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

Thesis (M.A.)--Ohio State University, 1985. / Includes bibliographical references (leaves 70-80). Available online via OhioLINK's ETD Center

It is now commonly acknowledged that learning disabled children are not a homogeneous population, and current neuropsychological research in this area has focussed on attempts to identify subtypes of these disorders. Earlier subtyping studies adopted a subjective, clinical-inferential approach to classification, while recent research has emphasised a strictly objective, quantitative model which involves the use of multivariate statistical methods of classification. In the natural sciences, both objective quantification as well as the developmental, qualitative aspects of taxonomy are considered equally essential for a good classification (Adams,1985). Subtypes identified so far in various studies have had relatively little impact on either neuropsychological theory or clinical practice, and this has been attributed to a failure on the part of researchers to integrate the clinical-qualitative approach with the quantitative subtyping procedures (Wilson & Risucci,1986). The present study attempted to address this problem by using a combination of these two generally accepted methods, in an attempt to identify reliable and meaningful subtypes within a sample of 275 clinic-referred and 26 normal control subjects. Two separate typologies of this subject sample were generated: a) using clinical-inferential methods, based on clinical inspection of psychometric test data, and b) using multivariate statistical methods for the derivation of subtypes (cluster analysis). The two subtyping solutions were then compared, allowing each to be used to validate the other (Morris & Satz,1984). The derived clusters and clinical typology groups identified all commonly found subtypes as well as most others reported by previous subtyping studies in the literature. The results of several internal validation procedures indicated that the clusters were relatively heterogeneous, and therefore somewhat unreliable, although the majority of clusters proved to be meaningful and interpretable. Comparison of the two classifications indicated approximately 58% correspondence in terms of individual case assignments to comparable subtypes between the typologies. Comparison of T-score ability profiles revealed generally satisfactory correspondence between the profiles of cluster analysis derived subtypes and those of comparable clinical subtypes. Further analyses were performed on selected groups of subjects in order to explore specific hypotheses. Age effects on subtype patterns were examined, and the results suggested that subtypes do persist over the school age range. However, adolescent subjects were more prominent in the severe language disorder subtypes, and a large proportion of the younger subjects emerged in subtypes characterized by visual perceptual problems. Reading disability subtypes were also analysed, indicating qualified support for Denckla's (1977) subtypes from the cluster analysis, but considerable confirmation of this typology from the clinical classification. Rourke and Finlayson's (1978) findings in regard to specific arithmetic disabilities were not replicated in this study. Subjects with specific profile patterns were also examined for evidence of characteristic social, emotional and behavioural difficulties, with mixed results. Finally, the obtained subtypes were examined in order to determine possible differences in terms of academic performance, in order to establish external validity for the two classifications. It was concluded that, although there are definable as well as meaningful subtypes of learning disabilities, this population of children cannot be classified into discrete subtypes with clear boundaries and strictly defined criteria. In addition, it was deemed important to recognize that such disorders range, in degree of severity, from quite subtle to seriously impaired, so that diagnostic "cut off" points are inappropriate for this particular group of children. / Graduate

For this investigation two types of observations used: Texas's private and public institutions that provide residential treatment to children severely handicapped and children served by those facilities. The overall result showed that the distance between the child's home and the treatment facility is great for public institutions than for private.

A dissertation submitted in partial fulfilment of the requirements for the Degree M.A. (Counselling Psychology) in the Department of Psychology, Faculty of Arts at the University of Zululand, 2004. / This study investigated families of physically disabled children. Birth has always been anticipated with great excitement and high expectations for the future. But the discovery that the child has a disability changes everything. The family into which this disabled child is born undergoes major changes, as they have to accommodate such a child. Siblings compete with the disabled child's needs for parental attention, and are required to integrate him/her into the neighbourhood. Parents on the other hand are vulnerable, insecure about raising such a child. They are pushed to their financial, physical and emotional limits. This research studied 23 caregivers of disabled children who received disability grant. Caregivers included mothers, aunts, grandmothers and siblings. The physically disabled children attended mainstream education schools. Due to their condition they encountered a number of problems. Some left school, leaving caregivers devastated. Some caregivers shared a variety of traumatic experiences with regard to their task. Other caregivers seemed unaware of such feelings and had never received any form of support and guidance in dealing with these feelings. The study assisted in making unconscious feelings conscious. The ways caregivers used to manage and cope with their disabled children were explored. These were regarded as expected or 'normal' reactions. Furthermore, participants were introduced to resourceful places where they would receive professional help with regard to raising such children whenever they needed such services. / National Research Foundation

No description available.

The role of memory as measured by the Wide Range Assessment of Memory and Learning (WRAML) was studied in an outpatient clinic sample of 62 arithmetic disabled children.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 202-207).

Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vii, 180 p. Vita. Includes abstract. Includes bibliographical references (p. 71-81).

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 100-107).