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The article focuses on language choices regarding deaf infants and the principle of respect for autonomy in modern medical ethics. It mentions about neuronal plasticity of the brain with respect to language acquisition. It focuses on training necessary for having a chance at speech competence requires daily commitment.

This study investigated the perceptions of children with Attention-Deficit/Hyperactivity Disorder (ADHD) of their ADHD symptoms in terms of the positive illusory bias (PIB), their attributions for their problem behaviors, and their beliefs about whether their problem behaviors and disorder are stigmatizing. Participants were 152 9- to 14-year-old children (86 ADHD). Children with ADHD demonstrated a PIB for their ADHD symptoms; the discrepancy between their self-reports and parent reports was greater than for children without ADHD. They also viewed their self-identified most problematic behavior as more uncontrollable and stigmatizing (i.e., bothersome to others, leading to differential treatment, and embarrassing) than comparison children. Their perception that their problem behaviors and their disorder were stigmatizing was negatively associated with behavioral self-concept and self-esteem. These results suggest that school psychologists should interpret the self-reports of problem behaviors of children with ADHD with caution while being aware of the vulnerability of these children to feelings of stigma. [ABSTRACT FROM PUBLISHER]

Examines the presumed sensorimotor basis of the nonverbal learning disability syndrome among learning disabled boys. Study of 90 boys with sensory integrative dysfunction; Wechsler Verbal IQ; Performance IQ; Reading achievement test; Arithmetic on the Wide Range Achievement Test.

Reports from a study which examined the independent and relative influences of social discourse and social skills on problem behavior in children with language learning disabilities. Information on the methodology used in the study; Results of the analyses on the study; Discussion on the study; More indepth look at the study.

IQ-achievement discrepancy criteria identified 24 children with learning disabilities (LD) having a lower Verbal-higher Performance (LV-HP) WISC-R IQ profile and 33 children with slower learning (SL). The majority of children were white males of lower to middle-class background and ranged in age from 77 to 159 months. Except for predetermined Performance scale group differences, children with LD were not found to be otherwise distinguished by differences on WISC-R subtest scores, subtest scatter, or variation among Kaufman and Bannatyne category scores. Only one of the WISC-R profile differences that was an advantage for the children with LD satisfied test criteria for clinical significance. None of the differences predicted their reading, spelling, or aritlunetic achievement. Results suggest that children who are differentially identified as LV-HP LD or SL based on IQ achievement discrepancy criteria may not be distinguishable on any other aspects of their WISC-R profile that are related to their basic academic performance. [ABSTRACT FROM PUBLISHER]

This study investigated the validity of the Kaufman Assessment Battery for Children (K-ABC) in making predictions about the processing styles of 40 randomly selected White learning-disabled children, aged 8 years, 0 months to 12 years, 5 months. A typical pattern of lower sequential-higher simultaneous processing was obtained for the total sample when the group mean scores were analyzed. However, adherence to Kaufman's criteria for subtyping individual children indicated that the majority of subjects had equal difficulty in sequential and simultaneous processing. For the K-ABC processing subtypes that emerged, none of the expected relationships was found between processing styles and accuracy of reading and spelling single words on the Boder Test of Reading-Spelling Patterns. The results support the validity of the K-ABC for continuing to investigate the nature of processing styles in the learning disability population, but not for making more specific recommendations about appropriate remedial programs on the basis of individual K-ABC processing subtypes that erroneously have been assumed to predict unique reading-spelling profiles. [ABSTRACT FROM PUBLISHER]

Compares the Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles of children with learning disabilities (LD) and children who are slow learners (SL). Mean verbal and performance intelligence quotients (IQ) of children with LD and SL children; Low verbal high performance IQ profile of children with LD.