studies which provide evidence that intellectual disability is potentially treatable and curable. The evidence presented supports the idea that with the appropriate understanding of the molecular mechanisms involved, intellectual disability could be treated pharmacologically and perhaps through specific mechanistic-based teaching strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

Structural basis for ribosome protein S1 interaction with RNA in trans-translation of Mycobacterium tuberculosis.

PubMed

Fan, Yi; Dai, Yazhuang; Hou, Meijing; Wang, Huilin; Yao, Hongwei; Guo, Chenyun; Lin, Donghai; Liao, Xinli

2017-05-27

Ribosomal protein S1 (RpsA), the largest 30S protein in ribosome, plays a significant role in translation and trans-translation. In Mycobacterium tuberculosis, the C-terminus of RpsA is known as tuberculosis drug target of pyrazinoic acid, which inhibits the interaction between MtRpsA and tmRNA in trans-translation. However, the molecular mechanism underlying the interaction of MtRpsA with tmRNA remains unknown. We herein analyzed the interaction of the C-terminal domain of MtRpsA with three RNA fragments poly(A), sMLD and pre-sMLD. NMR titration analysis revealed that the RNA binding sites on MtRpsA CTD are mainly located in the β2, β3 and β5 strands and the adjacent L3 loop of the S1 domain. Fluorescence experiments determined the MtRpsA CTD binding to RNAs are in the micromolar affinity range. Sequence analysis also revealed conserved residues in the mapped RNA binding region. Residues L304, V305, G308, F310, H322, I323, R357 and I358 were verified to be the key residues influencing the interaction between MtRpsA CTD and pre-sMLD. Molecular docking further confirmed that the poly(A)-like sequence and sMLD of tmRNA are all involved in the protein-RNA interaction, through charged interaction and hydrogen bonds. The results will be beneficial for designing new anti-tuberculosis drugs. Copyright © 2017 Elsevier Inc. All rights reserved.

Can we map the interannual variability of the whole upper Southern Ocean with the current database of hydrographic observations?

NASA Astrophysics Data System (ADS)

Heuzé, C.; Vivier, F.; Le Sommer, J.; Molines, J.-M.; Penduff, T.

2015-12-01

With the advent of Argo floats, it now seems feasible to study the interannual variations of upper ocean hydrographic properties of the historically undersampled Southern Ocean. To do so, scattered hydrographic profiles often first need to be mapped. To investigate biases and errors associated both with the limited space-time distribution of the profiles and with the mapping methods, we colocate the mixed-layer depth (MLD) output from a state-of-the-art 1/12° DRAKKAR simulation onto the latitude, longitude, and date of actual in situ profiles from 2005 to 2014. We compare the results obtained after remapping using a nearest neighbor (NN) interpolation and an objective analysis (OA) with different spatiotemporal grid resolutions and decorrelation scales. NN is improved with a coarser resolution. OA performs best with low decorrelation scales, avoiding too strong a smoothing, but returns values over larger areas with large decorrelation scales and low temporal resolution, as more points are available. For all resolutions OA represents better the annual extreme values than NN. Both methods underestimate the seasonal cycle in MLD. MLD biases are lower than 10 m on average but can exceed 250 m locally in winter. We argue that current Argo data should not be mapped to infer decadal trends in MLD, as all methods are unable to reproduce existing trends without creating unrealistic extra ones. We also show that regions of the subtropical Atlantic, Indian, and Pacific Oceans, and the whole ice-covered Southern Ocean, still cannot be mapped even by the best method because of the lack of observational data.

Evaluating mice lacking serum carboxylesterase as a behavioral model for nerve agent intoxication.

PubMed

Dunn, Emily N; Ferrara-Bowens, Teresa M; Chachich, Mark E; Honnold, Cary L; Rothwell, Cristin C; Hoard-Fruchey, Heidi M; Lesyna, Catherine A; Johnson, Erik A; Cerasoli, Douglas M; McDonough, John H; Cadieux, C Linn

2018-06-07

Mice and other rodents are typically utilized for chemical warfare nerve agent research. Rodents have large amounts of carboxylesterase in their blood, while humans do not. Carboxylesterase nonspecifically binds to and detoxifies nerve agent. The presence of this natural bioscavenger makes mice and other rodents poor models for studies identifying therapeutics to treat humans exposed to nerve agents. To obviate this problem, a serum carboxylesterase knockout (Es1 KO) mouse was created. In this study, Es1 KO and wild type (WT) mice were assessed for differences in gene expression, nerve agent (soman; GD) median lethal dose (MLD) values, and behavior prior to and following nerve agent exposure. No expression differences were detected between Es1 KO and WT mice in more than 34 000 mouse genes tested. There was a significant difference between Es1 KO and WT mice in MLD values, as the MLD for GD-exposed WT mice was significantly higher than the MLD for GD-exposed Es1 KO mice. Behavioral assessments of Es1 KO and WT mice included an open field test, a zero maze, a Barnes maze, and a sucrose preference test (SPT). While sex differences were observed in various measures of these tests, overall, Es1 KO mice behaved similarly to WT mice. The two genotypes also showed virtually identical neuropathological changes following GD exposure. Es1 KO mice appear to have an enhanced susceptibility to GD toxicity while retaining all other behavioral and physiological responses to this nerve agent, making the Es1 KO mouse a more human-like model for nerve agent research.

Consequences of Early Conductive Hearing Loss on Long-Term Binaural Processing.

PubMed

Graydon, Kelley; Rance, Gary; Dowell, Richard; Van Dun, Bram

The aim of the study was to investigate the long-term effects of early conductive hearing loss on binaural processing in school-age children. One hundred and eighteen children participated in the study, 82 children with a documented history of conductive hearing loss associated with otitis media and 36 controls who had documented histories showing no evidence of otitis media or conductive hearing loss. All children were demonstrated to have normal-hearing acuity and middle ear function at the time of assessment. The Listening in Spatialized Noise Sentence (LiSN-S) task and the masking level difference (MLD) task were used as the two different measures of binaural interaction ability. Children with a history of conductive hearing loss performed significantly poorer than controls on all LiSN-S conditions relying on binaural cues (DV90, p = <0.001 and SV90, p = 0.003). No significant difference was found between the groups in listening conditions without binaural cues. Fifteen children with a conductive hearing loss history (18%) showed results consistent with a spatial processing disorder. No significant difference was observed between the conductive hearing loss group and the controls on the MLD task. Furthermore, no correlations were found between LiSN-S and MLD. Results show a relationship between early conductive hearing loss and listening deficits that persist once hearing has returned to normal. Results also suggest that the two binaural interaction tasks (LiSN-S and MLD) may be measuring binaural processing at different levels. Findings highlight the need for a screening measure of functional listening ability in children with a history of early otitis media.

The anatomy of the musculocutaneous latissimus dorsi flap for neophalloplasty.

PubMed

Dennis, M; Granger, A; Ortiz, A; Terrell, M; Loukos, M; Schober, J

2018-03-01

In transgender surgery, the ideal neophallus is one that: (a) is constructed using a reproducible procedure, (b) possesses tactile and erogenous sensation, (c) is large and rigid enough (naturally, or using a prosthesis) to permit penetrative intercourse, (d) leaves acceptable donor site morbidity, (e) results in esthetically satisfactory appearance, and (f) allows for voiding while standing. The musculocutaneous latissimus dorsi (MLD) flap has favorable results in the area of neophalloplasty. Among its advantages are acceptable donor site appearance, stiffness sufficient for intercourse, and esthetically satisfactory genital appearance. The anatomy of the MLD flap supports the creation of a neophallus for transsexual anatomy revision. Herein, we give an overview of the advantages and disadvantages of the procedure, and the anatomical details and surgical steps involved. Novel illustrations were created from standard surgical text descriptions to clarify this topic for surgical training and patient understanding and decision making. A review of the relevant literature regarding the anatomy, procedure development, and outcomes is presented. The MLD flap uses part of the latissimus dorsi muscle with branches of the thoracodorsal vessels and nerve to construct a neophallus. A thin strip of muscle around the pedicle is harvested, resulting in a slightly curvilinear scar. The blood supply is connected to the femoral artery and saphenous vein or the deep inferior epigastric artery and vein, while the nerve is connected to the ilioinguinal nerve or the obturator nerve. The MLD flap for neophalloplasty is a reliable graft with a well concealed scar and low donor site morbidity. Clin. Anat. 31:152-159, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Nanopatterning of Group V Elements for Tailoring the Electronic Properties of Semiconductors by Monolayer Doping.

PubMed

Thissen, Peter; Cho, Kyeongjae; Longo, Roberto C

2017-01-18

Control of the electronic properties of semiconductors is primarily achieved through doping. While scaling down the device dimensions to the molecular regime presents an increasing number of difficulties, doping control at the nanoscale is still regarded as one of the major challenges of the electronic industry. Within this context, new techniques such as monolayer doping (MLD) represent a substantial improvement toward surface doping with atomic and specific doping dose control at the nanoscale. Our previous work has explained in detail the atomistic mechanism behind MLD by means of density-functional theory calculations (Chem. Mater. 2016, 28, 1975). Here, we address the key questions that will ultimately allow one to optimize the scalability of the MLD process. First, we show that dopant coverage control cannot be achieved by simultaneous reaction of several group V elements, but stepwise reactions make it possible. Second, using ab initio molecular dynamics, we investigate the thermal decomposition of the molecular precursors, together with the stability of the corresponding binary and ternary dopant oxides, prior to the dopant diffusion into the semiconductor surface. Finally, the effect of the coverage and type of dopant on the electronic properties of the semiconductor is also analyzed. Furthermore, the atomistic characterization of the MLD process raises unexpected questions regarding possible crystal damage effects by dopant exchange with the semiconductor ions or the final distribution of the doping impurities within the crystal structure. By combining all our results, optimization recipes to create ultrashallow doped junctions at the nanoscale are finally proposed.

Factors Affecting Learners with Disabilities-Instructor Interaction in Online Learning

ERIC Educational Resources Information Center

Alamri, Abdulrahman; Tyler-Wood, Tandra

2017-01-01

Little research is available documenting the success of students with various types of disabilities in online classroom environments. This study investigates which factors associated with learners with disabilities impact student outcomes in an online learning environment. Forty learners with disabilities participating in online higher education…

78 FR 2962 - Applications for New Awards; Personnel Development To Improve Services and Results for Children...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-15

... disabilities, that result in improvements in learning and developmental outcomes (e.g., academic, social... purpose of this priority, ``high-incidence disabilities'' refers to learning disabilities, emotional... Results for Children With Disabilities--Personnel Preparation in Special Education, Early Intervention...

An exploration of equitable science teaching practices for students with learning disabilities

NASA Astrophysics Data System (ADS)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.

Service user perspectives on palliative care education for health and social care professionals supporting people with learning disabilities.

PubMed

McLaughlin, Dorry; Barr, Owen; McIlfatrick, Sonja; McConkey, Roy

2015-12-01

Evidence from European and American studies indicates limited referrals of people with learning (intellectual) disabilities to palliative care services. Although professionals' perceptions of their training needs in this area have been studied, the perceptions of people with learning disabilities and family carers are not known. This study aimed to elicit the views of people with learning disabilities, and their family carers concerning palliative care, to inform healthcare professional education and training. A qualitative, exploratory design was used. A total of 17 people with learning disabilities were recruited to two focus groups which took place within an advocacy network. Additionally, three family carers of someone with a learning disability, requiring palliative care, and two family carers who had been bereaved recently were also interviewed. Combined data identified the perceived learning needs for healthcare professionals. Three subthemes emerged: 'information and preparation', 'provision of care' and 'family-centred care'. This study shows that people with learning disabilities can have conversations about death and dying, and their preferred end-of-life care, but require information that they can understand. They also need to have people around familiar to them and with them. Healthcare professionals require skills and knowledge to effectively provide palliative care for people with learning disabilities and should also work in partnership with their family carers who have expertise from their long-term caring role. These findings have implications for educators and clinicians. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Similarities and differences between learning abilities, "pure" learning disabilities, "pure" ADHD and comorbid ADHD with learning disabilities.

PubMed

Mangina, Constantine A; Beuzeron-Mangina, Helen

2009-08-01

This research pursues the crucial question of the differentiation of preadolescents with "Pure" ADHD, comorbid ADHD with learning disabilities, "Pure" learning disabilities and age-matched normal controls. For this purpose, Topographic Mapping of Event-Related Brain Potentials (ERPs) to a Memory Workload Paradigm with visually presented words, Bilateral Electrodermal Activity during cognitive workload and Mangina-Test performance were used. The analysis of Topographic distribution of amplitudes revealed that normal preadolescents were significantly different from "Pure" ADHD (P<0.0001), "Pure" learning disabilities (P<0.0001), and comorbid ADHD with learning disabilities (P<0.0009), by displaying enhanced prefrontal and frontal negativities (N450). In contrast, preadolescents with "Pure" ADHD and comorbid ADHD with learning disabilities have shown a marked reduction of prefrontal and frontal negativities (N450). As for the "Pure" Learning Disabled preadolescents, very small positivities (P450) in prefrontal and frontal regions were obtained as compared to the other pathological groups. Bilateral Electrodermal Activity during cognitive workload revealed a significant main effect for groups (P<0.00001), Left versus Right (P=0.0029) and sessions (P=0.0136). A significant main effect for the Mangina-Test performance which separated the four groups was found (P<0.000001). Overall, these data support the existence of clear differences and similarities between the pathological preadolescent groups as opposed to age-matched normal controls. The psychophysiological differentiation of these groups, provides distinct biological markers which integrate central, autonomic and neuropsychometric variables by targeting the key features of these pathologies for diagnosis and intervention strategies and by providing knowledge for the understanding of normal neurocognitive processes and functions.

Working memory functioning in children with learning disabilities: does intelligence make a difference?

PubMed

Maehler, C; Schuchardt, K

2009-01-01

Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are characterised by differences in their cognitive functioning. The present study explored several functions of working memory. A working memory battery with tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to 27 children with learning disabilities and normal IQ (ICD-10: mixed disorders of scholastic skills), 27 children with learning disabilities and low IQ (intellectual disabilities), and a control group of 27 typically developing children with regular school achievement levels and normal IQ. The results reveal an overall deficit in working memory of the two groups with learning disabilities compared with the control group. However, unexpectedly, there were no differences between the two groups of children with disabilities (normal vs. low IQ). These findings do not support the notion of different cognitive functioning because of differences in intelligence of these two groups. In the ongoing discussion about the role of intelligence (especially as to the postulated discrepancy between intelligence and school achievement in diagnosis and special education), our findings might lead to rethinking the current practice of treating these two groups as fundamentally different.

Social Information Processing in Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

McNamara, John K.

This paper examines differences between students with and without learning disabilities (LD) in processing social information within the context of a social information processing model. It proposes that language problems may not be the sole cause for poor social skills in students with learning disabilities and suggests that social remediation…

Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale

ERIC Educational Resources Information Center

Luna, Alberto D.

2013-01-01

Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various…

Groupwork with Learning Disabilities: Creative Drama. A Winslow Practical Manual.

ERIC Educational Resources Information Center

Chesner, Anna

This British book discusses the value of creative drama for people with learning disabilities, offers some basic principles of working with people with learning disabilities, and describes a variety of approaches to drama. An introduction discusses the optimal size of a creative drama group, the kind of work space needed, equipment, membership,…

"Sad, Just Sad": A Woman with a Learning Disability Experiencing Bereavement

ERIC Educational Resources Information Center

Campbell, Alison; Bell, Dorothy

2011-01-01

This case study considers the psychological assessment, formulation and treatment of Hannah, a woman with a learning disability who recently experienced the death of her mother. Death still remains a challenging and often taboo subject. Moreover, when the grief is of a person with a learning disability, this combines with underlying difficulties…

Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

ERIC Educational Resources Information Center

Barrocas, Lisa; Cramer, Elizabeth D.

2014-01-01

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

The Characteristics of Learning Disabled and Other Handicapped Students Referred for Evaluation in the State of Iowa.

ERIC Educational Resources Information Center

Wilson, Lonny; And Others

1986-01-01

Demographic data, IQ, achievement, perceptual-motor, behavior ratings, and diagnostic classification (learning, mental, emotional disability or no handicap) were analyzed for all children (N=2002) referred for complete psychological evaluation during one school year in Iowa. Learning disabled children showed a distinct pattern different from…

Model Centers Program for Learning Disabled Children: Historical Perspective.

ERIC Educational Resources Information Center

Senf, Gerald M.

This document describes the present federal effort on behalf of learning disabled children, beginning with its recent history. It traces the field of learning disabilities as a subspecialty within education from 1963, when a steering committee was appointed to organize a symposium on "The Child with Minimal Brain Dysfunction," through the Learning…

Skills for Support: Personal Assistants and People with Learning Disabilities

ERIC Educational Resources Information Center

Williams, Val; Ponting, Lisa; Ford, Kerrie; Rudge, Philippa

2010-01-01

For people with learning disabilities to have control over their lives, the quality of their support staff matters. This paper reports on an inclusive research study, which used video analysis to study the communication skills of personal assistants (PAs) who worked with people with learning disabilities. The findings reveal some of the fine…

"My Memory's Back!" Inclusive Learning Disability Research Using Ethics, Oral History and Digital Storytelling

ERIC Educational Resources Information Center

Manning, Corinne

2010-01-01

The following article outlines the methodological approach used to include people with learning disabilities as active participants in an oral history produced in Australia. The history sought to document life inside Kew Cottages, Australia's oldest and largest specialised institution for people with learning disabilities. This work furthers…

The Willingness and Ability of Postsecondary Faculty to Provide Academic Accommodations to Students with Learning Disabilities

ERIC Educational Resources Information Center

McCarron, Elizabeth C.

2017-01-01

Faculty are responsible for providing the academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This…

Learning Disabilities: What Are They? Helping Teachers and Parents Understand the Characteristics

ERIC Educational Resources Information Center

Cimera, Robert Evert

2007-01-01

"Specific Learning Disability" is by far the largest category of conditions served in special education. Unfortunately, few parents (and educators) really understand what learning disabilities are. Many erroneously believe it is a "politically correct" term for "mildly mentally retarded" or "dull normal." Further, while most laypeople have heard…

How Would Blackstone Teach Today's Law Students with Learning Disabilities?: A Proposal

ERIC Educational Resources Information Center

Schmitz, Suzanne J.

2007-01-01

Although Sir William Blackstone would not have known if he had been lecturing to students with learning disabilities, today's law professors are. Law schools are legally required to accommodate students with learning disabilities unless the requested accommodation would alter the fundamental nature of the program. Courts give great deference to…

A Multidisciplinary Approach to Learning Disability: Handbook for the Classroom Teacher.

ERIC Educational Resources Information Center

Newton, Jerry, Ed.

Designed to help teachers better understand the problems of learning disabled (LD) child, the manual explains the basic causes of LD and presents solutions to problems professionals face in working with this population. The manual contains the following chapters and authors: "The Teacher with a Learning Disabled Child," (P. Ackerman), "The…

The Rehabilitation Process for Clients with Specific Learning Disabilities: Trainer's Manual.

ERIC Educational Resources Information Center

Gladden, Bonnie; And Others

This document presents the manual for a training workshop for rehabilitation counselors on the delivery of services to persons with learning disabilities. It describes how counselors are trained in the workshop to: (1) use five criteria to establish eligibility; (2) apply the case management system to the classification of learning disabilities as…

Identifying Simple Numerical Stimuli: Processing Inefficiencies Exhibited by Arithmetic Learning Disabled Children.

ERIC Educational Resources Information Center

Koontz, Kristine L.; Berch, Daniel B.

1996-01-01

Children with arithmetic learning disabilities (n=16) and normally achieving controls (n=16) in grades 3-5 were administered a battery of computerized tasks. Memory spans for both letters and digits were found to be smaller among the arithmetic learning disabled children. Implications for teaching are discussed. (Author/CMS)

School Shock: A Psychodynamic View of Learning Disability.

ERIC Educational Resources Information Center

Zitani, E. Alfredo

Learning disability is seen to be a dissociative disorder (school shock) similar to shell shock in wartime. The shell shock model is explained to focus diagnosis and treatment of learning disabilities around the dynamics of the predisposing unconscious conflict, the dynamics in the environment, the mechanism which allows these two conditions to…

Teachers' Attitudes to Signing for Children with Severe Learning Disabilities in Indonesia

ERIC Educational Resources Information Center

Sheehy, Kieron; Budiyanto

2014-01-01

The Indonesian education system is striving for an inclusive approach and techniques are needed which can support children with severe learning disabilities and their peers in this context. Manually signed language has proved useful both in supporting the development and empowerment of children with severe learning disabilities and supporting…

Audiological Certainty in Deaf Children with Learning Disabilities: An Imperative for Inter-Agency Working

ERIC Educational Resources Information Center

McCracken, Wendy; Ravichandran, Aarthy; Laoide-Kemp, Siobhan

2008-01-01

Meeting the audiological management needs of deaf children with learning disabilities is demanding. The study specifically focused on the age at which audiological certainty, the degree, configuration and type of hearing loss, was established in 20 individuals with severe learning disability. Audiological records relating to each individual were…

Breaking the Discrepancy Code: A Meta-Analysis of the Specific Learning Disability Literature

ERIC Educational Resources Information Center

Bachmeier, Randy J.

2009-01-01

Previous "selective" meta-analyses of the literature relating to the IQ-achievement discrepancy model of specific learning disability identification have concluded that "underachieving" and "low-achieving" poor readers do not differ in any educationally meaningful way. Underachievers are those poor readers who qualify as learning disabled using an…

Social Class Indicators and the Relationship Between Learning Disabilities and Juvenile Delinquency.

ERIC Educational Resources Information Center

Swartz, Stanley L.; Wall, Sherrill A.

Sixty-two adolescents, including 28 learning disabled (LD) and 34 nonLD Ss, participated in an examination of the relationship between social class indicators and delinquency. A review of the literature relating social class variables to school achievement, learning disabilities, and juvenile delinquency resulted in the selection of 14 social…

Postschool Goals and Transition Services for Students with Learning Disabilities

ERIC Educational Resources Information Center

Daviso, Alfred W.; Denney, Stephen C.; Baer, Robert M.; Flexer, Robert

2011-01-01

This article describes the initial findings for students with learning disabilities from the first year of The Ohio Longitudinal Transition Study (OLTS). The study included 416 participants with learning disabilities who were exiting high school. Data from an in-school survey were analyzed by sample demographics (e.g. school setting, school type,…

Healthcare for Men and Women with Learning Disabilities: Understanding Inequalities in Access

ERIC Educational Resources Information Center

Redley, Marcus; Banks, Carys; Foody, Karen; Holland, Anthony

2012-01-01

Healthcare for men and women with learning disabilities (known internationally as intellectual disabilities) has risen up the political agenda in the United Kingdom, propelled by a report from the charity Mencap. This report has resulted in renewed efforts, set out in "Valuing People Now", to ensure that people with learning disabilities…

Empowering Library Patrons with Learning Disabilities

ERIC Educational Resources Information Center

Green, Ravonne A.

2009-01-01

This article describes the characteristics of patrons with learning disabilities (LD) and how these characteristics might affect library use. The lack of services for college patrons who have learning disabilities (LD) in this decade is much like the lack of adequate and appropriate services for high school patrons with LD in previous decades. The…

The Unintended Side Effects of Including Students with Learning Disabilities for Teacher Educators

ERIC Educational Resources Information Center

Griffin, Cynthia C.; Jones, Hazel A.; Kilgore, Karen L.

2007-01-01

The perspectives of general and special education teacher educators, who are nationally recognized for their work in the areas of learning disabilities, inclusive education, and teacher education, were explored. Study participants were asked to reveal how the inclusion of students with learning disabilities has impacted their professional lives in…

Health and Social Care Practitioners' Experiences of Assessing Mental Capacity in a Community Learning Disability Team

ERIC Educational Resources Information Center

Ratcliff, Daniel; Chapman, Melanie

2016-01-01

Background: The study explored experiences of health and social care practitioners within a community learning disability team in undertaking mental capacity assessments with people with learning disabilities. Materials and Methods: Eight practitioners were interviewed using a semi-structured interview schedule. Results: The information gained was…

WISC-R Subtest Pattern Stability and Learning Disabilities: A Profile Analysis.

ERIC Educational Resources Information Center

Mealor, David J.; Abrams, Pamela F.

Profile analysis was performed on Wechsler Intelligence Scale for Children-Revised (WISC-R) scores of 29 learning disabled students (6-10 years old) in a Specific Learning Disabilities (SLD) program, to determine whether subtest patterns for initial and re-evaluation WISC-R administrations would differ significantly. Profile analysis was applied…

Cognitive Addition: Comparison of Learning Disabled and Academically Normal Children.

ERIC Educational Resources Information Center

Geary, David C.; And Others

To isolate the process deficits underlying a specific learning disability in mathematics achievement, 77 academically normal and 46 learning disabled (LD) students in second, fourth or sixth grade were presented 140 simple addition problems using a true-false reaction time verification paradigm. (The problems were on a video screen controlled by…

Transcending the Zone of Learning Disability: Learning in Contexts for Everyday Life

ERIC Educational Resources Information Center

Mendez, Laura; Lacasa, Pilar; Matusov, Eugene

2008-01-01

The purpose of this paper is to illustrate a sociocultural approach to studying disability in educational contexts grounded in the cultural-historical and activity theory approaches. From the sociocultural viewpoint, disability is regarded as being located in particular types of activity systems and learning cultures rather than within an…

Teaching Students with Learning Disabilities. Programming for Students with Special Needs, Book 6.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Special Education Branch.

Part of a seven-book series called "Programming for Students with Special Needs," this book offers all teachers information to enhance their understanding of learning disabilities and provides practical strategies to assist in teaching students with special needs. Section 1 discusses the definition of learning disabilities, labeling, and…

Patterns of Performance on the Stroop Color and Word Test in Children with Learning, Attentional, and Psychiatric Disabilities.

ERIC Educational Resources Information Center

Golden, Zarabeth L.; Golden, Charles J.

2002-01-01

Investigates the performance of children with learning, psychiatric, and attentional disabilities on the Stroop Color and Word Test. Results indicated clear differences between groups, with the learning disabled (LD) and the psychiatric/attention deficit/hyperactivity disorder (ADHD) groups generating unique profiles. Children with LD showed…

Exploring the Self-concept of Adults with Mild Learning Disabilities

ERIC Educational Resources Information Center

Pestana, Claudio

2015-01-01

This qualitative study aimed to add to the research on the self-concept of adults with mild learning disabilities and to generate a deeper understanding of their self-perceptions rather than draw generalised quantitative conclusions. Eight adults diagnosed with mild learning disabilities receiving support from a supported living project were…

General and Domain-Specific Self-Concepts of Adults with Learning Disabilities: A Meta-Analysis

ERIC Educational Resources Information Center

Nelson, Jason M.

2012-01-01

The empirical literature investigating general and domain-specific self-concepts of adults with learning disabilities was examined using meta-analytic techniques. Eight inclusion criteria were developed to evaluate this literature and led to the inclusion of 22 studies. Results indicated that adults with learning disabilities reported lower…

Effects of an Intervention on Math Achievement for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kitchens, Vivian D.

2012-01-01

Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

Preparation of Leadership Personnel: Combined Deaf Education/Learning Disabilities. Final Performance Report.

ERIC Educational Resources Information Center

Luetke-Stahlman, Barbara

This report describes activities and accomplishments of a four-year project to develop a doctoral program at the University of Kansas Medical Center to prepare teacher educators, researchers, supervisors/managers, and clinicians in programs in either deafness or learning disabilities and in a combined deafness and learning disabilities program.…

Psychotic Disorders in Learning Disabilities--Outcome of an Audit across Community Teams

ERIC Educational Resources Information Center

Varghese, Susan; Banerjee, Subimal

2011-01-01

The aim of the audit was to evaluate the current clinical practice for learning-disabled individuals with psychotic disorders. We evaluated the existing clinical practice in 910 individuals who were under the care of learning disability psychiatrists in Buckinghamshire (population of 480 000). This was compared with the National Institute for…

The Luria-Nebraska Neuropsychological Battery and the WAIS-R in Assessment of Adults with Specific Learning Disabilities.

ERIC Educational Resources Information Center

Katz, Lynda; Goldstein, Gerald

1993-01-01

Compared intellectual (Wechsler Adult Intelligence Scale for Adults-Revised) and neuropsychological (Luria-Nebraska Neuropsychological Battery) assessment as valid methods of identifying learning disabilities in adults. Findings from 155 subjects revealed that both instruments were able to distinguish adults with and without learning disabilities.…

Adapting Compassion Focused Therapy for an Adult with a Learning Disability--A Case Study

ERIC Educational Resources Information Center

Cooper, Rosalind; Frearson, Julia

2017-01-01

Background: Joe was referred to the Community Learning Disabilities Team (CLDT) for support around low mood and overeating. Initial formulation suggested compassion focused therapy (CFT) as an intervention. The evidence base for using CFT with people with learning disabilities is currently limited. Materials and Methods: Adaptations were made to…

76 FR 40712 - Reopening, Applications for New Awards; Technology and Media Services for Individuals With...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-11

... and Media Services for Individuals With Disabilities--Center on Online Learning and Students With... competition for the Center on Online Learning and Students with Disabilities (84.327U) that was announced in... extension under the Center on Online Learning and Students with Disabilities competition does not need to...

Adults with Learning Disabilities Experiences of Using Community Dental Services: Service User and Carer Perspectives

ERIC Educational Resources Information Center

Lees, Carolyn; Poole, Helen; Brennan, Michelle; Irvine, Fiona

2017-01-01

Background: The government alongside other health and social care organisation have identified the need to improve the care provided for people with learning disabilities. Materials and Methods: This service evaluation aimed to explore the experiences of people with learning disabilities and their carers who accessed community dental services…

Exposure Therapy for Fear of Spiders in an Adult with Learning Disabilities: A Case Report

ERIC Educational Resources Information Center

Cowdrey, Felicity A.; Walz, Linda

2015-01-01

The evidence-base for exposure therapy in people with learning disabilities experiencing specific phobias is sparse. This case study describes the assessment, formulation and treatment of spider phobia in a woman with learning disabilities using an exposure-based intervention augmented with mindfulness practice and bereavement work. To evaluate…

Do Health Consultations for People with Learning Disabilities Meet Expectations? A Narrative Literature Review

ERIC Educational Resources Information Center

Chapman, Hazel M.; Lovell, Andrew; Bramwell, Ros

2018-01-01

Background: Health consultations are an interpersonal activity that influence health outcomes and attitudes towards self and health professionals for people with learning disabilities. Annual health checks have been introduced to improve health inequalities for people with learning disabilities. Method: A narrative literature review of health care…