| Title | Author | Year | Add to Folder |
| Adaptive Functioning in Williams Syndrome : A Systematic Review.
| Brawn, Gabrielle
Porter, Melanie | 2018 |
Add to Folder
Title: Adaptive Functioning in Williams Syndrome : A Systematic Review.
Author(s): Brawn, Gabrielle | Porter, Melanie |
Journal Details: International Journal of Disability, Development and Education v.65 n.2 p.123-147
Published: March 2018
ISSN: 1034-912X
Abstract: Literature on the level of adaptive functioning and relative strengths and weaknesses in functioning of individuals with Williams syndrome (WS) was reviewed. The electronic databases PsycINFO, PubMed, Expanded Academic, Web of Science, Scopus and ProQuest were searched electronically for relevant articles and dissertations using the search terms 'Williams syndrome' or 'Williams-Beuren syndrome' combined with 'adaptive function*', 'adaptive behavio*', 'independ*' and 'autonomy'. Selection criteria included English language articles, theses and book chapters, participants with a diagnosis of Williams syndrome and inclusion of a standardised assessment of adaptive functioning. Twenty-two published articles and two PhD. dissertations (one subsequently published as a poster presentation) met the selection criteria for inclusion in the review. Fifteen investigated adaptive functioning in children and adolescents aged up to 19 years of age, five investigated adaptive functioning in adults and four included participants across a wider age range and included both children and adults. Along with identifying methodological issues, the review addressed the following areas: overall level of adaptive functioning in WS, domain strengths and weaknesses, evidence of heterogeneity, relationship to intellectual ability, changes with chronological age, relationship with maladaptive behaviour, gender differences and the potential influence of environmental factors which may be related to adaptive functioning in WS. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2017.1353680
Record No: 219135 From EdResearch online
|
| Interview : Barbara Arrowsmith-Young : The Arrowsmith Program : neuroplasticity in the classroom.
| Power, Rachel | 2017 |
Add to Folder
Title: Interview : Barbara Arrowsmith-Young : The Arrowsmith Program : neuroplasticity in the classroom.
Author(s): Power, Rachel |
Journal Details: Professional Voice v.11 n.3 p.58-68
Published: Summer 2017
ISSN: 1445-4165
Abstract: As a child, Barbara Arrowsmith-Young read and wrote backward, struggled to understand basic concepts, continually got lost, and was physically uncoordinated. Her long struggle to address her own severe learning difficulties led her to recognise the benefits of exercising the brain. This became the basis for the Arrowsmith Program, her approach to helping students overcome specific learning difficulties, which has been operating in Canadian schools for more than 35 years and increasingly taken up around the world. A revised edition of Arrowsmith-Young's bestselling memoir, The Woman Who Changed Her Brain, was released in early 2017. [Author abstract]
URL (open access) : https://www.aeuvic.asn.au/sites/default/files/PV_11_3_Complete_WEB.pdf
Record No: 216995 From EdResearch online
|
| Supporting Students with Mental Health Issues and Acquired Brain Injury : University Teaching Staff Perspectives.
| Fossey, Ellie
Bigby, Christine
Chaffey, Lisa
Mealings, Margaret
Williams, Anne
Serry, Tanya
Venville, Annie
Oates, Jennifer
Ennals, Priscilla | 2017 |
Add to Folder
Title: Supporting Students with Mental Health Issues and Acquired Brain Injury : University Teaching Staff Perspectives.
Author(s): Fossey, Ellie | Bigby, Christine | Chaffey, Lisa | Mealings, Margaret | Williams, Anne | Serry, Tanya | Venville, Annie | Oates, Jennifer | Ennals, Priscilla |
Journal Details: JANZSSA v.49 n.1
Published: 2017
ISSN: 1320-2480
Abstract: Students experiencing disability face many barriers in university education, which are often poorly understood by university teaching staff. This is more likely to be the case regarding students with non-apparent conditions, such as mental health issues and acquired brain injury. This study employed an online survey, supplemented by semi-structured interviews, to investigate the views and actions of teaching staff at one university in relation to supporting these two student groups: those with mental health issues and those with acquired brain injury. Survey responses indicated that university staff generally held positive views about both student groups, but that there was inadequate staff training to assist staff in knowing how to support these groups. Staff most commonly supported students by directly negotiating adjustments with students, maintaining regular contact, and using the university's disability services. The results of this study support previous calls for improved staff training and also draw attention to the competing demands on staff of supporting student learning whilst managing other institutional forces at play in universities. [Author abstract]
URL (open access) : https://janzssa.scholasticahq.com/article/1335-supporting-students-with-mental-health-issues-and-acquired-brain-injury-university-teaching-staff-perspectives
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222024
Record No: 222024 From EdResearch online
|
| The narrative of special education in Sweden : History and trends in policy and practice.
| Hjörne, Eva | 2016 |
Add to Folder
Title: The narrative of special education in Sweden : History and trends in policy and practice.
Author(s): Hjörne, Eva |
Journal Details: Discourse v.37 n.4 p.540-552
Published: August 2016
ISSN: 0159-6306
Abstract: Access to public education that provides equal opportunities for all is a democratic right for every person living in Sweden. In addition, every child should as far as possible be included in the mainstream school. An official story that is taken for granted in Sweden is that an extremely low proportion of children are in need of special support, since there is no categorisation system in the official statistics. However, the results from the interviews of a number of key informants in the Swedish school system and several research studies show the opposite; the proportion of children categorised in practice as being in need of special support has increased dramatically, especially the group of children assigned with neuropsychiatric diagnoses for example Attention Deficit Hyperactivity Disorder. This paper explores the implications of growing segregation of children with special educational needs for the idea of an inclusive education system. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2015.1073017
Record No: 213292 From EdResearch online
|
| Supporting Students with Invisible Disabilities : A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury.
| Venville, Annie
Mealings, Margaret
Ennals, Priscilla
Oates, Jennifer
Fossey, Ellie
Douglas, Jacinta
Bigby, Christine | 2016 |
Add to Folder
Title: Supporting Students with Invisible Disabilities : A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury.
Author(s): Venville, Annie | Mealings, Margaret | Ennals, Priscilla | Oates, Jennifer | Fossey, Ellie | Douglas, Jacinta | Bigby, Christine |
Journal Details: International Journal of Disability, Development and Education v.63 n.6 p.571-592
Published: November 2016
ISSN: 1034-912X
Abstract: Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students' attainment of qualifications and subsequent workforce participation need further investigation. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2016.1153050
Record No: 213788 From EdResearch online
|
| Tic disorders and learning disability : clinical characteristics, cognitive performance and comorbidity.
| Eapen, Valsamma
Crncec, Rudi
McPherson, Sarah
Snedden, Corina | 2013 |
Add to Folder
Title: Tic disorders and learning disability : clinical characteristics, cognitive performance and comorbidity.
Author(s): Eapen, Valsamma | Crncec, Rudi | McPherson, Sarah | Snedden, Corina |
Journal Details: Australasian Journal of Special Education v.37 n.2 p.162-172
Published: December 2013
ISSN: 1030-0112
Abstract: Tics are involuntary movements or sounds. Tourette syndrome is one of a family of tic disorders that affect around 1% of the population but which remains underrecognised in the community. In paediatric special education learning disability classes, the prevalence of individuals with tic disorders is around 20–45% — higher still in special education emotional/ behavioural classes. Given the high rates of individuals with tic disorders in special education settings, as well as the unique challenges of working in an educational setting with a person with a tic disorder, it is incumbent upon professionals working in these settings to be cognisant of the possibility of tic disorders in this population. This review seeks to provide an overview of tic disorders and their association with learning and mental health difficulties. The review focuses on an exploration of factors underpinning the association between tic disorders and learning disabilities, including neurocognitive corollaries of tic disorders and the influence of common comorbidities, such as ADHD, as well as upon strategies to support individuals with tic disorders in the classroom. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/jse.2013.2
Record No: 203915 From EdResearch online
|
| Art, disability, learning and the dance of my life.
| Thorley, Faith | 2011 |
Add to Folder
Title: Art, disability, learning and the dance of my life.
Author(s): Thorley, Faith |
Journal Details: Australian Journal of Adult Learning v.51 Special edition p.205-212
Published: December 2011
ISSN: 1443-1394
Abstract: The author uses her passion and skills as an artist to deal with her various disabilities resulting from brain tumour surgery. The 'advantages' of this approach have been many: improved self-esteem and a greater sense of wellbeing, to name just two. On reflection and after revisiting the experiences of her healing journey, the author now knows when this journey began. Today the author has come to recognise its beginning as the onset of her personal transformation. This article explains how the author believes her personal transformation happened after her brain tumour surgery, and describes the transformative learning process that followed. The author supports these explanations with valuable insights that she has gained from research in adult education and her involvement with others with disabilities. Next, the author introduces her interpretation of a phenomenon that she calls 'arts-based resistance learning'. This has been a major phase in the author's personal transformative journey and the subject of her current PhD inquiry. The author is strongly committed to her research inquiry because it is uncovering new ways of using art to enhance life, which gives her hope, and may inspire and so assist other like afflicted people, health professionals and concerned individuals. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=193962
Record No: 193962 From EdResearch online
|
| The developing brain : a largely overlooked health endpoint in risk assessments for synthetic chemical substances.
| McElgunn, Barbara | 2010 |
Add to Folder
Title: The developing brain : a largely overlooked health endpoint in risk assessments for synthetic chemical substances.
Author(s): McElgunn, Barbara |
Journal Details: International Journal of Disability, Development and Education v.57 n.3 p.315-330
Published: September 2010
ISSN: 1034-912X
Abstract: A large body of experimental animal research on the neurotoxic effects of certain environmental chemicals provides evidence of a cascade of neurobehavioural effects including learning deficits, hyperactivity, anxiety, depression, lack of motivation, increased aggressiveness, altered maternal care and bonding, and an over-reaction to small stressors. For a number of years, scientific meetings and reports have recommended that assessing risk in chemical safety evaluations should include tests for developmental neurotoxicity (DNT) to uncover the potential of chemical substances to affect the developing brain. However, DNT testing has been required only in rare circumstances, and for some classes of neurotoxic pesticides. The role of developmental neurotoxicants as causative or contributory factors in children's learning and behavioural disorders warrants more attention in both research and policy. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2010.501234
Record No: 183854 From EdResearch online
|
| Kindergarten or bust.
| Wilson-Burns, G. | 2009 |
Add to Folder
Title: Kindergarten or bust.
Author(s): Wilson-Burns, G. |
Journal Details: Practically Primary v.14 n.1 p.21-23
Published: February 2009
ISSN: 1324-5961
Abstract: This article is written by the parents of a child with special needs on the eve of his starting kindergarten.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=173217
Record No: 173217 From EdResearch online
|
| Early years action.
| Lovell, B. | 2008 |
Add to Folder
Title: Early years action.
Author(s): Lovell, B. |
Journal Details: Teacher Learning Network v.15 n.2 p.36-37
Published: Winter 2008
ISSN: 1444-1284
Abstract: Research suggests that the movement and behaviour of young children relates closely to specific development occurring in the central nervous system of the brain, particularly the brain stem and cerebellum regions. Specific motor, behavioural and physical skills correspond to specific ages of child development, and these phases are outlined in the article. The author provides suggestions as to how to identify deficiencies in children attaining such skills, as well as how to respond to delayed or impaired development. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=170779
Record No: 170779 From EdResearch online
|
| Our family's experience with the 'DORE' program.
| Oslington, G. | 2008 |
Add to Folder
Title: Our family's experience with the 'DORE' program.
Author(s): Oslington, G. |
Journal Details: Gifted n.147 p.6-8
Published: February 2008
ISSN: 1038-5266
Abstract: The DORE Program - also known as DDAT (dyslexia, dyspraxia and attention deficit) claims to cure all of the above by a series of gross motor and eye exercises, designed to stimulate the part of the brain known as the cerebellum. The cerebellum is dense in nerve connections, and the DORE program surmises that children and adults with dyslexia, dyspraxia and attention issues have a poorly developed cerebellum - thus the higher brain, or intelligent brain is required to fulfil functions of balance and screening out irrelevant stimuli. Students are unable to perform at their intellectual potential because of this 'wiring problem'. This article outlines the experiences of one family who enrolled both their daughter and son in the program. The author discusses the exercises, the costs involved, the length of time it takes and the difficulties. She concludes with a brief evaluation: it was very useful for her daughter but less so for her son. Overall she describes it as extremely helpful, perhaps life changing, but - like all the other programs - not solving everything. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=168906
Record No: 168906 From EdResearch online
|
| Research on the efficacy of sensory integration therapy : past, present and future.
| Leong, H. M.
Carter, M. | 2008 |
Add to Folder
Title: Research on the efficacy of sensory integration therapy : past, present and future.
Author(s): Leong, H. M. | Carter, M. |
Journal Details: Australasian Journal of Special Education v.32 n.1 p.83-99
Published: April 2008
ISSN: 1030-0112
Abstract: Research on the efficacy of sensory integration therapy (SIT) is addressed in this article. Initially, past key reviews of intervention studies until 1994 are considered. Subsequently, more recent studies from 1994 until 2007 are examined. Consistent with numerous previous reviews, no robust evidence supporting the efficacy of SIT was found. Alternative and more parsimonious explanations for purported effects of SIT are considered. In the light of the accumulated lack of evidence for the effectiveness of SIT, continued use of the technique outside of research contexts does not appear to be justified. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/10300110701842653
Record No: 168702 From EdResearch online
|
| Traumatic brain injury.
| Catroppa, C.
Anderson, V. | 2008 |
Add to Folder
Title: Traumatic brain injury.
Author(s): Catroppa, C. | Anderson, V. |
Journal Details: Teacher Learning Network v.15 n.2 p.12-13
Published: Winter 2008
ISSN: 1444-1284
Abstract: The article provides guidelines for successful interventions for children who have acquired traumatic brain injury (TBI). The authors recommend a team-based approach: the school, parents and health professionals can work together to minimise these difficulties, as this collaboration is an important factor in enhancing functional outcomes. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=170770
Record No: 170770 From EdResearch online
|
| Consciousness, will and the brain.
| Bradshaw, J. | 2007 |
Add to Folder
Title: Consciousness, will and the brain.
Author(s): Bradshaw, J. |
Journal Details: Australasian Science v.28 n.1 p.20-22
Published: January/February 2007
ISSN: 1442-679X
Abstract: Some extraordinary neurological disorders, and new ways of imaging the activity of discrete brain areas, have thrown light on our understanding of consciousness and free will. The author outlines the phenomenon of delayed perception and subsequent meaningful and immediate action by the brain, hinting at selective disturbances in the interlock area of conscious and automatic systems being responsible for some of our behaviour. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=160024
Record No: 160024 From EdResearch online
|
| Grammatical complexity in letters written by people with acquired brain impairment.
| Mortensen, L. | 2005 |
Add to Folder
Title: Grammatical complexity in letters written by people with acquired brain impairment.
Author(s): Mortensen, L. |
Journal Details: Australian Review of Applied Linguistics. Series S n.19 p.87-102
Published: 2005
ISSN: 0817-9514
Abstract: This study investigated written language in the form of personal and formal letters written by 10 people who sustained a stroke and 10 people who sustained traumatic brain injury, and compared their performance with 15 non brain-damaged people. In order to explore the writing skills of these individuals from a sociocultural perspective, a functional linguistic theory, systemic functional linguistics, was adopted as the framework for analysis. Features of grammatical complexity were examined to ascertain the differential demands of the two text types on the writers' language resources, and the impact of stroke and traumatic brain injury on participants' writing abilities. Results of the analysis revealed patterns of both strength and deficit in the groups with acquired brain impairment. Variation as a feature of 'disordered' and 'normal' performance is highlighted and clinical implications discussed. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=142312
http://dx.doi.org/10.1075/aralss.19.06mor
Record No: 142312 From EdResearch online
|
| Chiropractic neurology in Australia.
| Noone, P. | 2004 |
Add to Folder
Title: Chiropractic neurology in Australia.
Author(s): Noone, P. |
Journal Details: Gifted n.133 p.9-12
Published: July 2004
ISSN: 1038-5266
Abstract: The chiropractic neurologist is trained to assess a patient's nervous system and identify any signs of 'hard' neurological pathology. Signs of slow activity in the cerebellum are obvious to a chiropractic neurologist. Perhaps the most obvious sign is poor balance, explains the author. Many children with developmental delay (and also gifted children) dramatically fail balance sway tests. Treatment success is linked with improving balance in these children. Another sign of cerebellar disturbance is poor eye tracking.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=136826
Record No: 136826 From EdResearch online
|
| The use of exercise classes for people with chronic neurological diseases as an undergraduate physiotherapy clinical placement.
| Hale, L.
Fisher, A.
McLaughlin, M. | 2004 |
Add to Folder
Title: The use of exercise classes for people with chronic neurological diseases as an undergraduate physiotherapy clinical placement.
Author(s): Hale, L. | Fisher, A. | McLaughlin, M. |
Journal Details: Focus on Health Professional Education v.6 n.2 p.31-44
Published: November 2004
ISSN: 1442-1100
Abstract: To cope with increasing student numbers admitted into the physiotherapy degree program, which has placed pressure on the clinical program to provide good quality clinical experiences, the School of Physiotherapy, University of Otago, developed two novel placements for second year students. In these placements, students ran, with supervision, exercise classes for people with chronic neurological dysfunctions, namely Multiple Sclerosis (MS) and Parkinson's disease (PD), providing both a service to the community and an interactive learning environment for students. A survey of the exercise participants and modified focus groups discussions amongst students showed that these new placements were both enjoyable and beneficial to both parties concerned. In particular students reported that their knowledge of these two neurological conditions, their clinical confidence and their communication skills were enhanced. The non-technical skills developed in these placements are not limited to physiotherapy, and group work may provide opportunities for the training of these skills in other health professionals. The nature of group work, however, appeared to have some limitations in catering for the needs of the individual, both that of the exercise participant and of the student. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=140958
Record No: 140958 From EdResearch online
|
| Acquired brain injury and return to work in Australia and New Zealand.
| Athanasou, J. A. | 2003 |
Add to Folder
Title: Acquired brain injury and return to work in Australia and New Zealand.
Author(s): Athanasou, J. A. |
Journal Details: Australian Journal of Career Development v.12 n.1 p.58-65
Published: Autumn 2003
ISSN: 1038-4162
Abstract: This paper reviews the return-to-work rates following acquired brain injury in Australia and New Zealand (ANZ). The reported return-to-work rates for the nine ANZ studies varied from 29 percent to 64 percent with a median of 46 percent and for 23 international studies the return-to-work rates varied from 19 percent to 88 percent (median also 46 percent). When the results of all ANZ studies were combined to form a total of 1010 subjects then the overall return-to-work rate was 44 percent. A number of methodological concerns were raised and it was estimated that only about 7-10 percent of persons with an acquired brain injury are likely to return to the same job. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=125847
http://dx.doi.org/10.1177/103841620301200108
Record No: 125847 From EdResearch online
|
| Children living with domestic violence : research foundations for early intervention.
| McIntosh, J. | 2003 |
Add to Folder
Title: Children living with domestic violence : research foundations for early intervention.
Author(s): McIntosh, J. |
Journal Details: Journal of Family Studies v.9 n.2 p.219-234
Published: October 2003
ISSN: 1322-9400
Abstract: The impact of violence between parents or caregivers on a child's inner world is complex. Over recent years, researchers have gained vital knowledge about the workings of trauma in children induced by family violence. Of particular power has been definitive evidence about the potential for interspousal trauma to disrupt neurological and biochemical pathways in the developing child. From their respective vantage points, clinicians and researchers name the imperative for the early identification of children traumatised by domestic violence, in the service of preventing acute trauma symptoms from becoming embedded in development, at all levels of the child's functioning. This paper reviews recent evidence about the developmental impact on children of living in violent homes, with the aim of establishing a research-base rationale for early intervention. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=131639
http://dx.doi.org/10.5172/jfs.9.2.219
Record No: 131639 From EdResearch online
|
| A comparison of methods to estimate premorbid intelligence in an Australian sample : data from the Macquarie University Neuropsychological Normative Study (MUNNS).
| Lucas, S. K.
Carstairs, J. R.
Shores, E. A. | 2003 |
Add to Folder
Title: A comparison of methods to estimate premorbid intelligence in an Australian sample : data from the Macquarie University Neuropsychological Normative Study (MUNNS).
Author(s): Lucas, S. K. | Carstairs, J. R. | Shores, E. A. |
Journal Details: Australian Psychologist v.38 n.3 p.227-237
Published: November 2003
ISSN: 0005-0067
Abstract: A variety of methods for estimating premorbid intelligence were compared in an Australian sample participating in the Macquarie University Neuropsychological Normative Study (MUNNS). Predictors included a contextual version of the AUSNART, the WRAT-3 Reading subtest, Spot-the-Word Test and sub-tests from the WAIS-R. The study involved 244 healthy participants aged between 18 and 34 years, with half of them serving as a cross-validation sample. Multiple regression was used for all analyses. When taking into account both the statistical results and clinical utility of the methods, the Sydney Premorbid Intelligence Estimate (SPIE), consisting of Vocabulary and Picture Completion subtests from the WAIS-R, was considered to be the best predictor. Combining all measures into one regression did not substantially increase the amount of variance explained. Base rate tables for predicted IQ versus obtained IQ, and the discrepancy between predicted 10 and Delayed Recall Index of the WMS-R are provided for each of the prediction methods. Further research to examine the clinical utility of these methods is required. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=140047
http://dx.doi.org/10.1080/00050060310001707257
Record No: 140047 From EdResearch online
|
| The determinants of work adjustment following traumatic brain injury : a focus for career counsellors.
| Kendall, E.
Murphy, P. | 2003 |
Add to Folder
Title: The determinants of work adjustment following traumatic brain injury : a focus for career counsellors.
Author(s): Kendall, E. | Murphy, P. |
Journal Details: Australian Journal of Career Development v.12 n.1 p.25-35
Published: Autumn 2003
ISSN: 1038-4162
Abstract: This longitudinal study examined the determinants of work adjustment in the traumatic brain injury (TBI) population, using the frameworks provided by Hershenson and Moos as a guide for selecting variables. Based on these frameworks, the predictive utility of a range of variables (i.e., self-esteem, perceived support, situational stressors, appraisal of stress and self-efficacy and coping responses) was examined. Eighty-one individuals with TBI provided data for the study. The prediction of work adjustment was improved beyond that accounted for by initial adjustment when these previously-mentioned variables were entered into regression equations. Specifically, short-term work adjustment was associated with high levels of social support and self-efficacy as well as the effective use of problem-solving. In the long-term, however, internal resources such as self-esteem became more important to work adjustment, as did the effects of lesion location and cognitive impairment. Greater focus on these determinants of work adjustment in the career counselling process could foster the development of a preventative approach to TBI vocational rehabilitation. In particular, it may be possible to identify individuals who are likely to experience work adjustment difficulties and assist them to maintain and develop the resources that will, in turn, improve their likelihood of vocational success. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=125844
http://dx.doi.org/10.1177/103841620301200105
Record No: 125844 From EdResearch online
|
| Dyscalculia : a unifying concept in understanding mathematics learning disabilities.
| Munro, J. | 2003 |
Add to Folder
Title: Dyscalculia : a unifying concept in understanding mathematics learning disabilities.
Author(s): Munro, J. |
Journal Details: Australian Journal of Learning Disabilities v.8 n.4 p.25-32
Published: 2003
ISSN: 1324-8928
Abstract: Individuals display a mathematics disability when their performance on standardised calculation tests or on numerical reasoning tasks is comparatively low, given their age, education and intellectual reasoning ability. Low performance due to cerebral trauma is called acquired dyscalculia. Mathematical learning difficulties with similar features but without evidence of cerebral trauma are referred to as developmental dyscalculia. This review identifies types of developmental dyscalculia, the neuropsychological processes that are lined with them and procedures for identifying dyscalculia. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=132631
http://dx.doi.org/10.1080/19404150309546744
Record No: 132631 From EdResearch online
|
| A 23-year review of communication development in an individual with Agenesis of the Corpus Callosum.
| Stickles, J. L.
Schilmoeller, G. L.
Schilmoeller, K. J. | 2002 |
Add to Folder
Title: A 23-year review of communication development in an individual with Agenesis of the Corpus Callosum.
Author(s): Stickles, J. L. | Schilmoeller, G. L. | Schilmoeller, K. J. |
Journal Details: International Journal of Disability, Development and Education v.49 n.4 p.367-383
Published: December 2002
ISSN: 1034-912X
Abstract: Twenty-three years of observation and testing of the communication skills of a male participant with agenesis of the corpus callosum (ACC) and normal IQ revealed initial weakness in content and form of language. While his general ability to communicate improved over time, difficulties with fluent speech in conversations and pragmatic language skills persisted into young adulthood. With intensive intervention, communication and academic skills developed by late adolescence, which allowed the participant to complete a regular high school program. Discussion includes similarities and differences between this longitudinal case study and other reports of individuals with ACC with respect to communication skills. A clinical intervention approach based on collaboration between client, school, and the client's family is described. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912022000028349
Record No: 124043 From EdResearch online
|
| The acquisition of communication skills by people with brain injury : some comparisons with children with autism.
| Rees, R. J.
Bellon, M. L. | 2002 |
Add to Folder
Title: The acquisition of communication skills by people with brain injury : some comparisons with children with autism.
Author(s): Rees, R. J. | Bellon, M. L. |
Journal Details: International Journal of Disability, Development and Education v.49 n.2 p.175-189
Published: June 2002
ISSN: 1034-912X
Abstract: This research identifies the extent to which different contexts shape and modify the language and behaviours of four people with acquired brain injury. Comparisons are made with factors which can influence the language acquisition of children with autism because it is postulated that children with autism also have a particular brain injury. The comparison does not end there as the criteria for effective management necessary to nourish the communication skills of both groups appears similar. The four contexts used to shape and evaluate the language of people with brain injury include their own home, a residential camp with maximum support and enriched activity, a post camp period with comparable support, followed by a return to their own home with very limited support. Measures of communication skills demonstrate the success of the enriched camp facility. This was characterised by planning, structured support, and expectation of success from the participants. Their motivation and ability to communicate generally far exceeded the communication skills that each person with brain injury demonstrated when organised activity and sustained support is not available. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/103491220141758
Record No: 119054 From EdResearch online
|
| Assessment of learning disabilities : the complexity of causes and consequences.
| Robinson, G. L. | 2002 |
Add to Folder
Title: Assessment of learning disabilities : the complexity of causes and consequences.
Author(s): Robinson, G. L. |
Journal Details: Australian Journal of Learning Disabilities v.7 n.1 p.29-39
Published: 2002
ISSN: 1324-8928
Abstract: This paper reviews the current state of knowledge about underlying causes of learning difficulties and the resultant cognitive strategies and behaviours they generate. Three layers or levels of a causal-behavioural interaction are suggested: 1) neurological – biochemical 2) cognitive 3) behavioural. The importance of the environment is emphasised at all levels of this model, with examples of the effect of environmental influences provided. The paper highlights our growing awareness of the complexity of causal variables and of their likely importance for assessment and intervention. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=118851
http://dx.doi.org/10.1080/19404150209546690
Record No: 118851 From EdResearch online
|
| Providing for students who fail at school.
| Moore, S. | 2002 |
Add to Folder
Title: Providing for students who fail at school.
Author(s): Moore, S. |
Journal Details: Practising Administrator v.24 n.4 p.10-11,27
Published: 2002
ISSN: 0157-3357
Abstract: This article discusses the issues that apply to children with special needs and the gap between the knowledge of cognitive processes in children and school practice. The author argues that this gap is slowly narrowing, offering hope for teachers eager to help students who struggle to read and write and think clearly. Issues of neurological difficulties are explored and suggestions about possible solutions outlined.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=122750
Record No: 122750 From EdResearch online
|
| The use of assistive technology for symbol identification by children with Rett syndrome.
| Hetzroni, O.
Rubin, C.
Konkol, O. | 2002 |
Add to Folder
Title: The use of assistive technology for symbol identification by children with Rett syndrome.
Author(s): Hetzroni, O. | Rubin, C. | Konkol, O. |
Journal Details: Journal of Intellectual and Developmental Disability v.27 n.1 p.57-71
Published: March 2002
ISSN: 1326-978X | 1366-8250
Abstract: This study was designed to investigate whether the use of assistive technology would assist in the ability to identify symbols by girls with Rett syndrome. Rett syndrome is a neurological disorder manifested mainly in girls who lose most of their communication abilities between 6 and 18 months. Six types of meaningful referents (true name, storybook, song, food, verb and communication) were selected from their individualised educational programme. An individualised multimedia programme was created in order to facilitate the ability to match spoken words to symbols. A multiple probe design across four symbol sets was used to assess the identification of graphic and orthographic symbols with three girls who were in the third clinical stage of Rett syndrome. The results demonstrate a steady learning curve across symbol sets and a partial retention of knowledge throughout maintenance probes. Implications and future research directions are discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/13668250120119626-1
Record No: 116739 From EdResearch online
|
| An analysis of side-effect profiles of anti-seizure medications in persons with intellectual disability using the Matson Evaluation of Drug Side Effects (MEDS).
| Matson, J. L.
Mayville, E. A.
Bamburg, J. W.
Eckholdt, C. S. | 2001 |
Add to Folder
Title: An analysis of side-effect profiles of anti-seizure medications in persons with intellectual disability using the Matson Evaluation of Drug Side Effects (MEDS).
Author(s): Matson, J. L. | Mayville, E. A. | Bamburg, J. W. |
Journal Details: Journal of Intellectual and Developmental Disability v.26 n.4 p.283-295
Published: December 2001
ISSN: 1366-8250 | 1326-978X
Abstract: This article describes a study which investigated the side-effect profiles of anti-seizure medications in persons diagnosed with a seizure disorder and intellectual disability. The majority of the 124 participants receiving anti-epileptic medication were white female, and were receiving only one anti-epileptic medication. The side-effect profiles of these participants were contrasted with a matched group of 124 individuals not taking any anti-epileptic or psychotropic medications. Using the Matson Evaluation of Drug Side Effects (MEDS), significant differences were found among the two groups on the central nervous system - general and endocrine/genitourinary subscales. Overall, participants taking anti-epileptic medications were experiencing relatively few side-effects as measured by the MEDS; between-group differences for side-effects were found on the general central nervous system effects and endocrine/genitourinary subscales. Implications of the present findings are discussed. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/13668250120087308
Record No: 113446 From EdResearch online
|
| Case studies using Co:Writer.
| Heinisch, B. | 2001 |
Add to Folder
Title: Case studies using Co:Writer.
Author(s): Heinisch, B. |
Journal Details: Australian Journal of Learning Disabilities v.6 n.3 p.24-27
Published: 2001
ISSN: 1324-8928
Abstract: This article comprises segments from four evaluations performed in the Center for Adaptive Technology at Southern Connecticut State University. While the students in the case studies disabilities were all different, it was clear during the evaluation process that these students could benefit from using Co:Writer to produce written work. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=111637
http://dx.doi.org/10.1080/19404150109546676
Record No: 111637 From EdResearch online
|
| Case studies using Write:OutLoud.
| Heinisch, B. | 2001 |
Add to Folder
Title: Case studies using Write:OutLoud.
Author(s): Heinisch, B. |
Journal Details: Australian Journal of Learning Disabilities v.6 n.3 p.28-30
Published: 2001
ISSN: 1324-8928
Abstract: This article comprises segments from three evaluations performed in the Center for Adaptive Technology at Southern Connecticut State University. The students had some type of neurological deficit which affects their ability to handwrite and they are easily overstimulated by sound and visual stimuli. They all experienced dramatic change in their behaviour and their ability to produce writing when introduced to Write:OutLoud and given choice of voice and colour. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=111638
http://dx.doi.org/10.1080/19404150109546677
Record No: 111638 From EdResearch online
|
| Current research in the area of autism and savant syndrome.
| Young, R. | 2001 |
Add to Folder
Title: Current research in the area of autism and savant syndrome.
Author(s): Young, R. |
Journal Details: International Education Journal v.2 n.4 p.329-333
Published: November 2001
ISSN: 1443-1475
Abstract: In 1990 the author met a savant - a 12 year old musician with severe Autism who became the focus of the authors PhD thesis. His story, and that of his family, became the first chapter of the PhD dissertation and the catalyst for a body of research that involves both persons with savant syndrome and those with autism. This work has had two main research spin-offs; a documentary and Autism diagnoses. This presentation outlines current research in the area of Autism and Savant Syndrome by presenting the original study and this latest work. [Author abstract, ed]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v2n4/YOUNG/BEGIN.HTM
Record No: 116974 From EdResearch online
|
| Issues in the definition and implementation of 'best practice' for staff delivery of interventions for challenging behaviour.
| Ager, A.
O'May, F. | 2001 |
Add to Folder
Title: Issues in the definition and implementation of 'best practice' for staff delivery of interventions for challenging behaviour.
Author(s): Ager, A. | O'May, F. |
Journal Details: Journal of Intellectual and Developmental Disability v.26 n.3 p.243-256
Published: September 2001
ISSN: 1366-8250 | 1326-978X
Abstract: A focal sample of 103 intervention outcome studies was considered to confirm the evidence base for 'best practice' for intervention for challenging behaviour in persons with intellectual disability and acquired brain injury and establish the service conditions associated with its effective implementation. Evidence supports the effectiveness of behavioural interventions with challenging behaviour, particularly those based upon prior functional analysis of behaviour. However, problems in formulating practice guidelines from such literature include: the limited evidence regarding clinical effectiveness in work with persons with acquired brain injury; the uncertain durability of change subsequent to intervention; and the heavy reliance upon research personnel external to services for assessment, analysis and programme design in reported studies. Subsequently, a further 42 papers which directly addressed the issue of the capacity of direct care for the delivery of interventions were reviewed. These suggest the importance of supervision processes, attitudinal change and establishment of formal review mechanisms as adjuncts to staff training in intervention methods. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/13668250120063412
Record No: 111011 From EdResearch online
|
| Reading strategies in children with cerebral visual impairment caused by periventricular leukomalacia.
| Fellenius, K.
Ek, U.
Jacobson, L. | 2001 |
Add to Folder
Title: Reading strategies in children with cerebral visual impairment caused by periventricular leukomalacia.
Author(s): Fellenius, K. | Ek, U. | Jacobson, L. |
Journal Details: International Journal of Disability, Development and Education v.48 n.3 p.283-302
Published: September 2001
ISSN: 1034-912X
Abstract: Four children with cerebral visual impairment caused by periventricular leukomalacia were followed in an ethnographic clinical case study for two years during their process of learning to read in mainstream classes. When compared to children with ocular visual impairment, children with cerebral visual impairment often exhibit an uneven cognitive profile with visuo- spatial deficits but good verbal capacities. One main problem for children with deficits due to periventricular leukomalacia is decreased visual acuity with crowding, that is, an inability to identify symbols in a line, while single symbols of the same size may be identified. A question addressed in the study is what kind of strategies does the child with 'crowding' problems develop in reading long words in print. Could Braille, as a sequential reading medium, be an alternative for the child with simultaneous visual problems? Two children were offered both Braille and print reading as reading media, one of whom preferred Braille after two years of training. The other two children read ordinary print without any special teaching. After two years, considerable differences in reading acquisition and reading strategies could be detected among the four children. No single factor seemed to account for the differences. Individual factors as well as teaching methods could be reasons for the differences. [ Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/10349120120073421
Record No: 111077 From EdResearch online
|
| Emotion sickness.
| Bradshaw, J. | 2000 |
Add to Folder
Title: Emotion sickness.
Author(s): Bradshaw, J. |
Journal Details: Australasian Science v.21 n.10 p.35-36
Published: November/December 2000
ISSN: 1442-679X
Abstract: This article explains the neurological basis of behavioural disorders like schizophrenia, obsessive-compulsive disorder and depression.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=104328
Record No: 104328 From EdResearch online
|
| The Macquarie University neuropsychological normative study (MUNNS) : Australian norms for the WAIS-R and WMS-R.
| Carstairs, J.
Shores, E. | 2000 |
Add to Folder
Title: The Macquarie University neuropsychological normative study (MUNNS) : Australian norms for the WAIS-R and WMS-R.
Author(s): Carstairs, J. | Shores, E. |
Journal Details: Australian Psychologist v.35 n.1 p.41-59
Published: March 2000
ISSN: 0005-0067
Abstract: This paper reports on the co-norming of the Wechsler Adult Intelligence Scale (Revised) (WAIS-R) and the Wechsler Memory Scale (Revised) (WMS-R) on a stratified random sample of 399 healthy young adults in the age range 18 to 34 years in Sydney, Australia. These data were collected as part of the Macquarie University Neuropsychological Normative Study (MUNNS). In deriving the norms, the influences of age, sex, and education were taken into account, and tables for deriving demographically adjusted scaled scores are provided. Tables for the IQ and memory index scores are provided, with values for the 90 percent and 95 percent confidence intervals bands around the predicted true scores. The confidence intervals for both test and retest conditions were derived using standard errors of estimation and prediction. Base-rate tables of both within-test and between-test differences are presented, as well as tables for predicting memory index scores from the IQ scores. A hypothetical set of data demonstrates the differences in results using the American norms versus the demographically adjusted Australian norms. Finally, a step-by-step example is presented to demonstrate the use of the MUNNS tables. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=137169
http://dx.doi.org/10.1080/00050060008257467
Record No: 137169 From EdResearch online
|
| The Macquarie University neuropsychological normative study (MUNNS) : rationale and methodology.
| Carstairs, J.
Shores, E. | 2000 |
Add to Folder
Title: The Macquarie University neuropsychological normative study (MUNNS) : rationale and methodology.
Author(s): Carstairs, J. | Shores, E. |
Journal Details: Australian Psychologist v.35 n.1 p.36-40
Published: March 2000
ISSN: 0005-0067
Abstract: The Macquarie University Neuropsychological Normative Study (MUNNS) was conducted during the period January 1996 to March 1998, and involved the assessment of a sample of 399 healthy 18 to 34 year-olds in Sydney. The primary aim of the MUNNS was to establish normative data on neuropsychological measures commonly used in the rehabilitation and medico-legal assessments of patients with traumatic brain injuries. These norms provide local standards on tests of intelligence, memory, and higher neuropsychological function against which brain-injured patients can be compared. The present paper provides the rationale underpinning the MUNNS as well as an overview of the methodology used and an assessment of the representativeness of the MUNNS sample. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=137168
http://dx.doi.org/10.1080/00050060008257466
Record No: 137168 From EdResearch online
|
| Memory & emotion : two sides of brain function.
| Sah, P. | 2000 |
Add to Folder
Title: Memory & emotion : two sides of brain function.
Author(s): Sah, P. |
Journal Details: Australasian Science v.21 n.10 p.21-25
Published: November/December 2000
ISSN: 1442-679X
Abstract: This article explains how memories are stored in the brain and can be strengthened by emotional experience.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=104326
Record No: 104326 From EdResearch online
|
| Acquired brain injury and learning.
| Griffin, J. | 1999 |
Add to Folder
Title: Acquired brain injury and learning.
Author(s): Griffin, J. |
Journal Details: Fine Print v.22 n.2 p.20-22
Published: Winter 1999
ISSN: 0159-3978
Abstract: This article contains background information on acquired brain injury, also known as ABI, and discusses some key issues that need to be considered with working with students with this injury.
URL (open access) : http://www.valbec.org.au/05/fineprint/archive/1999/99WN.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=104555
Record No: 104555 From EdResearch online
|
| The brain-injured child in the classroom.
| Mawter, J. | 1999 |
Add to Folder
Title: The brain-injured child in the classroom.
Author(s): Mawter, J. |
Journal Details: Classroom v.19 n.6 p.8-11
Published: 1999
ISSN: 0727-1255
Abstract: It is not easy managing the integration of children who have sustained a brain injury back into the classroom. This article details strategies that combat the results of an acquired brain impairment that teachers can use to the child's, and their own, advantage.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=97684
Record No: 97684 From EdResearch online
|
| Effects of amount and type of social interaction/activity on stereotyped hand mannerisms in individuals with Rett Syndrome.
| Woodyatt, G.
Sigafoos, J. | 1999 |
Add to Folder
Title: Effects of amount and type of social interaction/activity on stereotyped hand mannerisms in individuals with Rett Syndrome.
Author(s): Woodyatt, G. | Sigafoos, J. |
Journal Details: Australasian Journal of Special Education v.23 n.1 p.15-24
Published: 1999
ISSN: 1030-0112
Abstract: This study examined the effects of social interaction/activity on the frequency of stereotyped hand mannerisms in seven individuals with Rett syndrome. The percentage of 15 second intervals with stereotyped hand mannerisms was recorded during repeated 10 minute sessions under two conditions in an ABAB reversal design. The High Social Interaction/Activity condition occurred during a mealtime when the individuals also received high levels of social interaction from a staff person. In the second, Low Social Interaction condition, a staff person was present but did not interact with the individual and no activities were presented. The trend was for more stereotypic hand movement in the Low Social Interaction/Activity condition. However, there was a considerable amount of individual and within condition variability. The results suggest a need for individual assessment in order to develop educational interventions to attenuate stereotyped hand mannerisms in persons with Rett syndrome.
URL (conditional access) : http://dx.doi.org/10.1080/1030011990230103
Record No: 102457 From EdResearch online
|
| Developing language tests for specific populations.
| Baker, R. | 1996 |
Add to Folder
Title: Developing language tests for specific populations.
Author(s): Baker, R. |
Journal Details: Australian Review of Applied Linguistics. Series S n.13 p.33-54
Published: 1996
ISSN: 0817-9514
Abstract: This article examines the decisions underpinning language test design in circumstances where existing tests are of questionable validity for particular subpopulations, or where no suitable test exists. Three strands of test development work are described, all concerned with the assessment of language abilities in bilinguals and speakers of English as a second language in Australia. The specific contexts discussed are: the assessment of residual language-processing abilities following stroke; the assessment of communicative ability following stroke; and the assessment of first and second language abilities in Alzheimer's dementia. For all of these purposes, tests need to be suitable for people of a range of ethnolinguistic backgrounds and degrees of bilingualism. Each context, however, raises its own set of considerations, and has therefore necessitated a different approach. In the first case, the starting point for the development of a appropriate test content has been the investigation of a published aphasia test already available in many of the required languages. In the second case, an analysis of the communicative needs of a sample of stroke patients of non-English-speaking backgrounds was conducted, and content for a new measure selected on the basis of the results. In the third case, content selection has been informed primarily by the findings of empirical research on language decline in dementia. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1075/aralss.13.03bak
Record No: 127116 From EdResearch online
|
| Implications of the Tourette syndrome.
| Parker, C. | 1996 |
Add to Folder
Title: Implications of the Tourette syndrome.
Author(s): Parker, C. |
Journal Details: Australian Journal of Remedial Education v.27 n.5 p.34-37
Published: 1996
ISSN: 0726-5115
Abstract: Tourette syndrome is a neurological disorder identified by rapid, involuntary muscular movements called 'tics' and involuntary vocalisations. The disorder usually begins between the ages of two and 15, and is lifelong. The symptoms of Tourette syndrome may be grouped within three major categories: motor, vocal and behavioural. The various disorders associated with Tourette syndrome may have a direct affect on behaviour and learning. These problems, such as attention deficit-hyperactivity disorder, learning disabilities and impulsivity, present the biggest challenge in the educational setting. Patients and their families require education, counselling, emotional support and proper referral to community resources so that they can help formulate an appropriate educational and behavioural program which helps to control the disorder. A strong team approach, involving the parents, medical professionals, the teacher and the child, all working together, should ensure that the child with the disorder achieves his potential both academically and socially. Parents will have an understanding of Tourette syndrome, as well as an extensive knowledge of their own child's educational needs which they can pass onto the teacher. The child should be encouraged to work for short intense periods with regular breaks, and frequent changes in activities. A contract may be devised which outlines the number of problems that need to be finished by a certain reasonable time. Many of the adaptations that may be made to accommodate the needs of the Tourette syndrome child will not only benefit the concerned individual but may assist the other class members in their learning processes. The general awareness and sensitivity of teachers to Tourette syndrome must be increased. Teachers need to be knowledgeable and informed of the subject to ensure skillful management of the child's needs and behaviours in the educational setting, so that they may accurately identify new cases and refer them to the appropriate professionals, and so that they can help other students understand the problem. The school provides the opportunity for the Tourette syndrome child to excel, and while he may encounter problems in conveying what he knows, the child must continue to be challenged. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=150590
Record No: 150590 From EdResearch online
|
| Paraplegia, quadriplegia and employment in Australia.
| Murphy, G.
Brown, D.
Foreman, P.
Young, A.
Athanasou, J. | 1996 |
Add to Folder
Title: Paraplegia, quadriplegia and employment in Australia.
Author(s): Murphy, G. | Brown, D. | Foreman, P. | Young, A. | Athanasou, J. |
Journal Details: Australian Journal of Career Development v.5 n.1 p.26-31
Published: Autumn 1996
ISSN: 1038-4162
Abstract: The educational and vocational achievements of a sample of Australians with spinal cord injuries are described in this study. Of the 180 working age people surveyed, 36 per cent were holding full time or part time employment at the time of the survey and one third had gone on to obtain further qualifications post injury. The most frequent methods of finding a job post injury were informal rather than formal, with only 5 per cent of jobs gained through advertisements or employment services. Of those who gained work, 49 per cent did so within 12 months of discharge, but another 14 per cent obtained their job more than five years after initial hospital discharge. The results indicate that there is considerable scope for employment and education achievements following spinal cord injury.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=69162
http://dx.doi.org/10.1177/103841629600500107
Record No: 69162 From EdResearch online
|
| Reflections on 25 years of learning difficulties research : specifically severe reading disability (dyslexia).
| Jackson, M. | 1996 |
Add to Folder
Title: Reflections on 25 years of learning difficulties research : specifically severe reading disability (dyslexia).
Author(s): Jackson, M. |
Journal Details: Australian Journal of Remedial Education v.27 n.5 p.29-33
Published: 1996
ISSN: 0726-5115
Abstract: The search for a greater understanding of the nature and causes of learning difficulties in children has made significant strides in the last 25 years or so but the search for understanding of reading disability in particular does not seem to have advanced particularly far in those years. It has proved to be an exhausting, complex area to study and, in particular, from which to derive a basis for treatment programs. When the author first entered the field of reading disability the term dyslexia was extensively used. He felt this term was unsatisfactory for a number of reasons and used the term severe reading disability. The numbers of children with specific reading disabilities has been variously calculated at about 15 percent but sometimes as high as 25 percent. In this paper the author uses the terms dyslexia and severe reading disability interchangeably. The author reviews briefly some of the major highlights that have characterised the research and treatment of severe reading disability (dyslexia) over the last 25 years or so. He divides the research trend and foci into a number of areas: (1) the search for underlying brain deficits, defective neurology and the like and the implications of such research for classroom practice; (2) esoteric theories of neurological growth and development; (3) theories involved in the notion that the cause of dyslexia lies in a presumed form of optic retinal dysfunction; (4) theories involved in highlighting the phonetic structures of words; (5) theories involving matching the nature of the program to the nature of the deficiency in the child. It would seem clear from the research presented in the article that for the severely disabled reader those programs that focus on the relationship between the heard language system, its phonological basis, and the visual language system, combined with meaning, discrimination skills and a highly reinforcing context provide the best means for any child to learn to read. Perhaps the major difference between the skilled reader and the disabled reader is that they master these skills in a rapid time frame whereas the disabled reader needs significantly more presentations in contexts and settings that require the child's active involvement and control over the outcomes. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=150589
Record No: 150589 From EdResearch online
|
| Students with brain injuries: teaching strategies.
| | 1996 |
Add to Folder
Title: Students with brain injuries: teaching strategies.
Author(s):
Journal Details: Professional Magazine v.14 n.1 p.7-8
Published: 28 Nov 1996
ISSN: 1328-9780
Abstract: Around 2000 school aged children receive brain injuries through accidents each year. What steps can schools take to accommodate these students returning to school?
URL (conditional access) : http://library.acer.edu.au/document/?document_id=71789
Record No: 71789 From EdResearch online
|
| Cognitive and psychosocial outcome after head injury in children.
| Prior, M.
Kinsella, G.
Sawyer, M.
Bryan, D.
Anderson, V. | 1994 |
Add to Folder
Title: Cognitive and psychosocial outcome after head injury in children.
Author(s): Prior, M. | Kinsella, G. | Sawyer, M. | Bryan, D. | Anderson, V. |
Journal Details: Australian Psychologist v.29 n.2 p.116-123
Published: July 1994
ISSN: 0005-0067
Abstract: This article reports on the neuropsychological and psychosocial assessment of a group of Victorian and South Australian school-aged children who had sustained a closed head injury. What the assessments which were carried out post-injury and at six months after the injury indicated about head trauma, intellectual functioning, psychosocial factors such as behaviour, resulting deficits and the impact on families, is discussed. The authors outline the results in terms of cognitive measures, educational achievement and psychosocial measures for the child and family.
URL (conditional access) : http://dx.doi.org/10.1080/00050069408257334
Record No: 123868 From EdResearch online
|
| Planning for young adults with brain damage in New South Wales.
| Ehrlich, F. | 1994 |
Add to Folder
Title: Planning for young adults with brain damage in New South Wales.
Author(s): Ehrlich, F. |
Journal Details: Australia and New Zealand Journal of Developmental Disabilities v.19 n.4 p.293-306
Published: 1994
ISSN: 0726-3864
Abstract: Adults with brain damage may have acquired it from three principal causes: from developmental disability or in very early life as a result of illness; in early adult life mainly from trauma, usually road accidents; and in late life due to dementia but also stroke and tumour. Whilst the resulting disabilities can be very similar, requiring comparable management strategies and causing similar stresses for their carers, there are very diverse avenues for service provision for these three categories, the only common feature perhaps being under provision. There may be a case for ' brain damaged persons unite' with the prospect of more rational provision of support.
URL (conditional access) : https://doi.org/10.1080/07263869400035351
Record No: 66378 From EdResearch online
|
| Reliability of a conductive education rating scale for assessing children with multiple disabilities.
| Sigafoos, J.
Couzens, D.
Gunn, S. | 1994 |
Add to Folder
Title: Reliability of a conductive education rating scale for assessing children with multiple disabilities.
Author(s): Sigafoos, J. | Couzens, D. | Gunn, S. |
Journal Details: Australian Educational and Developmental Psychologist v.11 n.2 p.12-17
Published: Nov 1994
ISSN: 0816-5122
Abstract: Adaptive behaviour scales represent an alternative to standardised intelligence tests for assessing children with multiple disabilities. The purpose of the present study was to evaluate the reliability of an adaptive behaviour scale used in Hungarian Conductive Education programs for children with neurological impairments. Forty-five children with multiple disabilities were assessed on two separate occasions by their teachers and physiotherapists. Scores were compared across raters and across the two assessment occasions. Interobserver agreement averaged 55.5, and the overall test-retest reliability was 75. Suggestions for improving interobserver agreement and test-retest reliability are discussed.
URL (conditional access) : http://dx.doi.org/10.1017/S0816512200027012
Record No: 85180 From EdResearch online
|
| Living with Tourettes: it's just a part of me.
| Rogers, S. | 1993 |
Add to Folder
Title: Living with Tourettes: it's just a part of me.
Author(s): Rogers, S. |
Journal Details: Youth Studies Australia v.12 n.1 p.14-20
Published: Autumn 1993
ISSN: 1038-2569
Abstract: Shannon Rogers, a Canadian student from the University of Victoria in British Columbia, spent two months in Tasmania last year doing the fourth year practicum for her Bachelor of Arts in Child and Youth Care. During her stay Shannon visited the Youth Studies Australia office and talked about her own experience as a child and as a young woman with Tourette Syndrome, and about her plans for a career in child and youth care.
URL (archived) : http://pandora.nla.gov.au/pan/147088/20140707-1245/www.acys.info/__data/assets/pdf_file/0019/65521/p14_-_S._Rogers_and_YSA_-_March_1993.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=64571
Record No: 64571 From EdResearch online
|
| Neuropsychological assessment in attention deficit hyperactivity disorder (ADHD).
| Levick, W. | 1993 |
Add to Folder
Title: Neuropsychological assessment in attention deficit hyperactivity disorder (ADHD).
Author(s): Levick, W. |
Journal Details: Australian Educational and Developmental Psychologist v.10 n.1 p.15-21
Published: May 1993
ISSN: 0816-5122
Abstract: Neuropsychological assessment of children with attention deficit hyperactivity disorder (ADHD) is reviewed in the light of recent research and clinical practice. Traditional psychometric approaches fail to reveal deficiencies in such children and performance levels have to be considered with care due to the potential confounding effects of attention deficit. Examination of qualitative features of performance and extension of the range of assessment instruments to include those more sensitive to frontal systems dysfunction are proposed. The distinction between ADHD and specific learning disorders on the basis of neuropsychological assessment and the application in educational management is discussed.
URL (conditional access) : http://dx.doi.org/10.1017/S0816512200026766
Record No: 67032 From EdResearch online
|