The study is concerned with learning disabled children. A literature survey which deals with the definitions, causes and manifestations of learning disabilities was conducted. An aid programme, focussing specifically on the auditory modality, was developed. Through a careful study of relevant literature it is clear that although a learning disabled child possesses adequate or even above-average intellectual capabilities, deficiencies such as abnormal behaviour and inadequacies in learning which may be ascribed to malfunctions in the central nervous system, are manifested. The causes of learning disorders could be of an external or inherent nature and behavioural manifestations such as motor- or perceptual deficiencies, hyperactivity and inadequate academic performance frequently occur. The importance of the auditory perceptual skills in the acquisition of reading and spelling performances is emphasized. Research on auditory deficiencies and their subsequent detrimental effect on reading and spelling performance, indicate a significant relationship between these deficits and the impairment of analysis, synthesis, storing and recalling of auditory information. This survey was conducted in order to devise an auditory aid programme by means of which deficits in auditory perception could be overcome or improved and to decide whether the improvement of auditory deficits would contribute positively towards the reading and spelling results of the learning disabled child. From the literature a variety of exercises for the improvement of the various auditory perceptual skills were assembled. An integrated reading and spelling programme to stimulate the development of-auditory skills was subsequently devised and applied by means of the experimental method This aid programme was applied with great success in six cases who had previously been identified as learning disabled candidates. It resulted in a remarkable improvement in auditory skills of all six participants. All of them performed according to their mental age standard. Basic reading and spelling abilities improved accordingly. Those participants who best overcame their auditory perceptual deficiencies also gave the best performance in reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984

The study is concerned with learning disabled children. A literature survey which deals with the definitions, causes and manifestations of learning disabilities was conducted. An aid programme, focussing specifically on the auditory modality, was developed. Through a careful study of relevant literature it is clear that although a learning disabled child possesses adequate or even above-average intellectual capabilities, deficiencies such as abnormal behaviour and inadequacies in learning which may be ascribed to malfunctions in the central nervous system, are manifested. The causes of learning disorders could be of an external or inherent nature and behavioural manifestations such as motor- or perceptual deficiencies, hyperactivity and inadequate academic performance frequently occur. The importance of the auditory perceptual skills in the acquisition of reading and spelling performances is emphasized. Research on auditory deficiencies and their subsequent detrimental effect on reading and spelling performance, indicate a significant relationship between these deficits and the impairment of analysis, synthesis, storing and recalling of auditory information. This survey was conducted in order to devise an auditory aid programme by means of which deficits in auditory perception could be overcome or improved and to decide whether the improvement of auditory deficits would contribute positively towards the reading and spelling results of the learning disabled child. From the literature a variety of exercises for the improvement of the various auditory perceptual skills were assembled. An integrated reading and spelling programme to stimulate the development of-auditory skills was subsequently devised and applied by means of the experimental method This aid programme was applied with great success in six cases who had previously been identified as learning disabled candidates. It resulted in a remarkable improvement in auditory skills of all six participants. All of them performed according to their mental age standard. Basic reading and spelling abilities improved accordingly. Those participants who best overcame their auditory perceptual deficiencies also gave the best performance in reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984

No description available.

The purpose of this study was to investigate the effect of an integrated adapted physical education setting on the motor performance of preschool children with developmental delays. Subjects in this study participated in segregated and integrated adapted physical education classes. During the integrated conditions, same-age peers without delays participated in activities as "proximity peers" (Jenkins, Speltz & Odom , 1985). Child-directed activities were presented in each class and subjects were observed practicing locomotor and object control skills. The quality of each performance was analyzed to determine the number of critical elements present in the performance and the level of teacher or peer prompt required to initiate and complete each performance. A single subject reversal design (A-B-A-B) was used in this investigation. Four children with developmental delays were filmed within an eight-week school schedule while practicing two fundamental gross motor skills during segregated and integrated conditions. The level and trend of the data was calculated to describe the quality of each child's motor performance within each condition, between conditions, and across segregated and integrated conditions. The results of this study provide evidence that children with developmental delays are able to maintain their level of gross motor skill and independence within an integrated adapted physical education setting. Although day-to- day variability was calculated for each subject, overall skill level remained stable and their level of independence was not compromised in the integrated setting. Recommendations for future research are made based upon the results of this investigation. / Graduation date: 1993

The thesis reviews the literature on early communication development, communication intervention with persons with severe intellectual disability, and on picture recognition and use. Drawing from both developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability, little or no spoken language, poor verbal comprehension and poor picture recognition skills. / Doctor of Philosophy (PhD)

This study investigated the results of administering two intelligence tests, the Wechsler Intelligence Scale for Children -Third Edition (WISC-111), and the Stanford-Binet Intelligence Scale - Fourth Edition, to each of 33 Australian children with an intellectual disability. The experiment used a counterbalanced design in which the tests, order of presentation of the tests, the gender of the subjects, and the gender of the test administrators were factors. The 33 volunteer subjects, 14 males and 19 females, aged between 6 and 16 years, and known to have an intellectual disability, were allocated randomly for the assessments. The test administrators were students in the Clinical and Organisational Masters Program from the University of South Australia. It was hypothesised that; there would be a difference between the IQs on the two tests; that on average the WISC-111 FSIQ would be lower than the SB-1V TC; and that there would be a positive relationship between the WISC-111 FSIQ and the SB-1 V TC Statistical analysis of the data found the two tests' overall scores to be significantly different, while the counterbalanced factors and their interactions did not reach significance. There was a significant 4 point difference found between the mean WISC-111 FSIQs and SB-1V TCs. The results of a Pearson Product Moment Correlation Coefficient revealed a strong positive correlation (r = .83). between the WISC-111 FSIQ and SB-1V TC. This finding supported the concurrent validity of the tests in this special population sample. It was suggested that while the two tests measured similar theoretical constructs of intelligence, the two tests were not identical and therefore the results were not interchangeable. Variable patterns of results were found among subtest scores from the two tests, and the implications for field work discussed. The differences between raw WISC-111 FSIQ and SB-1V TC scores were calculated, and a z transformation was applied to the difference scores. The resulting difference distribution and cumulative percentages were then suggested as a reference table for practitioners. Studies that examined clerical errors in scoring intelligence test protocols were reviewed. The manually scored test protocols in this study were rescored using a computer scoring programme and 27 errors were found and corrected. From the results of the experiment several suggestions were made; that agencies using large numbers of intelligence tests, or which test the same child over time, should make a decision to use the same test, wherever possible, for comparison; that all intelligence test protocols be computer scored as a checking mechanism; and that all professional staff should be aware of the possible differences which can occur between intelligence scores, resulting from norming and other differences. / thesis (MSocSc)--University of South Australia, 1999.

Thesis (M.A.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 48-51). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19659

Thesis (Ph.D.)--Tufts University, 1988. / Submitted to the Dept. of Child Study. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Tulsa, 1994. / Includes bibliographical references (leaves 92-106).