scholarly journals Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities.

2020 ◽  
Vol 112 (4) ◽  
pp. 685-700 ◽  
Author(s):  
Marcia A. Barnes ◽  
Nathan H. Clemens ◽  
Anna-Mária Fall ◽  
Greg Roberts ◽  
Alice Klein ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
High Risk ◽  
Kindergarten Children ◽  
Cognitive Predictors

The Effectiveness of the MWM and GOAL Programs in Developing General Language Abilities

1978 ◽  
Vol 1 (3) ◽  
pp. 32-38 ◽  
Author(s):  
Richard Logan ◽  
Ron Colarusso
Keyword(s):  
Learning Disabilities ◽  
High Risk ◽  
Training Programs ◽  
Kindergarten Children ◽  
Language Training ◽  
Language Abilities ◽  
Language Programs ◽  
Specific Language ◽  
Program Language ◽  
Goal Program

Many practitioners in the field of learning disabilities use training programs designed to improve the general language abilities in children. Two of the more frequently used language programs are the MWM Program for Developing Language Abilities and the GOAL Program: Language Development. This study assesses the effectiveness of the MWM and GOAL programs on the linguistic skills of high-risk kindergarten children. The article underscores the importance of distinguishing between general and specific language abilities when determining the effectiveness of a language training program.

scholarly journals Comparison of two caries prevention programs among Thai kindergarten: a randomized controlled trial

2020 ◽  
Author(s):  
Pagaporn Pantuwadee Pisarnturakit ◽  
Palinee Detsomboonrat
Keyword(s):  
High Risk ◽  
Controlled Trial ◽  
Low Risk ◽  
Kindergarten Children ◽  
Primary Molar ◽  
Permanent Molar ◽  
Carious Lesions ◽  
Caries Increment ◽  
Risk Approach ◽  
Clinical Trials Registry

Abstract Background: Intensified preventive regimen based on a ‘high-risk’ approach has been proposed instead the routine prevention that is generally given to the whole population. The effectiveness of these regimens may still be an issue. Therefore, the aim of this study was to compare two preventive programs carried out in a Public School for kindergarten children. Methods: The data from clinical examinations were used to assess the caries risk for 121 children. Children with at least 2 carious lesions were considered as high risk for dental caries development. These children were randomized into two groups. Half (High risk basic-HRB group) were provided the basic prevention regimen (oral-hygiene instruction and hands-on brushing practice for teachers and caregivers, daytime tooth brushing supervised by teachers at least once a week, newly erupted first permanent molar sealant, provision of toothbrush, fluoride-containing dentifrice, and a guidebook), which was also given to low-risk children (Low risk basic-LRB group). The other half (High risk intensive-HRI group) were additionally given an intensified preventive regimen (F-varnish application, primary molar sealant, and silver diamine fluoride (SDF) application on carious lesions). Clinical examinations were performed semiannually to determine the dmfs caries increment of the three groups. Results: The 89 children completed the 24-month examination were 3- to 5-year-old with 19, 35, and 35 children in the LRB, HRB, and HRI group, respectively. The new caries development at 24 months of the HRB group (75%) was higher than that of the HRI group (65.7%) and the LRB group (21.1%). One-way analysis of variance (ANOVA) indicated no significant differences of caries increment between the HRB and HRI groups at the end of our study ( p =0.709). Conclusions: The negligible difference in caries increment between the HRI and HRB groups implies that intensified prevention produced minimal additional benefit. Offering all children only basic prevention could have obtained virtually the same preventive effect with substantially less effort and lower cost. Trial registration: Thai Clinical Trials Registry (TCTR), TCTR20180124001. Registered 24 January 2018 - Retrospectively registered, https://www.clinicaltrials.in.th/TCTR20180124001.

scholarly journals Comparative Study of the Psychological Needs between Kindergarten Children with Developmental Learning Disabilities and Normal

2015 ◽  
Vol 9 (3) ◽  
pp. 543
Author(s):  
Nawaf. M. Aldhafeeri
Keyword(s):  
Learning Disabilities ◽  
Early Detection ◽  
Significant Interaction ◽  
Psychological Needs ◽  
Kindergarten Children ◽  
Normal Children ◽  
Significant Interaction Effect ◽  
Developmental Learning ◽  
Detection Tool ◽  
Males And Females

The study aimed to identify the psychological needs (for competence, autonomy, and affiliation) with kindergarten children in Kuwait. A sample of 117 children from kindergarten (57 with developmental learning disabilities, and 60 of normal children) was selected. Two instruments were used: early detection tool and psychological needs scale. The results showed that there were significant differences (p. < 0.01) between the developmental learning disabilities and the normal children in all needs. Also, there were significant differences (p. < 0.05) between males and females in competence and autonomy needs. There were no significant differences between males and females in the affiliation need. There were significant Interaction effect between gender and the group in the autonomy need indicating that differences due to gender are not constant. 

Occupational Aspirations and Early Career-Choice Patterns of Adolescents with and without Learning Disabilities

1996 ◽  
Vol 19 (2) ◽  
pp. 99-116 ◽  
Author(s):  
Jay W. Rojewski
Keyword(s):  
Learning Disabilities ◽  
Longitudinal Study ◽  
High Risk ◽  
Career Choice ◽  
Career Exploration ◽  
Early Career ◽  
Occupational Aspirations ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Disability Status

The National Education Longitudinal Study of 1988 (NELS:88) database was used to examine the influence of gender and learning disability status on the occupational aspirations and career-choice patterns of adolescents at grades 8 and 10. Results indicated that adolescents with learning disabilities displayed different career-choice patterns and strategies than their nondisabled peers at two points early in the career-exploration stage: Youth with learning disabilities were less likely to aspire to high-prestige occupations and were more likely to be indecisive about future occupational alternatives. Females with learning disabilities appeared to be at particularly high risk of setting limits on their occupational futures. In terms of career-choice patterns, nondisabled youth were more likely to identify occupations within a particular prestige level and remain consistent from grade 8 to grade 10. By comparison, youth with learning disabilities were more likely to express lower or indecisive aspirations in early adolescence and then report higher aspirations in mid-adolescence.

Sentence Imitation in Kindergarten Children at Risk for Learning Disability

1984 ◽  
Vol 15 (1) ◽  
pp. 10-15 ◽  
Author(s):  
Carol Swift
Keyword(s):  
High Risk ◽  
Learning Disability ◽  
Normal Control ◽  
Incidental Finding ◽  
Normal Control Group ◽  
Kindergarten Children ◽  
Control Group ◽  
Children At Risk ◽  
Significant Difference ◽  
Group A

The Carrow Elicited Language Inventory was used to compare the imitation skills of kindergarten children identified as high risk for learning disability with those of a normal control group. A significant difference was found between the two groups in the total number of errors. Differences were also found in the ability to imitate adjectives, conjunctions, pronouns, and verbs. An incidental finding, failure on the part of many high-risk subjects to imitate interrogative stimuli, is discussed in terms of a processing deficit.

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