Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-25T21:27:01.089Z Has data issue: false hasContentIssue false
  • English
  • Français

Learning Difficulties: Neuropsychological Interpretations and Interventions

Published online by Cambridge University Press:  29 October 2015

Vicki Anderson
Vicki Anderson*
Affiliation:
Department of Psychology, Royal Children's Hospital, Melbourne
*
Department of Psychology, Royal Children's Hospital, Flemington Road, Parkeville, Victoria 3052
Get access

Abstract

Learning difficulties affect up to 20 percent of school-aged children. While many children “grow out” of their disability, a significant proportion experience ongoing problems which can hinder academic, social, and emotional development.

Neuropsychological models suggest that these children may suffer from subtle deficits in memory and organizational abilities, which make them vulnerable within a classroom environment. Understanding the specific neuropsychological strengths and weaknesses of children with learning difficulties may provide information regarding the most appropriate form of intervention and the likelihood of its success.

In recent study at the Royal Children's Hospital, Melbourne, 160 learning disabled children were evaluated. Findings from the group suggested a high frequency of general health problems as well as mild episodes of central nervous system dysfunction. Neuropsychological data showed that the sample, as a whole, performed within the average range on standardized intellectual measures, but achieved poor results on measures of new learning and executive function. Furthermore, data supported the presence of a number of patterns of learning disability, including linguistic deficit, non-verbal deficit, and information processing deficit. These subtypes are discussed with reference to educational characteristics, and models of intervention are suggested.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 9 , Issue 1 , May 1992 , pp. 16 - 27
Copyright
Copyright © Australian Psychological Society 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Anderson, V. (1989). Neuropsychology: The missing link between assessment and treatment of learning disability. In Anderson, V. & Bailey, M. (Eds.), Theory and function: Bridging the gap. Brain Impairment: Proceedings of the Fourteenth Annual Brain Impairment Conference. Melbourne: Society for the Study of Brain Impairment.Google Scholar
Anderson, V. (1991). The neuropsychology of learning disabilities. Assessment, diagnosis and treatment. Unpublished doctoral dissertation. University of Melbourne.Google Scholar
Ayres, A.J. (1972). Sensory integration and learning disorders. Los Angeles: Western Psychology Services.Google Scholar
Ayres, A.J. (1978). Learning disabilities and the vestibular system. Journal of Learning Disabilities, 577, 30–41.CrossRefGoogle Scholar
Balow, B., Rubin, R., & Rosen, M.J. (1976). Perinatal events as precursors of reading disability. Reading Research Quarterly, 77, 36–71.Google Scholar
Benton, D.F., & Geschwind, N. (1975). The alexias. In Viken, D.J. & Bruyn, G.W. (Eds.) Handbook of Clinical Neurology (Vol. 4). New York: Elsevier.Google Scholar
Bruck, M. (1981). The adult functioning of children with specific learning disabilities. Canada: Health and Welfare.Google Scholar
Bruck, M. (1985a). The adult functioning of children with specific learning disability: A follow-up study. In Siegel, I. (Ed.), Advances in applied developmental psychology, (pp.91–129). New York: Ablex.Google Scholar
Bruck, M. (1985b). The long-term prognosis of childhood learning disabilities. In Gerber, P. & Garnett, K. (Eds.), Adults with learning disabilities: An international perspective (pp.165–178). New York:World Rehabilitation Fund.Google Scholar
Cohen, R.L., Krawiecki, N., & DuRant, R. H. (1987). The neuropsychological approach to the remediation of dyslexia. Archives of Clinical Neuropsychology, 2, 163–173.CrossRefGoogle Scholar
Duffy, F.H. (1981). Brain electrical activity mapping (BEAM): Computerized access to complex brain function. International Journal of Neuroscience, 13, 55–65.CrossRefGoogle ScholarPubMed
Duffy, F.H., Burchfïel, J.L., & Lombrosio, C.T. (1979). Brain electrical activity mapping (BEAM): A method of extending the clinical utility of EEG and evoked potential data. Annals of Neurology, 5, 309–321.CrossRefGoogle Scholar
Duffy, F.H., Denkla, M.B., Battels, P.H., & Sandini, G. (1980). Dyslexia: Regional differences in brain electrical activity by topographic mapping. Annals of Neurology 7,412–120.CrossRefGoogle ScholarPubMed
Duffy, F. H., Denkla, M. B., McNaulty, G. B., & Holmes, J. A. (1988). Neurophysiology studies in dyslexia. In Plum, F. (Ed.), Language, communication, and the brain. New York; Raven fress.Google Scholar
Dunedin Multidisciplinar Child Development Study: A report. (1982). Medical Research Council of New Zealand.Google Scholar
Fisk, J.L., & Rourke, B.P. (1979). Identification of subgroups of learning disabled children at three age levels: A neuropsychological multivariate approach. Journal of Clinical Neuropsychology, 7,289–310.CrossRefGoogle Scholar
Frostig, M. (1969). Frostig move, grow, learn.Chicago: Follett.Google Scholar
Gaddes, W. H. (1976). Learning disabilities: Prevalence estimates and the need for definition. In Knights, R. & Bakker, D. J. (Eds.), The neuropsychology of learning disorders: Theoretical approaches. Baltimore: University of Park Press.Google Scholar
Galaburda, A. M., Sherman, G. F., Rosen, G. D., Aboitiz, F., & Geschwind, M. (1985). Four consecutive patients with cortical anomalies. Annals of Neurology, 18, 222–233.CrossRefGoogle ScholarPubMed
Geschwind, N., & Galaburda, A. M. (1985a). Cerebral lateralization. Biological mechanisms, associations and pathology: I. A hypothesis and a program for research. Archives of Neurology, 42,428–459.CrossRefGoogle Scholar
Geschwind, N., & Galaburda, A M. (1985b). Cerebral lateralization. Biological mechanisms, associations and pathology. II. A hypothesis and a program for research. Archives of Neurology, 42,521–552.CrossRefGoogle Scholar
Geschwind, N. & Galaburda, A. M. (1985c). Cerebral lateralization. Biological mechanisms, associations and pathology. III. A hypothesis and a program for research. Archives of Neurology, 42, 634–654.CrossRefGoogle Scholar
Glasser, A. J., & Zimmerman, J.L. (1967). Clinical interpretation of the Wechsler Intelligence Scale for Children (WISC-R). New York: Grune & Stratton.Google Scholar
Gross-Glen, K., Duara, R.,Yoshii, F., Barker, W., Chen, J. Y., Apicella, A., Boothe, T., & Lubs, HA (1988). PET-Scan reading studies of familial dyslexies. (Abstract). Journal of Clinical and Experimental Neuropsychology, 10 34–35.Google Scholar
Hardy, M.E. (1968). Clinical follow-up study of disabled readers. Unpublished doctoral dissertation. University of Toronto.Google Scholar
Hartlage, L. C, & Terzlow, C. F. (1983). The neuropsychological basis of educational intervention. Journal of Learning Disabilities, 16, 521–528.CrossRefGoogle ScholarPubMed
Hynd, G. W., & Hynd, C. R. (1984). Dyslexia: Neuroanatomical/neurolinguistic perspectives. Reading Research Quarterly, 19,482–498.CrossRefGoogle Scholar
Hynd, G. W., & Senirud-Clikeman, M. (1989). Dyslexia and neurodevelopmental pathology: Relationships to cognition, intelligence and reading skill acquisition. Journal of Learning Disabilities, 22,204–216.CrossRefGoogle ScholarPubMed
Hynd., G. W., & Willis, W. G. (1988). Pediatric neuropsychology. Orlando, FL: Grune & Stratton.Google Scholar
Kephart, N. C. (1971). The slow learner in the classroom. Columbus, OH.: Charles E. Merrill.Google Scholar
Lassen, N. A., Ingvar, D. H., & Skinhoj, E. (1978). Brain function and blood flow. Scientific American, 259,62–71.CrossRefGoogle Scholar
Lou, H. C, Henriksen, L., & Bruhn, P. (1990). Focal cerebral dysfunction in developmental learning disabilities. Lancet, 335, 8–11.CrossRefGoogle ScholarPubMed
Lyon, G. R. (1983). Learning disabled readers: Identification of subgroups. In Myklebust, H. R. (Ed.), Progress in learning disabilities (Vol.5, pp.103–133). New York: Grune & Stratton.Google Scholar
Lyon, G. R. (1985). Identification and remediation of learning disability subtypes: Preliminary findings. Learning Disabilities Focus, 7, 1–35.Google Scholar
Myklebust, H. R., & Boshes, B. (1969). Minimal brain damage in children (Final report). Washington, D.C. Department of Health, Education and Welfare.Google Scholar
Pavlidis, G. (1981). Do eye movements hold the key to dyslexia? Neuropsychology, 79,57–64.CrossRefGoogle Scholar
Pinkerton, F., Watson, D. R., & McClelland, R. J. (1989). A neurophysiological study of children with reading, writing and spelling difficulties. Developmental Medicine and Child Neurology, 31,569–581.CrossRefGoogle ScholarPubMed
Rosenthal, J.H. (1982). EEG-e vent related potentials in dyslexia and its subtypes. In Lindenberg, D. A. B., Collen, M. F., & Van Brunt, E. E. (Eds.), AMIA Congress, 82, New York: Masson.Google Scholar
Rourke, B. P. (1987). Syndrome of non-verbal learning disabilities: The final common pathway of white matter disease/dysfunction? The Clinical Neuropsychologist, 1,209–234.CrossRefGoogle Scholar
Rourke, B. P. (1988). The syndrome of nonverbal learning disabilities: Developmental manifestations in neurological disease, disorder and dysfunction. The Clinical Neuropsychologist, 2, 293–330.CrossRefGoogle Scholar
Rourke, B. P. (1989). Non-Verbal Learning Disabilities. New York: Guilford Press.Google Scholar
Rourke, B.P., Bakker, D.J., Fisk, J.L., & Strong, J.D. (1983). Child neuropsychology: An introduction to theory, research and clinical practice. New York: Guildford Press.Google Scholar
Rumsey, J. M., Berman, K. F., Denkla, M. B., Hamburger, S. D., Kruesi, M. J., & Weinberger, D. R. (1987). Regional cerebral blood flow in severe developmental dyslexia. Archives of Neurology, 44, 1144–1150.CrossRefGoogle ScholarPubMed
Satz, P., & Morris, R. (1981). Learning disability subtypes: A review. In Pirozzolo, F. J. & Wittrock, M. C. (Eds.), Neuropsychological and cognitive processing in reading. New York: Academic Press.Google Scholar
Satz, P., Taylor, H.G., Friel, J., & Fletcher, J.M. (1978). Some developmental and predictive precursors of reading disabilities: A six year follow-up. In Benton, A. L. & Pearl, D. (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press.Google Scholar
Spreen, O. (1978). Learning disabled children growing up. Ottawa: Health and Welfare Canada.Google Scholar
Spreen, O. (1982). A progostic view from middle childhood. Symposium on Middle Childhood. New Orleans.Google Scholar
Spreen, O. (1988). Prognosis of learning disability. Journal of Consulting and Clinical Psychology, 56, 836–842.CrossRefGoogle ScholarPubMed
Spreen, O. (1989). The relationship between learning disability, emotional disorders, and neuropsychology: Some results and observations. Journal of Clinical and Experimental Neuropsychology, 11,117–140.CrossRefGoogle ScholarPubMed
Vellutino, F.R., Sieger, J. A., DeSetto, L., & Phillips, F. (1975). Immediate and delayed recognition of visual stimuli in poor and normal readers. Journal of Experimental Child Psychology, 19,223–232.CrossRefGoogle ScholarPubMed
Vellutino, F. R., Steger, J. A., Kaman, M., & DeSetto, L, (1975). Visual form perception in deficient and normal readers. Cortex, 11,22–30.CrossRefGoogle ScholarPubMed
Witelson, S. F. (1977). Developmental dyslexia: Two right hemispheres and none left. Science, 193, 309–311.CrossRefGoogle Scholar
Wood, F., Flowers, L., Naylor, C, & Felton, R. (1988). Regional blood flow during orthographic task activation in adult dyslexies (Abstract). Journal of Clinical and Experimental Neuropsychology, 10, 34.Google Scholar