Learning Disabilities - A Medical Dictionary, Bibliography, and Annotated Research Guide to Internet References

LEARNING DISABILITIES A M EDICAL D ICTIONARY , B IBLIOGRAPHY , AND A NNOTATED R ESEARCH G UIDE TO I NTERNET R E FERENCES

J AMES N. P ARKER , M.D. AND P HILIP M. P ARKER , P H .D., E DITORS

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ICON Health Publications ICON Group International, Inc. 4370 La Jolla Village Drive, 4th Floor San Diego, CA 92122 USA Copyright 2004 by ICON Group International, Inc. Copyright 2004 by ICON Group International, Inc. All rights reserved. This book is protected by copyright. No part of it may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the publisher. Printed in the United States of America. Last digit indicates print number: 10 9 8 7 6 4 5 3 2 1

Publisher, Health Care: Philip Parker, Ph.D. Editor(s): James Parker, M.D., Philip Parker, Ph.D. Publisher's note: The ideas, procedures, and suggestions contained in this book are not intended for the diagnosis or treatment of a health problem. As new medical or scientific information becomes available from academic and clinical research, recommended treatments and drug therapies may undergo changes. The authors, editors, and publisher have attempted to make the information in this book up to date and accurate in accord with accepted standards at the time of publication. The authors, editors, and publisher are not responsible for errors or omissions or for consequences from application of the book, and make no warranty, expressed or implied, in regard to the contents of this book. Any practice described in this book should be applied by the reader in accordance with professional standards of care used in regard to the unique circumstances that may apply in each situation. The reader is advised to always check product information (package inserts) for changes and new information regarding dosage and contraindications before prescribing any drug or pharmacological product. Caution is especially urged when using new or infrequently ordered drugs, herbal remedies, vitamins and supplements, alternative therapies, complementary therapies and medicines, and integrative medical treatments. Cataloging-in-Publication Data Parker, James N., 1961Parker, Philip M., 1960Learning Disabilities: A Medical Dictionary, Bibliography, and Annotated Research Guide to Internet References / James N. Parker and Philip M. Parker, editors p. cm. Includes bibliographical references, glossary, and index. ISBN: 0-597-84002-4 1. Learning Disabilities-Popular works. I. Title.

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Disclaimer This publication is not intended to be used for the diagnosis or treatment of a health problem. It is sold with the understanding that the publisher, editors, and authors are not engaging in the rendering of medical, psychological, financial, legal, or other professional services. References to any entity, product, service, or source of information that may be contained in this publication should not be considered an endorsement, either direct or implied, by the publisher, editors, or authors. ICON Group International, Inc., the editors, and the authors are not responsible for the content of any Web pages or publications referenced in this publication.

Copyright Notice If a physician wishes to copy limited passages from this book for patient use, this right is automatically granted without written permission from ICON Group International, Inc. (ICON Group). However, all of ICON Group publications have copyrights. With exception to the above, copying our publications in whole or in part, for whatever reason, is a violation of copyright laws and can lead to penalties and fines. Should you want to copy tables, graphs, or other materials, please contact us to request permission (E-mail: [email protected]). ICON Group often grants permission for very limited reproduction of our publications for internal use, press releases, and academic research. Such reproduction requires confirmed permission from ICON Group International Inc. The disclaimer above must accompany all reproductions, in whole or in part, of this book.

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Acknowledgements The collective knowledge generated from academic and applied research summarized in various references has been critical in the creation of this book which is best viewed as a comprehensive compilation and collection of information prepared by various official agencies which produce publications on learning disabilities. Books in this series draw from various agencies and institutions associated with the United States Department of Health and Human Services, and in particular, the Office of the Secretary of Health and Human Services (OS), the Administration for Children and Families (ACF), the Administration on Aging (AOA), the Agency for Healthcare Research and Quality (AHRQ), the Agency for Toxic Substances and Disease Registry (ATSDR), the Centers for Disease Control and Prevention (CDC), the Food and Drug Administration (FDA), the Healthcare Financing Administration (HCFA), the Health Resources and Services Administration (HRSA), the Indian Health Service (IHS), the institutions of the National Institutes of Health (NIH), the Program Support Center (PSC), and the Substance Abuse and Mental Health Services Administration (SAMHSA). In addition to these sources, information gathered from the National Library of Medicine, the United States Patent Office, the European Union, and their related organizations has been invaluable in the creation of this book. Some of the work represented was financially supported by the Research and Development Committee at INSEAD. This support is gratefully acknowledged. Finally, special thanks are owed to Tiffany Freeman for her excellent editorial support.

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About the Editors James N. Parker, M.D. Dr. James N. Parker received his Bachelor of Science degree in Psychobiology from the University of California, Riverside and his M.D. from the University of California, San Diego. In addition to authoring numerous research publications, he has lectured at various academic institutions. Dr. Parker is the medical editor for health books by ICON Health Publications. Philip M. Parker, Ph.D. Philip M. Parker is the Eli Lilly Chair Professor of Innovation, Business and Society at INSEAD (Fontainebleau, France and Singapore). Dr. Parker has also been Professor at the University of California, San Diego and has taught courses at Harvard University, the Hong Kong University of Science and Technology, the Massachusetts Institute of Technology, Stanford University, and UCLA. Dr. Parker is the associate editor for ICON Health Publications.

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About ICON Health Publications To discover more about ICON Health Publications, simply check with your preferred online booksellers, including Barnes&Noble.com and Amazon.com which currently carry all of our titles. Or, feel free to contact us directly for bulk purchases or institutional discounts: ICON Group International, Inc. 4370 La Jolla Village Drive, Fourth Floor San Diego, CA 92122 USA Fax: 858-546-4341 Web site: www.icongrouponline.com/health

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Table of Contents FORWARD .......................................................................................................................................... 1 CHAPTER 1. STUDIES ON LEARNING DISABILITIES ........................................................................... 3 Overview........................................................................................................................................ 3 The Combined Health Information Database................................................................................. 3 Federally Funded Research on Learning Disabilities..................................................................... 9 E-Journals: PubMed Central ....................................................................................................... 66 The National Library of Medicine: PubMed ................................................................................ 67 CHAPTER 2. NUTRITION AND LEARNING DISABILITIES ............................................................... 113 Overview.................................................................................................................................... 113 Finding Nutrition Studies on Learning Disabilities.................................................................. 113 Federal Resources on Nutrition ................................................................................................. 115 Additional Web Resources ......................................................................................................... 115 CHAPTER 3. ALTERNATIVE MEDICINE AND LEARNING DISABILITIES ......................................... 117 Overview.................................................................................................................................... 117 National Center for Complementary and Alternative Medicine................................................ 117 Additional Web Resources ......................................................................................................... 124 General References ..................................................................................................................... 125 CHAPTER 4. DISSERTATIONS ON LEARNING DISABILITIES ........................................................... 127 Overview.................................................................................................................................... 127 Dissertations on Learning Disabilities ...................................................................................... 127 Keeping Current ........................................................................................................................ 172 CHAPTER 5. CLINICAL TRIALS AND LEARNING DISABILITIES...................................................... 173 Overview.................................................................................................................................... 173 Recent Trials on Learning Disabilities....................................................................................... 173 Keeping Current on Clinical Trials ........................................................................................... 174 CHAPTER 6. PATENTS ON LEARNING DISABILITIES ...................................................................... 177 Overview.................................................................................................................................... 177 Patents on Learning Disabilities................................................................................................ 177 Patent Applications on Learning Disabilities ............................................................................ 194 Keeping Current ........................................................................................................................ 197 CHAPTER 7. BOOKS ON LEARNING DISABILITIES ......................................................................... 199 Overview.................................................................................................................................... 199 Book Summaries: Federal Agencies............................................................................................ 199 Book Summaries: Online Booksellers......................................................................................... 202 The National Library of Medicine Book Index ........................................................................... 210 Chapters on Learning Disabilities.............................................................................................. 212 Directories.................................................................................................................................. 215 CHAPTER 8. MULTIMEDIA ON LEARNING DISABILITIES ............................................................... 219 Overview.................................................................................................................................... 219 Video Recordings ....................................................................................................................... 219 Bibliography: Multimedia on Learning Disabilities .................................................................. 220 CHAPTER 9. PERIODICALS AND NEWS ON LEARNING DISABILITIES............................................ 223 Overview.................................................................................................................................... 223 News Services and Press Releases.............................................................................................. 223 Newsletter Articles .................................................................................................................... 225 Academic Periodicals covering Learning Disabilities ................................................................ 226 APPENDIX A. PHYSICIAN RESOURCES .......................................................................................... 229 Overview.................................................................................................................................... 229 NIH Guidelines.......................................................................................................................... 229 NIH Databases........................................................................................................................... 231 Other Commercial Databases..................................................................................................... 234

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APPENDIX B. PATIENT RESOURCES ............................................................................................... 235 Overview.................................................................................................................................... 235 Patient Guideline Sources.......................................................................................................... 235 Associations and Learning Disabilities...................................................................................... 245 Finding Associations.................................................................................................................. 247 APPENDIX C. FINDING MEDICAL LIBRARIES ................................................................................ 249 Overview.................................................................................................................................... 249 Preparation................................................................................................................................. 249 Finding a Local Medical Library................................................................................................ 249 Medical Libraries in the U.S. and Canada ................................................................................. 249 ONLINE GLOSSARIES................................................................................................................ 255 Online Dictionary Directories ................................................................................................... 255 LEARNING DISABILITIES DICTIONARY............................................................................. 257 INDEX .............................................................................................................................................. 313

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FORWARD In March 2001, the National Institutes of Health issued the following warning: "The number of Web sites offering health-related resources grows every day. Many sites provide valuable information, while others may have information that is unreliable or misleading."1 Furthermore, because of the rapid increase in Internet-based information, many hours can be wasted searching, selecting, and printing. Since only the smallest fraction of information dealing with learning disabilities is indexed in search engines, such as www.google.com or others, a non-systematic approach to Internet research can be not only time consuming, but also incomplete. This book was created for medical professionals, students, and members of the general public who want to know as much as possible about learning disabilities, using the most advanced research tools available and spending the least amount of time doing so. In addition to offering a structured and comprehensive bibliography, the pages that follow will tell you where and how to find reliable information covering virtually all topics related to learning disabilities, from the essentials to the most advanced areas of research. Public, academic, government, and peer-reviewed research studies are emphasized. Various abstracts are reproduced to give you some of the latest official information available to date on learning disabilities. Abundant guidance is given on how to obtain free-of-charge primary research results via the Internet. While this book focuses on the field of medicine, when some sources provide access to non-medical information relating to learning disabilities, these are noted in the text. E-book and electronic versions of this book are fully interactive with each of the Internet sites mentioned (clicking on a hyperlink automatically opens your browser to the site indicated). If you are using the hard copy version of this book, you can access a cited Web site by typing the provided Web address directly into your Internet browser. You may find it useful to refer to synonyms or related terms when accessing these Internet databases. NOTE: At the time of publication, the Web addresses were functional. However, some links may fail due to URL address changes, which is a common occurrence on the Internet. For readers unfamiliar with the Internet, detailed instructions are offered on how to access electronic resources. For readers unfamiliar with medical terminology, a comprehensive glossary is provided. For readers without access to Internet resources, a directory of medical libraries, that have or can locate references cited here, is given. We hope these resources will prove useful to the widest possible audience seeking information on learning disabilities. The Editors

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From the NIH, National Cancer Institute (NCI): http://www.cancer.gov/cancerinfo/ten-things-to-know.

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CHAPTER 1. STUDIES ON LEARNING DISABILITIES Overview In this chapter, we will show you how to locate peer-reviewed references and studies on learning disabilities.

The Combined Health Information Database The Combined Health Information Database summarizes studies across numerous federal agencies. To limit your investigation to research studies and learning disabilities, you will need to use the advanced search options. First, go to http://chid.nih.gov/index.html. From there, select the “Detailed Search” option (or go directly to that page with the following hyperlink: http://chid.nih.gov/detail/detail.html). The trick in extracting studies is found in the drop boxes at the bottom of the search page where “You may refine your search by.” Select the dates and language you prefer, and the format option “Journal Article.” At the top of the search form, select the number of records you would like to see (we recommend 100) and check the box to display “whole records.” We recommend that you type “learning disabilities” (or synonyms) into the “For these words:” box. Consider using the option “anywhere in record” to make your search as broad as possible. If you want to limit the search to only a particular field, such as the title of the journal, then select this option in the “Search in these fields” drop box. The following is what you can expect from this type of search: •

Central Auditory Processing Ability in Children with ADHD with and Without Learning Disabilities Source: Journal of Learning Disabilities. 32(2): 150-158. March-April 1999. Summary: A few studies have shown more central auditory processing deficits in children with attention deficit hyperactivity disorder (ADHD) than in children without the disorder. However, because these studies failed to screen participants with ADHD for learning disabilities (LD), it is not clear whether these deficits are correlates of ADHD or LD or both. This article reports on a study in which the central auditory processing ability of children with ADHD, ADHD with LD, and no disabilities was examined. Results indicated lower central auditory processing ability in the ADHD with LD group, compared with the other two groups. The ADHD with LD group also

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showed significant correlations between reading and ADHD symptoms, and reading and central auditory processing ability. These findings suggest that central auditory processing deficits are more likely to be associated with LD than ADHD. The authors caution that these results must be viewed cautiously, as only four areas of central auditory processing were examined: auditory closure, auditory figure ground discrimination, a dichotic listening task involving individual words, and phonemic analysis. Despite these limitations, the authors conclude that the results highlight the importance of carefully separating children with ADHD into those with and without LD in order to fully understand the role of central auditory processing in their academic progress. 5 tables. 41 references. •

Reconceptualizing Reading and Dyslexia Source: Journal of Childhood Communication Disorders. 16(1): 23-35. 1994. Summary: Among reading professionals, a basic controversy exists between those who conceptualize proficient reading as a matter of identifying words automatically and fluently and those who conceptualize proficient reading as a matter of orchestrating various reading strategies to construct meaning. The authors of this article explore this controversy and further explain and challenge the word-identification view of reading and the resultant assumption that anyone who has difficulty reading words is dyslexic. The authors argue that reconsidering the nature of proficient reading leads to the discovery of the reading strengths of readers who have difficulty with word identification but who nevertheless control the needed strategies to construct meaning from appropriate texts. Their argument is illustrated by a case study of Erica, who was diagnosed as dyslexic in the first grade. Retrospective miscue analysis, a tutorial technique used with Erica, is also briefly explained. 4 figures. 54 references. (AA-M).

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Dyslexia and the Multilingual Child: Policy into Practice Source: Topics in Language Disorders. 22(5):71-80. November 2002. Summary: Despite international policies that emphasize the importance of education appropriate to the needs and interests of children everywhere, services to children with dyslexia are inconsistent across and within countries. Educational responses are limited because there is no standard definition for dyslexia. The authors of this article define dyslexia as a disorder in which there are limitations in the development of literacy skills related to phonological processing and deficits in the visual and auditory system functions. A person might have dyslexia in one language but not in another language. The article proposes changes in evaluation and remediation methods that could strengthen educational services provided to multilingual children with dyslexia.

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Defining Dyslexia as a Developmental Language Disorder: An Expanded View Source: Topics in Language Disorders. 16(2): 14-29. February 1996. Summary: Dyslexia has recently been defined as a developmental language disorder. This article reviews the language basis of dyslexia and the current research that supports and extends it. Research continues to indicate that phonological processing deficits lie at the core of dyslexia. However, recent evidence also suggests that these deficits may underlie the difficulties of many poor readers who do not meet the traditional definitions of dyslexia. Rather than collapse individuals with dyslexia and those with low achievement into a single diagnostic category, the author argues that these groups or groups like them may be differentiated on the basis of higher-level language abilities. The role of higher-level language functioning and phonological

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processing in reading is further considered in an expanded view of the language basis of reading disabilities. The implications this view has for the early identification and remediation of reading disabilities are also presented. 1 figure. 152 references. (AA-M). •

Dyslexia: A Developmental Language Disorder Source: Child: Care, Health, and Development. 26(5): 55-80. September 2000. Contact: Available from Blackwell Science Ltd. Journal Customer Services, Osney Mead, Oxford OX2 OEL, United Kingdom. E-mail: [email protected]. Summary: The acquisition of literacy in an alphabetic script such as English makes heavy demands on linguistic skills. The relation between spoken and written language, however, is far from straightforward. This article reviews research that suggests that phonological processing skills are crucial in the translation of symbols to sounds, and the development of rapid and automatic decoding skills. The author examines studies indicating that children whose phonological processing skills are compromised in some way are at risk of experiencing difficulties in the acquisition of literacy. The author notes that these studies support the suggestion that dyslexia lands on the continuum of developmental language disorders. The author relates theory to practice and discusses the responsibilities of health care professionals in relation to the early identification of dyslexia. The author focuses on the responsibilities of speech and language therapy services in the care and management of children with dyslexia. 113 references.

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Closing the Gap: Accommodating Students with Language Learning Disabilities in College Source: Topics in Language Disorders. 21(2): 17-37. February 2001. Contact: Available from Aspen Publishers, Inc. 7201 McKinney Circle, Frederick, MD 21704. (800) 234-1660. Website: www.aspenpublishers.com. Summary: This article describes the language difficulties of college students with language learning disabilities (LLD), and the types of accommodations that are provided for these students. The authors present four language issues that affect the provision of accommodations. The authors point out that there are differences across universities in the accommodations offered and stress the importance of matching the student to the university that can provide accommodations appropriate to the student's needs. The article includes three case studies of students who vary on a continuum of severity of language problems, describes accommodations provided for each, and presents two perspectives on accommodations (that of the LD service provider and that of faculty who taught the three students). The authors suggest ways for speech language specialists to collaborate on a high school transition team and with the LD Coordinator at the university. 2 appendices. 34 references.

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Orthodontic Management of Patients with Profound Learning Disability Source: British Journal of Orthodontics. 24(2): 117-125. May 1997. Summary: This article describes the orthodontic management of patients with profound learning disability, including a report of two cases. The authors stress that close cooperation between the orthodontist and other providers of dental treatment is essential for the management of this group of patients, and a general anesthetic may be needed to allow fixed appliances to be placed. The orthodontic treatment is coordinated with any necessary restorative or periodontal treatment. The authors discuss the moral and ethical questions raised by the treatment offered to this group of patients. The

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authors stress that the learning disabled represent a group who have problems with social interaction. A poor dental appearance may lead to further negative stereotyping and rejection from their peers. The authors conclude that orthodontic treatment for a carefully selected group of these patients is justified. 23 figures. 22 references. (AA-M). •

Dyslexia Source: Perspectives: The Orton Dyslexia Society. 20(3): 16-17. Summer 1994. Summary: This article discusses at what age children are tested for dyslexia and the assessment instruments used. The author notes that typical psychoeducational tests are not designed to identify dyslexia; rather, diagnosticians must administer formal tests designed to measure oral and written, expressive and receptive language. The author describes the newly revised Detroit Tests of Learning Aptitude that are used to identify strengths and weaknesses in dyslexics. The author includes a list of suggested test batteries that measure various areas of psycholinguistic processing. A final section discusses the uses of testing results to determine eligibilities for special services and remediation programs.

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Compounding the Challenge: Young Deaf Children and Learning Disabilities Source: Perspectives. 12(2): 12-18. November-December 1993. Contact: National Deaf Education Network and Clearinghouse. KDES PAS-6, 800 Florida Avenue, NE, Washington, DC 20002-3695. Voice/TTY (800) 526-9105 or (202) 651-5340. Fax (202) 651-5708. E-mail: [email protected]. Website: clerccenter.gallaudet.edu. Summary: This article discusses the assessment of and intervention for learning disabilities in deaf preschool children. Topics covered include the reluctance to label young children; helping children acquire academic competence and functional and emotional well-being; a working definition for deaf and hard of hearing children with learning disabilities; the difficulty of separating the impact of hearing loss from presumed dysfunctions of the central nervous system; demographics and the difficulties of early diagnosis; roadblocks to learning, including problems in attention, language, memory, perceptual and perceptual-motor skills, thinking, and social perception; screening and diagnosis; practical considerations for assessment; and suggestions for educational programming. The authors conclude that high-quality diagnostic and habilitative services for young deaf and hard of hearing children with learning disabilities can set the stage for enhanced psychosocial, linguistic, and educational progress throughout their lives. 1 table. 20 references.

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Dyslexic Author Says Disorder is Developmental, Not Neurological Source: Advance for Speech-Language Pathologists and Audiologists. 5(9): 3,10. March 6, 1995. Summary: This article presents an interview with Ron Davis, the co-author of a book about the positive aspects of dyslexia and his own story of living with dyslexia. The author briefly recounts Mr. Davis' story, and then discusses the role of different learning styles; orientation counseling; the impact of dyslexia on literacy rates in the U.S.; eight common mental functions shared by people who are dyslexic; the role of genetics in dyslexia; how dyslexia translates into a learning disability; a learning approach for people with dyslexia; and the use of symbol mastery as a way for those with dyslexia to approach and master reading.

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Guide to the Diagnosis of Learning Disabilities in Deaf and Hard-of-Hearing Children and Adults Source: American Annals of the Deaf. 139(3): 358-370. July 1994. Summary: This article provides a guide to psychological tests and test procedures recommended for diagnosing learning disabilities in youths and adults who are deaf or have hearing impairments. Tests are evaluated relative to their usefulness in school and rehabilitation settings. These data provide the basis for recommendation of a battery of tests for use by school, vocational, and general psychologists in evaluating this population for learning disability. The authors focus exclusively on diagnosis; they do not address remediation issues. 1 figure. 6 tables. 50 references. (AA-M).

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Attitudes of the Dental Team to the Provision of Care for People with Learning Disabilities Source: SCD. Special Care in Dentistry. 21(4): 147-152. July-August 2001. Contact: Available from Special Care Dentistry. 211 East Chicago Avenue, Chicago, IL 60611. (312) 440-2660. Summary: This article reports on a study that evaluated an attitude scale for General Dental Practitioners (GDPs) and Dental Auxiliaries or Professionals Complementary to Dentistry (PCDs, e.g., dental nurses, hygienists, therapists, etc.), to determine the reliability of the scale with these two groups and to note any intergroup differences. The scale was designed to determine attitudes, with special focus on discriminatory views, of trained dental personnel toward dental care for patients with learning disabilities. The self-administered questionnaires were completed by 74 GDPs and 89 PCDs. The main outcome measures were reliability statistics, attitude scores, and factor analysis statistics. Reliability was satisfactory for both groups. PCDs scored consistently higher than GDPs on this attitude scale. Six factors were found to underlie the responses of GDPs, accounting for 62 percent of the variance. Seven factors were found to underlie the responses of PCDs, accounting for 65 percent of the variance. PCDs expressed more positive views about provision of care for patients with learning disabilities than did GDPs. Factor analysis revealed that GDPs were concerned about effectiveness of treatment and the stress related to treating patients with disabilities. PCDs appeared to be more concerned with the human rights of people with learning disabilities and how they fit into society. 4 tables. 10 references.

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Researchers: Dyslexia May Be Caused by Flawed Brain Circuitry Source: Advance for Speech-Language Pathologists and Audiologists. 4(27): 5, 38. November 7, 1994. Contact: Available from Merion Publications, Inc. 650 Park Avenue West, King of Prussia, PA 19406. (800) 355-1088. Summary: This article reports on new investigations as to the role a brain structure abnormality plays in the processing of rapid auditory information, findings that may unlock clues to understanding dyslexia. The new finding suggests that dyslexia may not be solely a visual problem, as many researchers initially proposed; instead, it may be the result of a flaw in a specific brain circuit that processes rapidly flowing auditory information. The author discusses the research that located the brain flaw; timing flaws and reading trouble; behavioral studies of individuals with language and learning disabilities; the historical perspective on dyslexia; studies on the plasticity of the brain;

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relevant animal studies; and how this information might lead to new treatment approaches. •

Development of an Attitudinal Scale for Dental Personnel in the Provision of Care for People with Learning Disabilities Source: Journal of Disability and Oral Health. 1(1): 26-30. October 2000. Contact: Available from Stephen Hancocks Publishing. Journal of Disability and Oral Health, 27 Bellamy's Court, Abbotshade Road, London, SE16 5RF, UK. E-mail: [email protected]. Summary: This article reports on the development and evaluation of a new attitude scale, which was designed with special focus upon determining discriminatory views of dental personnel toward the provision of dental care for people with learning disabilities. The rationale for this was to determine the underlying reasons why dental personnel might not feel able to treat someone with a learning disability or why they might feel it not appropriate to do so. The study included 92 clinical dental students who completed a self administered questionnaire which included scores on an attitude scale, reliability statistics, and factor analysis statistics. Reliability of the instrument was found to be satisfactory. Factor analysis revealed five underlying factors accounting for 58 percent of the variance. The authors caution that since this scale was carried out on dental students, the factors may well be reflecting a lack of experience in treating special needs patients. 4 tables. 11 figures.

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Learning Disabilities and Central Auditory Dysfunction Source: Annals of Otology, Rhinology and Laryngology. 105(2): 117-122. February 1996. Summary: This investigation considers the auditory function of the student with learning disability (LD) and the impact of specific auditory impairments on the functional, educational, and social performance of the involved individual. Four illustrative cases are presented that indicate the panorama of cognitive dysfunction associated with the LD status. The authors correlate methods of evaluation, identification, and diagnostic criteria with auditory, visual, and academic performance. They also comment on clinical awareness, prompt recognition of LD status, and individualized remediation. 1 figure. 30 references. (AA-M).

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Learning Disabilities and Dyslexia Source: ASHA. American Speech-Language-Hearing Association. 37(1): 63-64. January 1995. Contact: Available from American Speech-Language-Hearing Association (ASHA). Product Sales, 10801 Rockville Pike, Rockville, MD 20852. (888) 498-6699. TTY (301) 8970157. Website: www.asha.org. Summary: This issue of Let's Talk, an insert from the ASHA Journal, focuses on learning disabilities and dyslexia. Through the story of a youngster with learning difficulties, the author describes how learning disabilities are usually a continuation of specific learning problems from early childhood. Topics covered include the symptoms and characteristics of learning disabilities, a definition of dyslexia and its related problems, early childhood difficulties with speech sound discrimination, the importance of early attention and intervention with any suspected learning problems, the type of evaluation performed by a speech language pathologist, and language treatment options. One sidebar presents the contact information for a number of organizations related to

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learning disabilities and/or dyslexia. The insert is designed for professionals to photocopy and distribute to their clients. •

High Prevalence of Dementia Among People With Learning Disabilities Not Attributable to Down's Syndrome Source: Psychological Medicine. 27: 609-616. 1997. Summary: This journal article describes a study of the occurrence of dementia among older people with mental retardation of etiologies other than Down's syndrome. The initial study population consisted of 143 people with mental retardation, aged 65 years and older, who lived in Leicestershire, United Kingdom. They were identified through the Leicestershire Learning Disabilities Register. Assessments were completed for 134 people (67 men and 67 women), aged 65 to 94 years, 5 of whom had Down's syndrome. Data collection included demographic information, a drug history, medical and psychiatric assessments, and a measure of adaptive behavior. Dementia was diagnosed with the Diagnostic Criteria for Dementia. Dementia was diagnosed in 29 people (21.6 percent). This rate is much higher than the predicted rate of 5.7 percent for the general population. The rate of dementia increased with older age and was more likely to occur in females and people with more poorly controlled epilepsy, a greater number of additional physical disorders, and lower adaptive behavior scores. The authors conclude that the high prevalence of dementia in this sample of older people with mental retardation is independent of the association between dementia and Down's syndrome. The authors note that older people with learning disabilities will most likely require more support from specialist health and social services. 1 figure, 2 tables, 43 references.

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Dyslexia May Have Auditory Roots Source: Hearing Journal. 47(10): 8. October 1994. Summary: This very brief article reports on recent research that suggests that dyslexia may stem originally from a malfunction in the brain's ability to process rapidly flowing auditory information. The research showed that in dyslexic children, the left brain hemisphere usually contains fewer than normal of the type of cell that specializes in comprehending rapid sounds. This inability to hear many common components of speech leads, the study found, to a delay in these children's ability to speak and understand spoken language. The article also mentions some theoretical treatment options that could be based on these new findings. (AA-M).

Federally Funded Research on Learning Disabilities The U.S. Government supports a variety of research studies relating to learning disabilities. These studies are tracked by the Office of Extramural Research at the National Institutes of Health.2 CRISP (Computerized Retrieval of Information on Scientific Projects) is a searchable database of federally funded biomedical research projects conducted at universities, hospitals, and other institutions.

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Healthcare projects are funded by the National Institutes of Health (NIH), Substance Abuse and Mental Health Services (SAMHSA), Health Resources and Services Administration (HRSA), Food and Drug Administration (FDA), Centers for Disease Control and Prevention (CDCP), Agency for Healthcare Research and Quality (AHRQ), and Office of Assistant Secretary of Health (OASH).

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Search the CRISP Web site at http://crisp.cit.nih.gov/crisp/crisp_query.generate_screen. You will have the option to perform targeted searches by various criteria, including geography, date, and topics related to learning disabilities. For most of the studies, the agencies reporting into CRISP provide summaries or abstracts. As opposed to clinical trial research using patients, many federally funded studies use animals or simulated models to explore learning disabilities. The following is typical of the type of information found when searching the CRISP database for learning disabilities: •

Project Title: ABNORMAL ONTOGENY AND CORTICAL FUNCTION IN A MOUSE MODEL Principal Investigator & Institution: Hohman, Christine F.; Morgan State University 1700 E Cold Spring Ln Baltimore, Md 21251 Timing: Fiscal Year 2001 Summary: Early insult or injury to the brain is involved in many debilitating developmental disorders including severe learning disabilities and mental retardation. A common feature of many of these disorders is abnormal morphogenesis of the cerebral cortex. Clinical observers have long presumed that abnormal cortical cytomorphology is responsible for the behavioral changes and cognitive deficits in developmental brain disorders. However, few attempts have been made to experimentally test this hypothesis. Here we utilizes a mouse model to address the hypothesis that abnormal cortical cytomorphology can be correlated with impaired cognitive behavior. In mice, cholinergic projections from the nucleus basalis area [nBM] invade neocortex at birth and are temporally and spatially well suited to play a modulatory role in morphogenesis. When lesions are performed in the nBM area at birth, a transient depletion of cortical cholinergic markers ensues which is accompanied by retarded neuronal maturation. Cortical cytoarchitecture and connectivity remain permanently altered into adulthood despite cholinergic re-innervation of neocortex. Recent behavioral experiments with mice that received bilateral nBM lesions at birth show deficits in memory and learning in these animals by adulthood. Preliminary results suggest that these behavioral deficits are correlated with specific morphological and neurochemical features in cerebral cortex. This project is designed to l) examine and quantify the key morphological and neurochemical features in the cortex of neonatally nBM lesioned mice after they have concluded behavioral testing in early adulthood; these data will than be examined for correlations with behavioral testing scores; 2) to investigate whether abnormal cortical morphogenesis following neonatal lesions to the nBM area in mouse is the result of selective depletion of cholinergic afferent fibers and/or neurotransmission and 3) to train minority students in basic laboratory and research skills through their participation in a biomedically relevant research project Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: ADHESION AND REPULSION MOLECULES IN DEVELOPMENTAL NEUROTOXIC INJURY Principal Investigator & Institution: Reuhl, Kenneth R.; Univ of Med/Dent Nj-R W Johnson Med Sch Robert Wood Johnson Medical Sch Piscataway, Nj 08854 Timing: Fiscal Year 2001; Project Start 30-SEP-2001; Project End 29-SEP-2006 Summary: (provided by applicant) The appropriate temporal and spatial expression of neural adhesion and repulsion molecules, membrane proteins which provide instructive guidance and support for neuron and neurite movement, is critical to normal brain

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develop disturbance of the synchronous expression and function of these molecules has adverse consequences ranging fro subtle learning disabilities to severe malformations. Exposure to toxic metals, particularly methylmercury known to result in behavioral disabilities in development and in deficient learning and processes in adults-possibly by the shared mechanism of disturbing brain morphogenesis. It is hypothesized that neurotoxic metals perturb brain development/morphogenesis by disrupting the coregulated expression and function of critical morphoregulatory adhesion and repulsion molecules. To elucidate the neurotoxic roles of these metals, four questions will be examined in hippocampus and cerebellum: 1) Does exposure to neurotoxic metals alter the expression of adhesion and repulsion molecules during stages of brain development, and thereby compromise morphogenesis? 2) Do selective transcriptional, translational or posttranslational processes mediate metal-induced changes adhesion and repulsion molecules? 3) What are the behavioral consequences of toxicant-disturbed adhesion and repulsion molecules? 4)Can the deleterious effects of toxic metals on morphoregulatory molecules be modified or ameliorated by intervention strategies? Complementary morphological, biochemical and behavioral assessments will be used to characterize the adverse of methylmercury or lead exposure on the adhesion molecules, NCAM L1, Ncadherin, and the Eph family of repulsion molecules in hippocampus (which remain plastic throughout life)and cerebellum (in which plasticity fades maturation). Consequences to both structural and behavioral development will be addressed in vivo, using ex vivo and in vitro models. Current clinical interventions for metal toxicity will be assessed for effects on molecules. As data are developed by the Exposure Assessment and Intervention and Clinical Science Projects, other candidate neurotoxic agents will similarly be studied for their effects on the adhesion and repulsion critical for normal develop. The long-term objective is to elucidate the mechanisms by which toxic metals an other xenobiotics alter neural pathway formation and synaptic regulation and how consequences of such exposures might be minimized. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: ADULT AND DEVELOPMENTAL ROLES OF CAMKII IN LEARNING Principal Investigator & Institution: Griffith, Leslie C.; Associate Professor; Brandeis University 415 South Street Waltham, Ma 024549110 Timing: Fiscal Year 2002; Project Start 10-SEP-2002; Project End 31-JUL-2007 Summary: (provided by applicant): A number of signal transduction pathways have been implicated in behavioral, developmental and synaptic plasticity using pharmacological and genetic manipulations. Molecules identified as important in the generation of both short-term and long-term plasticity include CaMKII and PKA. The overlapping use of a few biochemical pathways to set up the circuitry for, and mediate, complex behaviors implies the existence of important temporal and/or spatial constraints on activity. This proposal is will use novel methods in Drosophila to detect and manipulate the spatial and temporal patterns of activation of protein kinases. Specific Aim #1 will probe the role of CaMKII autoregulation and localization in associative memory formation using temporally controlled expression of mutant kinase transgenes in cells known to be part of the memory circuit. Concurrent temporal and spatial control will be achieved by using either selectively inhibitable kinase transgenes or a tetracycline-controlled GAL4 enhancer trap strategy. The role of modulation of excitability as an important downstream consequence of CaMKII activation will be tested by manipulation of Eag potassium channel activity. Specific Aim #2 will identify the developmental window during which CaMKII acts to modify adult circuit formation. Once this window is established we will identify the sensitive cell groups.

12

Learning Disabilities

The morphological and gene expression consequences of early manipulation of CaMKII will be explored. Specific Aim #3 will develop and implement genetically based sensors to measure the activation of kinases in real time in intact behaving animals. The initial sensor will detect kinases such as PKA that activate gene expression via CREB and are also involved in short-term plasticity. These experiments will give us temporal and spatial information about the use of biochemical pathways during development and behavior. The high level of synteny in the biochemistry of neuronal function between mammals and flies leads to the expectation that these studies will have relevance for human learning disabilities. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: ALCOHOL AND DEVELOPMENT--EFFECTS ON CEREBELLAR SYSTEMS Principal Investigator & Institution: Goodlett, Charles R.; Professor; Psychology; Indiana Univ-Purdue Univ at Indianapolis 620 Union Drive, Room 618 Indianapolis, in 462025167 Timing: Fiscal Year 2001; Project Start 08-SEP-1998; Project End 31-MAY-2003 Summary: (from applicant's abstract) Prenatal exposure to alcohol can damage the central nervous system (CNS) and produce life-long learning disabilities, but there is unexplained variability in the observed effects. Different patterns, durations, and timing of drinking episodes during pregnanc may have major influences on the extent of damage, but systematic analysis still is needed in animal models. There has never been integrated, systematic analysis of alcohol-induced effects on the structural integrity and functional plasticity within a defined neural system that has a known, essential role in mediating associative learning. Such an effort requires a well-defined animal model with control over the alcohol exposure, in which the damage involves a key CNS structure and models human outcomes. The behavioral responses and neuronal correlates of learning must be operationally defined and precisely measured, and the neural circuits mediating the associative learning must be known. The studies proposed in this application fulfill each of these requirements. Binge alcohol exposure of neonatal rats has been extensively characterized as a model of third trimester exposure. Doserelated loss of cerebellar neurons during an early neonatal period of enhanced vulnerability i now well established, and the structural damage is similar to effects seen in MRI studies of prenatally exposed children. Recent studies have found that neonatal binge exposure induces profound impairments in classical conditioning of eyeblink responses. Cerebellar mediation of eyeblink conditioning is one of the best-understood models of mammalian associative learning in neuroscience. The components of the cerebellar-brainstem circuit essential for learned eyeblink responses, i.e., the deep cerebellar nuclei, cerebellar cortex, inferior olive, and pontine nuclei, appear to be targets of alcohol neurotoxicity in development. Five specific aims are proposed to test this by evaluating alcohol-induced deficits in structure, functional plasticity, and behavior. Aim 1 will evaluate the deficits in eyeblink conditioning in juveniles and adults, including an assessment of threshold, dose-response, and will extend the analysis to complex motor learning for adults. Aim 2 will determine the extent of cell loss in the four populations, using the same rats tested in Aim 1. Aim 3 will systematically assess learning-related neuronal activity and plasticity in the four areas. Aim 4 will evaluate neonatal temporal windows of vulnerability to structural and behavioral effects. Aim 5 will test whether the cerebellar effects are observed with gestational exposur or whether exposure that extends into the hypothesized critical period of vulnerability is required for cerebellar damage.

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Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: AMPA RECEPTOR TRAFFICKING AND SIGNALING COMPLEXES Principal Investigator & Institution: Ziff, Edward B,.; Professor; Biochemistry; New York University School of Medicine 550 1St Ave New York, Ny 10016 Timing: Fiscal Year 2001; Project Start 01-FEB-1987; Project End 31-AUG-2006 Summary: (provided by applicant): We will study the mechanism of trafficking of the GluR2 subunit of the AMPA receptor to synapses in cultured hippocampal neurons. Regulation of trafficking of AMPA receptors is thought to control AMPA receptor synaptic abundance and hence synaptic strength. We have identified three PDZcontaining proteins that associate with GluR2, ABP, GRIP and PICK1. These factors bind to the extreme carboxy terminal region of GluR2 and may serve as adaptors that link the receptor to the trafficking machinery or tether AMPA receptors at the synapse. We have also shown that the chaperone, N-ethylmaleimide sensitive fusion protein (NSF), binds specifically to GluR2. NSF may dissociate SNARE complexes associated with AMPA receptors and thereby "prime" vesicles containing GluR2 for transit to the synapse. Our work also suggests functional interactions between these two sets of proteins. We will determine the biochemical, molecular and cell biological consequences of mutating the GluR2 C terminus. We will express mutant GluR2 subunits and single pass chimeras bearing the GluR2 C terminus in hippocampal neurons from Sindbis virus vectors and measure a series of phenotypes during synapse formation and modification. This will divulge the contributions of different binding proteins to GluR2 trafficking and function. We will study subcellular structures formed by ABP and GRIP and analyze the contributions of ABP subdomains to ABP function. To assess NSF function in a possible priming of vesicles bearing GluR2, we will test for interaction of the NSF-GluR2 complex with the SNARE core complex. This will entail identifying proteins that bind to NSF while it is in contact with GluR2. We will also study the effects of mutation on activity dependent translocation of GluR2 subunits to synapses in cultured neurons. Together these studies will give a mechanistic view of the contributions of protein binding the GluR2 C terminal domain in AMPA receptor trafficking. These studies are pertinent to normal mechanisms of learning and to learning disabilities that occur during aging or as a result of neural degeneration or genetic mutation. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: ANALYZING NEURAL ACTIVITY USING INFORMATION THEORY Principal Investigator & Institution: Levy, William B.; Professor; Neurological Surgery; University of Virginia Charlottesville Box 400195 Charlottesville, Va 22904 Timing: Fiscal Year 2001; Project Start 01-JUL-2001; Project End 30-JUN-2003 Summary: (Adapted from the applicant's abstract): If the purpose of the nervous system is information processing, then we should be able to say what it means for a biological system to process information. Unfortunately, little can be said in a quantitative way. To address this question attempts have intermittently been made over the last 50 years to understand brain function by applying information theory (IT). In recent years, such attempts have become more frequent, with occasional, interesting successes. However, from the viewpoint of the engineering discipline of IT, these attempts have hardly scratched the surface of what IT has to offer, and so far, people have only attempted to incorporate the most well-known and elementary aspects of IT. Indeed, the ideas applied with apparent success - source coding theory - are essentially as old as Shannon's original work. Since that time much has occurred in IT, including several

14

Learning Disabilities

extensions of Shannon's work. Here the investigators advocate the introduction of RD theory and its recent offspring, successive refinement theory. It is the goal of the proposed research to create a demonstration illustrating the applicability and promising superiority of these more sophisticated results of IT. The investigators will translate the ideas of rate-distortion theory and successive refinement theory from the communication literature, where they were developed, to the issues of biological computation. This translation will necessarily be abstract and mathematical. At the same time, however, the investigators will further show people how to apply these insights as well as test several conjectures. Biologically motivated computer simulations of small examples, examples well within the purview of neural network theory and the issues inherent in studying the computational basis of cognition, will be used to illustrate the theory being developed. Finally, the investigators describe how RD theory and the dynamics inherent in the translated version of successive refinement theory can be used to quantify some of the most pervasive metaphors of neural computation. Thus although there is tremendous promise in using the known results of IT, the investigators believe that neuroscientists must begin by applying some of the deeper aspects of the theory. In particular, the overly simplistic uses of IT which now exist in the neuroscientific literature must be clarified and upgraded. The proposed approach is innovative because it has not been done before in the way proposed and it is important to the mission of NIH because understanding the brain is important to the mission of NIH. Many diseases and disabilities result from impaired or damaged brain function. The list is long: drug abuse, blindness, memory and cognitive impairments due to aging, deafness, learning disabilities in children, all types mental illness, post-traumatic stress disorder, epilepsy, traumatic brain injury, stroke, etc. If the goal is to repair, prevent, and treat such maladies, a fundamental, deep understanding of what neuronal activity signifies and what this activity means in terms of thought processes, sensations, motivations, and our ability to affect the world will benefit from an improved theory neural information processing. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: APOE GENOTYPE AND SEQUELAE OF INFANT CARDIAC SURGERY Principal Investigator & Institution: Gaynor, J William.; Assistant Professor of Surgery; Children's Hospital of Philadelphia 34Th St and Civic Ctr Blvd Philadelphia, Pa 19104 Timing: Fiscal Year 2003; Project Start 01-AUG-2003; Project End 31-MAY-2008 Summary: (provided by applicant): An estimated 30-40,000 children are born each year with congenital heart disease (CHD) and often require surgical intervention during the first year of life. A dramatic reduction in surgical mortality has been accompanied by increasing recognition of adverse neurodevelopmental sequelae. Following repair of CHD, there is a pattern of neurodevelopmental sequelae characterized by cognitive dysfunction; speech and language abnormalities; impaired executive function; impaired visual-spatial and visual-motor skills; attention deficit disorder; and learning disabilities. Need for early intervention, rehabilitation, and special education reduces the quality of life for the children and their families. Central nervous system (CNS) injury in children with CHD is the result of an interaction of patient factors and environmental influences. Cerebral ischemia during surgical repair has been proposed to be a primary mechanism. The type of support during surgery (deep hypothermic circulatory arrest [DHCA] or continuous cardiopulmonary bypass) has been identified as a risk factor. However, these factors do not explain the incidence or pattern of neurodevelopmental dysfunction suggesting that other patient-specific factors may be

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determinants of CNS injury. Genetic polymorphisms which may increase susceptibility to CNS injury have not been explored in children with CHD. Apolipoprotein-E (APOE) is a regulator of cholesterol metabolism. There is an association between Alzheimer's Disease and the APOE-4 allele. APOE genotype is a determinant of neurologic recovery following CNS injury. There is an association of APOE genotype with cognitive decline after cardiac surgery in adults. In October 1998, we initiated a study to evaluate neurologic dysfunction and APOE genotype in infants with CHD. Two hundred and forty-four infants have undergone one-year evaluation. The findings demonstrate a significant effect of the APOE c2c2 and c2c3 genotypes to predict a worse outcome as assessed by the Psychomotor Developmental Index (PDI) of the Bayley Scales of Infant Development. We propose to evaluate this cohort at 4 years of age to test the hypothesis that APOE genotype predicts cognitive impairment, impaired attention and executive function, as well as impairment of fine motor and visual-motor skills. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: ARND--IMPACT ON SYNAPTIC PLASTICITY MECHANISMS Principal Investigator & Institution: Perrone-Bizzozero, Nora I.; Professor of Neurosciences; Biochem and Molecular Biology; University of New Mexico Albuquerque Controller's Office Albuquerque, Nm 87131 Timing: Fiscal Year 2001; Project Start 01-FEB-1998; Project End 31-JAN-2003 Summary: (Adapted from the Investigator's Abstract) Learning disabilities are among the most subtle yet most pervasive deficits related to prenatal alcohol exposure in children. These learning deficits, which may not become apparent until a child is schoolaged, can occur in the absence of other physical evidence of alcohol-related birth defects. Offspring of rats exposed to moderate levels of alcohol during gestation also show a significant impairment in learning when tested as young adults, validating the use of this animal model in studies of the effect of fetal alcohol exposure (FAE). Initial studies by our integrative research program suggested that these deficits are related to specific alterations in synaptic plasticity mechanisms which correlated with a failure in the establishment of long-term potentiation (LTP). The long-term objectives of this Integrated Research Program Grant (IRPG) are two-fold: 1)to delineate more clearly the molecular and neurochemical alterations of synaptic plasticity mechanisms caused by prenatal alcohol exposure and 2) to explore new treatment strategies to overcome these deficits. The overall hypothesis for the IRPG is that prenatal exposure to moderate levels of ethanol produces multiple defects in the mechanisms underlying glutamate levels of ethanol produces multiple defects in the mechanisms underlying glutamate receptordependent LTP in the hippocampus and medial frontal cortex. The specific goal of Project 3 in this IRPG is to define the impact of FAE on the levels and function of proteins involved in synaptic plasticity mechanisms. Based upon preliminary studies, our hypothesis is that protein kinase C (PKC) activity and the levels and phosphorylation of GAP-43 and other important plasticity-associated proteins is altered in specific brain regions of FAE rats. To test this idea, we propose the following Specific Aims: 1)to study PKC activity and the phosphorylation of GAP-43 and other PKC substrate proteins in the hippocampus and medial frontal cortex of FAE rats, both under basal conditions and after electrical stimulation 2)to examine the impact of FAE on activity-dependent changes in GAP-43 phosphorylation and gene expression during behavioral conditioning, 3) to characterize the causes for the deficit in PKC activity in FAE rats and to evaluate its significance in synaptic plasticity mechanisms and 4) to investigate the effects of different pharmacological treatments on PKC activity and GAP-43 phosphorylation in control and FAE rats and 5) to relate these to the behavioral

16

Learning Disabilities

and electrophysicological properties of the animals. The identification of the neurochemical basis for the alterations in synaptic plasticity in the hippocampus and medial frontal cortices of FAE rats will improve our understanding of the effects of prenatal alcohol exposure in the function of these important brain structures. Ultimately, this information will help design better therapeutic strategies to overcome behavioral and cognitive deficits in children affected with Alcohol Related Neurodevelopmental Disorders (ARND). Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: ATTENTION IN CHILDREN WITH THE 22Q11 DELETION SYNDROMEN Principal Investigator & Institution: Sobin, Christina A.; Clinical Director; Lab/Human Neurogenetics; Rockefeller University New York, Ny 100216399 Timing: Fiscal Year 2001; Project Start 01-JUN-2001; Project End 31-MAY-2006 Summary: (Adapted from the applicant's Description) This project proposes to assess attention in children whose genetic differences may underlie both attention deficits and neurotransmitter dysregulation. Children with the 22q11 deletion syndrome lack genes that encode two neuromodulators that specifically impact dopamine / glutamate / GABA pathways, catechol-O-methytransferase and proline dehydrogenase. Eighty to 100 percent of 22q11 deletion syndrome children are estimated to have learning disabilities and attention deficit. Segregated networks of attention have been localized in the human brain via imaging methods, and the neurochemical substrates of these networks have been suggested. This research aims to compare 22q11 deletion syndrome children and matched normal controls with regard to: 1) efficiency of three attention networks; 2) pre-pulse inhibition; 3) neuropsychological functioning, temperament and behavior. Findings will be used to further consider the neuroanatomical models of attention, to relate sensory motor gating to these models, and to characterize the association between attention deficits and neuropsychological performance, temperament, and disordered behavior. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: CHILDREN

AUDITORY

LATERALIZATION

IN

LEARNING-DISABLED

Principal Investigator & Institution: Warrier, Catherine M.; Otolaryn & Maxillofacial Surg; Northwestern University Office of Sponsored Programs Chicago, Il 60611 Timing: Fiscal Year 2003; Project Start 01-JUL-2003; Project End 30-JUN-2006 Summary: (provided by applicant): The long-term goal of this project is to understand the mechanisms by which children with auditory-based learning problems have difficulty learning. Previous research has established that these children have particular difficulty discriminating speech sounds differing only in their formant transitions, likely due to a more general auditory deficit in processing rapid sounds. This deficiency has been related to a weaker left-cortical dominance to rapid sounds. The proposed study will use functional magnetic resonance imaging to demonstrate lateralization patterns of temporal and spectral acoustic processing in normal children (NL) and children with auditory-based learning disabilities (LP). Two series of stimuli will be derived from a standard stimulus consisting of two pure tones separated by an octave and alternating at a slow rate. One series will systematically increase the rate of frequency modulation while keeping spectral complexity constant, and the other will increase spectral complexity while keeping a constant rate. NL children are predicted to show more

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activity in left auditory cortical regions with increasing rate of frequency modulation, while LP children show weaker lateralization. Increased spectral complexity is expected to elicit right-lateralized responses in both groups. Differences in structural aspects of the white matter of Heschl's Gyri (HG) will be investigated. White matter volumes and anisotropy (a measure of microstructural integrity) will be measured in right and left HG of all children and related to individual laterality indices. Larger white matter volumes have been found in left than right HG in normal brains, likely due to thicker myelination of axons which allow faster transfer of information, a necessary component of rapid signal processing. Smaller white matter volume or abnormal anisotropy in left HG could potentially be underlying deficiencies of fast auditory processing in LP children. An important aspect of the proposed study is the availability of data from a wide variety of perceptual, educational, and electrophysiologic measures related to speech perception that have already been collected from all subjects. This will allow a systematic assessment of relationships between these measures and functional laterality indices. It is expected that the integration of data across these many methodologies within individual children will reveal relationships that have previously been difficult to uncover when comparing across different groups of subjects in different studies. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: BLIND SPOT: ACCEPTING PEERS WITH DISABILITIES Principal Investigator & Institution: Allen, Roberta M.; Individual Monitoring Sys, Inc. (Im Sys) 1055 Taylor Ave, Ste 300 Baltimore, Md 21286 Timing: Fiscal Year 2001; Project Start 30-SEP-1997; Project End 31-AUG-2002 Summary: This project plans to use innovative techniques to produce a video-based educational curriculum module for children (grades 3-6) designed to reduce stereotypes and misperceptions about peers with disabilities. Research demonstrates a pervasive problem with negative attitudes and false perceptions toward peers with disabilities. The curriculum will include videos dramatizing interactions with peers with four high prevalence disabilities, including deafness, paraplegia, learning disabilities, and AIDS as a socially stigmatized condition and will also include chapters with reinforcing reading and activities to boost the effectiveness of the intervention. The phase II testing protocol will test the effectiveness of the curriculum using a pre-test, post-test (longitudinal) design, and will assess the pro-health impact of the curriculum in terms of knowledge, attitudes, behaviors and beliefs. Innovations include: age- appropriate, high-interest, high impact, theory-driven videos; the use of a "reality dimension" enhancement; the use of Social Action Theory to support and promote pro health changes; use of National Health Education Standards to ensure age-appropriate standards and performance indicators. PROPOSED COMMERCIAL APPLICATION: AIMS MEDIA INC. in Chatsworth, CA, one of the nation's largest marketers and distributors of video educational and training programs, will use their world-wide marketing systems in schools, hospitals, public libraries businesses and government agencies to ensure a wide distribution of this product. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: CAREER INFORMATION SYSTEM FOR AT-RISK YOUTH Principal Investigator & Institution: Pacifici, Caesar; Director of Research; Northwest Media, Inc. 326 W 12Th Ave Eugene, or 97401 Timing: Fiscal Year 2002; Project Start 13-SEP-2002; Project End 12-SEP-2003

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Learning Disabilities

Summary: (provided by applicant): We propose developing a specialized career guidance program for at-risk youth. The target populations for this program include disadvantaged teens in foster care, Job Corps, runaway and homeless services, the juvenile justice system, alternative high schools, and teens with learning disabilities. Existing programs are not adapted to the learning needs or life circumstances of at-risk youth. Social service agencies and schools are in urgent need of programs that inform, guide, and engage these teens in the career development process at the most fundamental levels of preparation. The proposed program will offer an attractive and interactive audio-visual environment that gives teens exquisite guided support, simplifies language and concepts, and uses animated "virtual" teens to model the career development process. The program will be browser-based and can be delivered via the Web or CD-ROM. The instructional model for the proposed program is based on Career Information Systems, a nationally recognized resource. In Phase 1, we will develop a component on self-knowledge. In Phase II, we will develop components on occupation exploration, education and training exploration, and decision-making. Product evaluations in both phases will be conducted with at-risk youth from the Boys & Girls Clubs of America (B&GCA), nationwide. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: CELLULAR NEURODEGENERATION

ALTERATIONS

IN

A

RAT

MODEL

OF

Principal Investigator & Institution: Cohen, Randy W.; California State University Northridge 18111 Nordhoff St Los Angeles, Ca 91330 Timing: Fiscal Year 2001; Project Start 01-JUL-2001; Project End 30-JUN-2005 Summary: Altered function of the neurotransmitter, glutamate, has been implicated in many brain disorders, including ischemia (stroke), Alzheimer's disease and Huntington's disease. The cellular degeneration, caused by glutamate excitotoxicity, can be manifested as motor, sensory or learning disabilities. In this proposal, we will study the local and global effects of how neurons are affected by glutamate dysfunction using the spastic Han Wistar mutant which develops excitotoxicity in an age-dependent manner. This rat possesses a naturally occurring genetic mutation which shows an abnormal degeneration of neurons in two brain regions that are susceptible to glutamate toxicity: cerebellum and hippocampus. This proposal will address the various intracellular interactions that occur during excitotoxicity inherent produced in the sHW rat. Including: the potential role of intracellular calcium, the mode of cell death that is occurring in sHW cerebellum and hippocampus, mapping the glutamate receptor profile in the sHW CNS and examining the dimension of synaptic reorganization. In summary, we will experimentally follow the molecular and biochemical time course of neurological disorder, identifying how the central nervous system (CNS) reacts to the interactions of environment and the cells that are destined for degeneration. The potential benefit resulting from these experiments will be to ascertain the complex interactions of both the affected cell and those that may be affected by molecular and biochemical compensation. Ultimately, we believe that this research will lead to the establishment of new neuroprotective schemes for victims of glutamate excitotoxic disease. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: ASSESSMENT

CENTER

FOR

CHILDHOOD

NEUROTOXICOLOGY

19

AND

Principal Investigator & Institution: Lambert, George H.; Director; Environmental & Community Med; Univ of Med/Dent Nj-R W Johnson Med Sch Robert Wood Johnson Medical Sch Piscataway, Nj 08854 Timing: Fiscal Year 2001; Project Start 30-SEP-2001; Project End 29-SEP-2006 Summary: (provided by applicant) The unifying of theme of the Center for Childhood Neurotoxicology and Assessment is to determine the influence exposure to neurotoxicants on child neurological health and development, with autism and related learning disabilities as a focus. The objectives of the Center are to detect, understand and prevent environmental health problems as they relate to children. These objectives are achieved by facilitating interdisciplinary research, enhancing community and advocacy group involvement, and disseminating results to the public through publications, conferences and community outreach. The multidisciplinary research of the Center is based on three main project areas. The Basic Sciences Projects examine facets of brain development, beginning with neurogenesis and proceeding through to behavior in the intact animal. The Clinical Sciences Projects are interactive with community groups representing children with learning disabilities and their families, with particular emphasis on autism. These projects explore the linkage between environmental neurotoxicants, clinical course of autism, regional brain growth and a possible new gene-environment interaction with autism. The Exposure Assessment and Intervention Project (EAIP) will characterize the personal, residential and general community of exposure of children selected by the Clinical Sciences Projects. The EAIP will then determine the need for interventions to reduce neurotoxicant exposure among learning disabled children and assess the impact of such interventions. The Exposure Assessment Facility Core will provide innovative video techniques to assess the relationship between the behavior of the child with autism and his/her potential to contact with neurotoxicants. The overall mission of the Center is to improve environmental and public health of children through research, assessment, treatment and outreach. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: CENTER FOR THE STUDY OF LEARNING AND ATTENTION DISORDERS Principal Investigator & Institution: Shaywitz, Sally E.; Professor; Pediatrics; Yale University 47 College Street, Suite 203 New Haven, Ct 065208047 Timing: Fiscal Year 2001; Project Start 30-SEP-1989; Project End 30-JUN-2006 Summary: (Adapted from applicant's description) The current Center proposal represents a natural extension of the investigators' long-term efforts to investigate and to better understand the cognitive and neurobiological mechanisms underlying learning disabilities; it is both thematically and conceptually coherent with the previous Center grant themes and is responsive to the RFA. Each of the proposed projects coalesces around the central themes: neurobiological mechanisms; effect of focused interventions; developmental course and outcome. Together, these projects extend the studies of neurobiological mechanisms in reading and reading disability to focus on: 1) how these neural systems respond in reading disabled and non reading-impaired children as reading fluency develops; 2) the relationship between attentional mechanisms and reading; and 3) changes in a brain neurotransmitter system, GABA, in children with reading disability and how this transmitter changes over development and in relation to

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Learning Disabilities

sex hormones. These investigators also integrate the understanding of neurobiological mechanisms and their interest in interventions to study the effect of an intervention on the developing neural systems for reading fluency and to examine how attention influences learning. In addition, they exploit the remarkable advances made in understanding the cognitive mechanisms underlying number processing to begin to examine neurobiological mechanisms in mathematics and mathematics disability. They continue their long-standing study of the developmental course and outcome of learning and attention disorders to examine adult outcome. By providing an understanding at a fundamental level of the neural mechanisms underlying skilled and poor reading and mathematics and mathematics disability, results of these investigations have relevance to a wide group of reading researchers, should guide the approach to future investigations, and should have practical relevance in informing improved approaches to the intervention for, and perhaps prevention of, learning disabilities in children. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: MUTATIONS

CLINICAL

PATHOPHYSIOLOGY

OF

RETT

AND

MECP2

Principal Investigator & Institution: Glaze, Daniel G.; Associate Professor Pediatrics & Neurolo; Baylor College of Medicine 1 Baylor Plaza Houston, Tx 77030 Timing: Fiscal Year 2001; Project Start 23-JUL-2001; Project End 31-MAY-2006 Summary: Project 2 will study the clinical pathophysiology of Rett Syndrome (RTT) and MECP2 mutations. Three specific aims will be addressed. Mutations in the MECP2 gene have been shown to cause a wide phenotypic spectrum ranging from mild learning disabilities to classic RTT in females and several neonatal encephalopathy in males. Females with some features of RTT or mental retardation of unknown etiology may have mutations in the MECP2 gene. MECP2 mutations may also be responsible for variant cases and have a specific phenotype/genotype formulation distinct from classic RTT. (1) To define the phenotypic spectrum of children with MECP2 mutations, we will study 150 girls who are known to display autistic features, learning disabilities, or nonsyndromic mental retardation of unknown etiology and 25 siblings or near relatives of girls with RTT who have associated learning or behavior problems. (2) To carry out extensive phenotype/genotype correlation studies in RTT, we will study 200 girls with classic RTT and 50 girls with atypical RTT. To accomplish these two specific aims, clinical data will be collected and blood will be obtained for DNA mutational analysis to be conducted by r. Zoghbi (Project 1). (3) The combined results of this program project will improve our understanding of the pathogenesis and enhance our ability to make the diagnosis of RTT and extend diagnosis to other neurodevelopmental disorders. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: CLINICAL RESEARCH CENTER ON LANGUAGE INTERVENTION Principal Investigator & Institution: Camarata, Stephen M.; Professor of Hearing and Speech Sciences; Hearing and Speech Sciences; Vanderbilt University 3319 West End Ave. Nashville, Tn 372036917 Timing: Fiscal Year 2001; Project Start 01-AUG-1998; Project End 31-JUL-2003 Summary: Language impairments in children often have devastating impacts on social, behavioral, and academic skills. Moreover, there are relatively few studies on language intervention in the literature, and those appearing are often difficult to interpret due to inherent methodological issues (e.g, very low n, differences in treatments, high subject

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variability, etc.) Despite this, in recent years, there have been a number of important advances in language intervention, including studies examining the importance of replicating and enhancing key behaviors found in normal parent-child interaction to effectively treat language impairments. Significant elements of this interactive model, rooted in the "transactional theory" of language development (i.e., Moerk, 1992; Yoder and Warren, 1993) and studied under the ruberic of "Milieu teaching" (Warren and Kaiser, 1986), "Conversational Recast," (Camarata, 1996; Camarata, Nelson, and Camarata, 1994; Nelson, 1989) and "naturalistic" (Camarata, 1993; Koegel, Dunlap, and Koegel, 1987) have yielded promising results, particularly when compared to treatments that do not include these elements (see the review in Camarata, 1996). Because language acquisition in children with language learning disabilities is a complex process, it is extremely important to determine which parameters should be enhanced during treatment of language impairment to achieve maximal language gain. From a broad perspective, the parameters under study include child variables, parent variables as they relate to child variables, and how these variables translate into effective interventions. This includes determining: a) which child behaviors are keystones for inducing broader levels of language advance, b) which intervention procedures will maximize acquisition of these keystone language skills, and c) whether these procedures have broad applicability to diverse populations of children with language impairments. These issues will be examined in three subprojects within an integrated program project on language intervention that includes a team of researchers specializing in language impairments in children who have extensive individual and collective expertise in treating diverse populations with language impairments. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: FOLLOWUP

COCAINE

EXPOSURE

IN

UTERO--ELEMENTARY

SHCOOL

Principal Investigator & Institution: Frank, Deborah A.; Professor; Boston Medical Center Gambro Bldg, 2Nd Fl, 660 Harrison Ave, Ste a Boston, Ma 02118 Timing: Fiscal Year 2001; Project Start 01-AUG-1999; Project End 31-JUL-2004 Summary: Whether in utero cocaine exposure effects children's cognitive and social competence in pre and primary school is a question of major public policy concern. This early competing renewal will continue longitudinal prospective evaluation of a unique predominantly African-American full term cohort of approximately 200 low income caretaker-child dyads already studied from birth to age 2. To address issues of dose effects,maternal interviews and radioimmunoassays of maternal urine and neonatal meconium were used to categorize this sample as unexposed, lightly, or. heavily exposed to cocaine. Three assessments will minimize respondent burden and characterize multiple domains without basement effect. The 48 month assessment focusses on cognitive competence using the WPSSI-R and on sustained attention using a computerized continuance performance task. The Goodman Lock Box and a care giver child problem solving task will assess rudimentary executive functions including planning, self regulation and affect modulation. At 60 months the Test of Language Development Primary and the Peabody Developmental Motor Skills will provide detailed assessment of language and motor domains. At 72 months school readiness and learning disabilities will be tested with the WIAT and the WRAML. Social and environmental factors which may modify or exacerbate cocaine effects will be documented with a preschool HOME assessment and yearly caretaker interviews. covering the child's behavior problems (CBCL) ,health,educational experience,changes in caretakers, and exposure to violence and their own alcohol and illicit drug use, stress,

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Learning Disabilities

depression, and social support. Multiple variable analysis, including path analysis and clustering techniques, will be used to assess whether there are independent dose response effects of in utero cocaine exposure upon the child's risk for cognitive and social dysfunction. These data will inform public Policy choices for the care of cocaine exposed pre and primary school children nationwide. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: COGNITION AND BRAIN DEVELOPMENT IN NF1 CHILDREN Principal Investigator & Institution: Greenwood, Robert S.; Neurology; University of North Carolina Chapel Hill Office of Sponsored Research Chapel Hill, Nc 27599 Timing: Fiscal Year 2001; Project Start 15-MAY-1998; Project End 30-APR-2003 Summary: This proposal concerns cognitive impairment in children with neurofibromatosis 1 (NF1), a common autosomal-dominant genetic disease that is associated with central nervous system involvement and that has cognitive impairment as the most common neurological symptom. Few children are retarded but 40 percent have learning disabilities. In the last decade, the NF1 gene has been localized and sequenced. Its protein products may stimulate GAPs (GTPase activating proteins), that affect other proteins important for cell proliferation and development. The rationale for the proposed research is that the type and etiology of the learning disabilities in NF1 are poorly understood. The general objective is to determine whether the cognitive impairments are one component of a failure of control of brain growth and development. The study is designed to provide data about normal brain growth and the growth pattern of NF1 children and will allow correlations between phenotype and genotype for the learning disabilities in NF1. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: COGNITIVE FUNCTION IN AUTISM Principal Investigator & Institution: Ozonoff, Sally; Associate Professor; University of Utah 200 S University St Salt Lake City, Ut 84112 Timing: Fiscal Year 2001 Summary: Project II focuses on cognitive variables that may be part of the extended phenotype present in first-degree relatives of individuals with autism. Specifically, this project will focus on the executive function abilities of family members of autistic probands. Initial cognitive studies of parents and siblings focused on general impairments (e.g., mental retardation, learning disabilities), providing mixed evidence for a cognitive endophenotype. More recent investigations focusing on specific cognitive impairments that may aggregate in the families of autistic probands have been more promising, however. Project II concentrates on the integrity of one specific set of neuropsychological processes, executive functions, in family members of autistic probands. To examine whether executive deficits are stratified as a function of proband intellectual level, performance of parents/siblings of non-retarded autistic individuals will be compared with parents/siblings of children with learning disabilities (matched on IQ to autistic probands), while parents/siblings of mentally retarded autistic children will be compared to parents/siblings of probands with Down Syndrome (again matched on IQ to autistic subjects). Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: COGNITIVE, INSTRUCTIONAL, & NEUROIMAGING FACTORS IN MATH Principal Investigator & Institution: Fletcher, Jack M.; Professor; Pediatrics; University of Texas Hlth Sci Ctr Houston Box 20036 Houston, Tx 77225 Timing: Fiscal Year 2003; Project Start 26-SEP-2003; Project End 31-JUL-2008 Summary: Cognitive, Instructional, & Neuroimaging Factors in Math. The objective of this program project in respond to RFA HD-02-031 is to integrate investigations of the cognitive, instructional, and neurobiological factors that account for individual differences in the development of mathematical proficiencies in children with different types of learning disabilities in math. The central theme is that children vary in the degree to which they learn mathematical proficiencies and that these individual differences manifest themselves in different subtypes of math disability. To understand the sources of variability, the types must be defined and evaluated against cognitive, instructional, and neurobiological measures, and in relation to other learning and attention difficulties. The proposed program project includes four projects and three cores. Project I (Cognition) proposes to evaluate mathematical and cognitive processes that underlie the difficulties experienced by children with specific math disabilities as well as comorbid math and reading disabilities. Project II (Instruction) provides randomized controlled studies of children with only reading and comorbid reading and math disabilities, including interventions addressing of fact retrieval, procedural knowledge, and arithmetic word problems. Project III (MRI) proposes functional and structural neuroimaging studies of the subtypes of math disability evaluated in Projects I and II, specifically examining the neural correlates of these subtypes and response to intervention. Project IV (MSI) proposes magnetic source imaging studies of the subtypes evaluated in Projects I and II, also identifying the neural correlates and response to intervention with a different, but complementary functional neuroimaging modality. The cores include the Administrative Services Core (A), the Recruitment and Evaluation Core (B), and the Database and Statistics Core (C). This research program will lead to a more comprehensive classification of learning disabilities in general, a more integrated understanding of how children develop mathematical proficiencies and why some struggle, provide specific evaluations of remedial interventions, and provide important cross-discipline insights into the nature of math disabilities in children. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: COGNITIVE/BEHAVIORAL THERAPY FOR DRUG ABUSING YOUTH Principal Investigator & Institution: Latimer, William W.; Mental Hygiene; Johns Hopkins University 3400 N Charles St Baltimore, Md 21218 Timing: Fiscal Year 2001; Project Start 01-SEP-1997; Project End 31-JUL-2002 Summary: (Applicant's Abstract) The near absence of research on adolescent aftercare is cause for great concern given the estimated two-in-three adolescents who relapse within 90 days of treatment (Brown, Vik, & Creamer, 1989). The primary aim of this Stage IFIRST Award study is to address critical gaps in the adolescent aftercare literature by developing and pilot-testing a cognitive-behavioral therapy in response to NIDA's Behavioral Therapies Development Program. The proposed therapy utilizes stage of change theory to coordinate established treatments to promote abstinence and prevent relapse among drug abusing youth. The research plan consists of four primary aims: AIM 1. Therapy manual development will be accomplished by (a) formulating a therapy outline, (b) delivering an initial version of the therapy to one recovering adolescent

24

Learning Disabilities

group, and completing a therapy manual based on videotape transcriptions of the initial therapy administration and input from residential treatment providers, school chemical dependency counselors, recovering adolescents, and University of Minnesota faculty. AIM 2. Instrument development will address client treatment satisfaction, HIV-risk behaviors, and therapist adherence and competence pertaining to both pilot test treatments. AIM 3. Therapist training will involve a six-month program that includes didactic sessions, companion videotapes, and practice delivery experiences on both pilot test aftercare treatments. AIM 4. A pilot test will be conducted during the second and third study years to compare the effects of the cognitive-behavioral therapy against a currently available aftercare service on problem severity outcomes among recovering adolescents. Both pilot test treatments will benefit from a detailed therapy manual. Learning disability diagnosis will be included as a key grouping variable given research indicating that upwards of 70 percent of drug abusing youth also suffer from learning disabilities which substantially increase the risk for a wide array of morbidities, including heightened chemical dependency, school dropout, and delinquency (Karacostas & Fisher, 1993). Pilot test analyses will address anticipated interrelationships between aftercare therapy, learning disability diagnosis, and process and outcome measures. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: CORE--CLINICAL CORE Principal Investigator & Institution: Flowers, Donna Lynn.; Georgetown University Washington, Dc 20057 Timing: Fiscal Year 2001; Project Start 01-APR-2001; Project End 30-NOV-2005 Summary: The Clinical Core is responsible for overseeing the administration, scoring and assessment of all behavioral and neuropsychological diagnostic instruments within the Center. In addition, members of the Core specialized consultation, teaching and training of various assessment methods. The Core assures that only the most reliable and valid psychometric instruments are utilized for research diagnoses. These assessment measures are essential for determining the phenotype for learning disabilities; researchers have yet to accurately and reliably define the phenotype. Thus, it will remain markedly important for researchers and diagnosticians to utilize reliable behavioral assessment measures to assess all populations studied in subprojects 0001, 0002, 0003. Indeed, the Core's function and expertise is critical to the success of our proposed research projects. Specific Goals of the Clinical Core are to: A. Manage the selection of highly researched assessment instruments appropriate for behavioral, cognitive and psychological assessment of children and adults to test research hypotheses. B. Maintain an organized log of neuropsychological tools and instruments for use in research studies. C. Assist in the cognitive and psychological assessment of all research subjects. D, Keep up to date with current, well-validated behavioral and neuropsychological assessment measures. E. Assure that chosen staff personnel are well trained to administer assessment tests. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: CORE--NEUROIMAGING FACILITY Principal Investigator & Institution: Burstein, Deborah; Beth Israel Deaconess Medical Center St 1005 Boston, Ma 02215 Timing: Fiscal Year 2001

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Summary: Magnetic resonance imaging (MRI) is a powerful imaging modality due to its noninvasive character and the variety of anatomic, physiologic, and biochemical parameters that are measurable with this technique. The main goal of this Core is to use MRI to visualize the anatomic and physiologic abnormalities associated with the animal models of learning disabilities. This visualization will be based on a variety of MR parameters which emphasize different aspects of neuroanatomy and neurophysiology. Specifically, we will: (1) Visualize microgyria induced in rats to aid in the in vivo determination of location and severity of the lesion. (2) Visualize microglycia in ple mice; (3)Optimize and implement the proper parameters for the visualization of ectopias in mice. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: CORE--POSTTRANSPLANT Principal Investigator & Institution: Sullivan, Keith M.; Professor and Chief of Medical Oncology; Fred Hutchinson Cancer Research Center Box 19024, 1100 Fairview Ave N Seattle, Wa 98109 Timing: Fiscal Year 2001 Summary: The posttransplant care outlined in Core H supports intensive ambulatory treatment before and after allogeneic transplant for all patients treated according to protocols presented in all projects of this Program Project. This Core also provides assistance to referring physicians in long-term posttransplant management of pediatric transplant patients. The major objectives are (1) to improve ambulatory care of the allogeneic transplant recipient in the outpatient department in the center and in the home community, and (2) to improve the long-term quality of life for children after marrow transplantation. The first objective evaluates discharge home at day 60 (early discharge) of medically stable ambulatory patients to determine the outcome for patients treated at the transplant center and in the home community. Data regarding hospitalizations and health care utilization will be utilized to design ways to assist community providers in the care of posttransplant allogeneic recipients. For the second objective, improvements in long-term quality of life of children after transplant, a number of studies will be conducted including: (a) studies to improve the final adult height of children through early administration of growth hormone and/or sex hormone, (b) a longitudinal study of neuropsychological function and time of appearance of learning disabilities among children receiving different preparative regimens, (c) a study of the incidence and progression of pulmonary disease among children surviving greater than or equal to 5 years after transplant, and (d) a study of the quality of survival of adult survivors of a childhood marrow transplant to evaluate whether these individuals are comparable with adult survivors of an adult transplant. The goal of Core H is to improve posttransplant survival and quality of care of children through early diagnostic and interventive strategies. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: CORTICAL SPATIOTEMPORAL PLASTICITY IN HUMANS Principal Investigator & Institution: Nagarajan, Srikantan S.; Bioengineering; University of Utah 200 S University St Salt Lake City, Ut 84112 Timing: Fiscal Year 2002; Project Start 07-FEB-2002; Project End 30-JUN-2002 Summary: (Provided by Applicant): Understanding the relationship between the complexity of human learning and associated brain function is one of the most fascinafing journeys of basic science. In addition to being an important academic

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Learning Disabilities

question, studies of brain function assocIated with learning have very practical applications for improving diagnosis and therapy of learning disabilities. Learning disability affects between 10-20 percent of Americans with severe socioeconomic consequences on their quality of life and health. This proposal focuses on understanding the neural processes underlying normal human learning of auditory information that is transient and occurs in rapid succession. The most intuitive example of such processing is reflected in our ability to learn and understand speech. Deficits in learning such forms of information are associated with dyslexia and language-learning impairment. A few of the currently popular tools used to study the relationships between human learning and associated brain processes are Positron Emission Tomography (PET), Functional Magnetic Resonance Imaging (fMRI), Magnetoencephalography (MEG) and Electroencephalography (EEG). However, of all these methods only MEG and EEG offer adequate time resolution, essential for the proposed study because brain responses to auditory stimuli typically occur in the time-scale of milliseconds. Data obtained using MEG and EEG is often analyzed without consideration of the dynamics of cortical activity and often simplified source and head models are assumed, Information about brain plasticity obtained in this fashion is hard to understand and interpret. Recently several new methods have been developed to process MEG and EEG data. However, the usefulness of these methods has not been adequately demonstrated on real data. The first specific aim of this proposal is to research and to validate novel analyses methods that will enhance the interpretation of EEG and MEG data. We will use realistic head modeling for imaging distributed sources and account for the spatio-temporal dynamics of brain activity. We will empirically validate the usefulness of these methods to understand the dynamics of functional brain plasticity using computer simulations and experiments. The second specific aim of the proposal is to determine the relationship between the dynamics of functional brain plasticity in spatio-temporal responses to successive stimuli and changes in psychophysical thresholds that occur as a result of perceptual learning. We will focus on learning in rate discrimination of amplitudemodulated tone trains in normal adults as a first step towards understanding learning of simple time-varying auditory stimuli that occur in rapid succession. We will examine and correlate learning-induced behavioral changes with changes in the spatial and the temporal patterns of activity within and across cortical areas. Such a multidisciplinary approach which combines methods of scientific computing and functional brain imaging using MEG and EEG should enhance our understanding of general neural mechanisms underlying human perception learning. These results in normal individuals should provide crucial information for the development, refinement and evaluation of diagnosis and therapy for individuals with learning disability. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: DEVELOPING NEUROIMAGIN

CLINICAL

RESEARCHERS

IN

COGNITIVE

Principal Investigator & Institution: Barchas, Jack D.; Professor and Chairman; Psychiatry; Weill Medical College of Cornell Univ New York, Ny 10021 Timing: Fiscal Year 2001; Project Start 23-SEP-1999; Project End 31-AUG-2004 Summary: Neuroimaging has become the central method for the analysis of human brain function. It holds promise of clarifying systems-level pathophysiology of mental disorders, and transforming their diagnosis and treatment. "Seeing" the brain in action is itself a powerful motivator for students and professionals. At the New York HospitalCornell Medical Center we have developed two laboratories concerned with imaging both adults (Functional Neuroimaging Laboratory) and children (Sackler Institute). We

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propose to develop a national training center for clinical investigators in Cognitive Neuropsychiatric imaging. By clinical, we mean to include disorders of the central nervous system of the type commonly considered psychiatric, including schizophrenia and depression, as well as those more commonly called developmental such as autism, attention deficit hyperactivity disorder and learning disabilities. By neuroimaging we mean to include hemodynamic methods such as PET and fMRI as well as electrical recording from inside or outside the brain. We plan both to train professional clinical researchers in psychiatry, psychology and related fields, and to develop and test materials here at Cornell Medical Center that may be used in medical school, psychiatry and psychology departments, and in pediatric programs in the U S. and abroad. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: DEVELOPMENT OF LOW FREQUENCY MEG HARDWARE AND SOFTWARE Principal Investigator & Institution: Tepley, Norman; Professor; Neurology; Case Western Reserve Univ-Henry Ford Hsc Research Administraion Cfp-046 Detroit, Mi 48202 Timing: Fiscal Year 2001; Project Start 01-JAN-1993; Project End 31-MAY-2003 Summary: The ongoing objective of our research has been to develop hardware, software, and techniques to expand the utility of Magnetoencephalography (MEG), both as a clinical diagnostic tool, and as a modality for basic studies in the neurosciences. With a large array, whole head neuromagnetometer now available in our lab, and such systems becoming more generally available, but at quite high prices, the demonstration of added utility for MEG becomes even more significant. Sophisticated mathematical analytical techniques develooped in this lab, finite difference field mapping (FDFM) and two dimensional inverse imaging (2DII), as well as several commercial software packages, will be applied to clinical data gathered from potential epilepsy surgery patients, for presurgical mapping and source localization. The results of these techniques will be systematically compared to the standard equivalent current dipole (ECD) analysis, carried out at a number of institutions. A second method of source location utilizing the pseudo-DC magnetic fields arising post- ictally in temporal lobe epilepsy patients will also be studied using epilepsy surgery candidates. DC MEG techniques will be utilized for a continuing study of migraine and stroke patients. During the next grant period the physiological differences and similarities between migraine with aura and migraine without aura (classic and common migraine) will be studied using MEG signals essentially identical to signals measured from spreading cortical depression in animal models. Methods for using MEG measurements for determining rehabilitation and recovery in stroke patients will be developed. In all of the foregoing studies, the nature of the MEG signals detected in humans will be validated using the MEG signals arising from well-established animal models of the same conditions. These studies will be conducted in three species with progressively more complex cortexes, rat, rabbit, and swine. The use of dynamic period analysis (DPA) to produce whole head mapping of the changes in cortical activity accompanying arousal changes and sleep will be studied. 2DII imaging will be used to define active discrete and extended source activity associated with sleep. The spatial and temporal resolution of MEG will be utilized to study dyslexic subjects, and to localize regions of abnormal activity. A series of visual/auditory stimuli involving word, picture, and shape recognition will be used. If successful with young adult dyslexics, the study will be extended the study to children and individuals with other learning disabilities. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: DEVELOPMENTAL ACTION OF ESTROGEN ON COGNITIVE SUBSTRATES Principal Investigator & Institution: Toran-Allerand, C Dominique.; Professor; Obstetrics and Gynecology; Columbia University Health Sciences New York, Ny 10032 Timing: Fiscal Year 2001; Project Start 01-JUL-1993; Project End 30-JUN-2003 Summary: (Adapted from applicant's abstract): This proposal addresses some novel and unconventional means by which estrogen and the neurotrophin family of peptides may mediate differentiative effects within a major and understudied estrogen target region of the developing brain, the cerebral cortex. The studies investigate the mechanisms underlying the differentiative (neurite-promoting) actions of estrogen in the brain, a property I first described in organotypic cultures of the developing brain. My laboratory was also the first to demonstrate widespread co-expression of the estrogen and neurotrophin (trk) receptors in developing CNS neurons in vivo. Our working hypothesis is that co-localization of these receptor systems may lead to interdependency of their ligands and the sharing or convergence of their signal transduction pathways. The experiments study the organization of a putative macromolecular signaling complex whose activation may lead to convergence of estrogen and neurotrophin signaling. We will characterize the identity of the receptors involved and the functional consequences of estrogen and neurotrophin interdependency. Cross-coupling of converging estrogen and neurotrophin signaling may lead to similar nuclear end-points and regulation of the same genes. Organotypic explants (slices) of the developing cerebral cortex, derived from postnatal wild-type and ER-alpha knockout (ER-KO) mice and maintained as roller tube cultures, will serve as the primary model system. Neuronal (PC12; PC12-E2) and non-neuronal (MCF-7; CHO-K1) tumour cell lines will serve as methodological and correlative controls. Estrogen receptor expression and neuronal differentiation, including neurite growth, will serve as markers of some differentiative responses. Cultures will be analyzed correlatively by histological, molecular biological, biochemical, and immunological techniques. These studies have profound ramifications for the overall development of the CNS as well as for neurodegenerative diseases and neural repair. The results obtained will provide new information with great relevance for understanding the developmental actions and perhaps even the neuroprotective effects of estrogen in the brain. Understanding how estrogen influences differentiation and development in the CNS through its interactions with the neurotrophins may help explain recent findings that estrogen can exert effects on higher order cognitive processes and that estrogen or its deficiency may be risk factors for the development of the sexually dimorphic disorders of cognition (learning disabilities and attention deficit hyperactivity disorder), neurodevelopment disorders with cognitive deficits (schizophrenia) and neurodegenerative disorders (Alzheimer's disease). Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: DIFFERENTIAL DIAGNOSIS IN LEARNING DISABILITIES Principal Investigator & Institution: De Fries, John C.; Professor and Director; Inst of Behavioral Genetics; University of Colorado at Boulder Boulder, Co 80309 Timing: Fiscal Year 2001; Project Start 30-SEP-1990; Project End 30-NOV-2005 Summary: The long-range objectives of the Colorado Learning Disabilities Research Center are the identification, characterization, validation and amelioration of etiologically distinct subtypes of dimensions of learning disabilities. To accomplish these objectives, test batteries that include psychometric measures of cognitive and

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academic abilities (Research Project I), reading, language and perceptual processes (Research Project II), and ADHD and executive functions (Research Project III) will be administered to a sample of 50 pairs of identical twins and their sibling and 50 pairs of fraternal twins (both same-sex and opposite-sex) and their siblings, in which at least one member of each twin pair is reading disabled, to an independent sample of 50 pairs of identical twins and 50 pairs of fraternal twins and their siblings, in which at least one member of each twin pair has ADHD, and to a comparison group of 50 pairs of identical twins and 50 pairs of fraternal twins and their siblings, with no school history of learning disabilities or ADHD. Resulting data will be used to assess the genetic and environmental etiologies of reading deficits, ADHD and their co-morbidity, as well as their co-variation with measures of phonological and orthographic coding, reading comprehension, mathematics performance, and executive functions. In order to map quantitative trait loci that influence learning disabilities, and conduct association and mutation analyses, blood samples will be obtained from families of all twin pairs (Research Project IV). Concurrently, a longitudinal study of 340 pairs of identical and fraternal twin pairs will be conducted beginning at four years of age and continuing through second game Measures for the preschool children will include a dynamic assessment of their ability to learn sensitivity to phonomes, as well as other pre-reading, reading, attention and language skills (Research Project V). An administrative core unit will be responsible for coordinating the activities of the five research projects, maintaining communication among the participating investigators; ascertaining and scheduling subjects; obtaining questionnaire data and blood samples from families of twins; and administering the Center budget and other fiscal matters. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: DISCOVERY OF THE 6P.21.3 READING DISABILITY GENE Principal Investigator & Institution: Gruen, Jeffrey R.; Pediatrics; Yale University 47 College Street, Suite 203 New Haven, Ct 065208047 Timing: Fiscal Year 2003; Project Start 15-SEP-2003; Project End 30-APR-2008 Summary: (provided by applicant): Reading disability (RD) is a multifactorial heritable disorder defined as difficulty in learning to read despite adequate intelligence and opportunity. It is the most common neurobehavioral disorder affecting children, with a prevalence rate of 10 to 20% accounting for more than 80% of all learning disabilities. While acquisition of skilled reading is to a great extent influenced by important environmental factors such as exposure to print media, story reading, and early childhood education, our group and others have shown that approximately 50% or more of the deficits in RD children can be attributed to inherited factors. Specific risk factors that make a child susceptible to RD are variant alleles of a small number of genes at loci yet to be precisely identified on human chromosome 18, 25, 6, 3, 2, and 2. Clues to the function of these genes may be found in the converging data from functional magnetic resonance imaging (fMRI) studies, which consistently and convincingly show that the normal neural circuitry activated in reading is disrupted in children and adults with RD. We recently confined the location of the strongest-acting of the RD susceptibility loci to a 4 million base region on chromosome 6p through high-resolution studies of linkage disequilibrium in families whose children have RD. Thus, we hypothesize that the 6pRD gene can be identified by an intense genetic analysis of this region using a high-density marker panel in well-characterized cohorts. To address this hypothesis we will: A) Define three RD cohorts for analysis, B) Map the peak of linkage disequilibrium to localize the 6pRD gene, and C) Identify sequence variants in genecandidates. These studies will take advantage of our experience in gene mapping of the

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6p region and our experience in characterizing RD. We anticipate that these studies will lead to the identification of a gene that plays a role in the pathogenesis of RD. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: EPIDEMIOLOGICAL SURVEY OF LEARNING DISABILITIES IN ZAMBIA Principal Investigator & Institution: Grigorenko, Elena L.; Associate Professor; Child Study Center; Yale University 47 College Street, Suite 203 New Haven, Ct 065208047 Timing: Fiscal Year 2003; Project Start 28-SEP-2003; Project End 28-FEB-2005 Summary: (provided by applicant): The proposed study has the following objectives: (1) To establish and solidify a network of Zambian and international researchers qualified to design and carry out a comprehensive study of prevalence and etiology of nonspecific and specific learning disabilities in Zambia. Specifically, the current proposal capitalizes on already-established collaborative relationships between various members of the team on this proposal and further extends the existing team to ensure that areas of expertise required for the conductance of the future large-scale epidemiological study of learning disabilities are represented on the emerging international group of researchers. (2) To demonstrate feasibility of conducting such a comprehensive epidemiological study of learning disabilities in Zambia. Specifically, we propose a set of 5 small-scale studies: (a) an assessment development and validation study; (b) a pilot epidemiological study of non-specific and specific learning disabilities among children attending schools in Eastern Province; (c) a pilot study of non-specific and specific learning disabilities among out-of-school children living in Eastern Province; (d) a pilot study of nonspecific and specific learning disabilities among street children-orphans of HIV/AIDS epidemic; (e) a pilot study of etiology of non-specific and specific learning disabilities in Eastern Province. (3) To design a large-scale study designed to assess the magnitude and the nature of basic and applied issues related to non-specific and specific learning disabilities in Zambian school-aged children. (4) To integrate the tasks of capacity building, research training, and research conductance on the issues of nonspecific and specific learning disabilities within one project aimed at estimating the prevalence and gaining an insight into epidemiology and the etiology of learning disabilities in Zambia. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: FAMILY EFFECTS ON SOCIAL OUTCOMES FOR CHILDREN WITH MR Principal Investigator & Institution: Floyd, Frank J.; Professor of Psychology; Psychology; Georgia State University University Plaza Atlanta, Ga 30303 Timing: Fiscal Year 2001; Project Start 24-SEP-1998; Project End 31-MAY-2003 Summary: Children with mental retardation experience social rejection and isolation; however, there is little information about how families can facilitate their children's social competence and social participation out of the home. This investigation will examine family facilitation of social outcomes in two groups of school age children with mild and moderate mental retardation: a representative sample who do not have Down syndrome (n=60), and a group of children with Down syndrome (n=60). Two comparison groups of school age children also will be evaluated: families of children with learning disabilities (n=60) who are at high risk for social rejection and families of typically developing children (n=60). Three forms of family facilitation will be investigated: indirect facilitation through family interactions that either teach and

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promote social competencies or lead to social deficiencies, coping assistance strategies to help children manage social problems and direct facilitation through active orchestration of children's social activities. The study will evaluate mothers and fathers and siblings roles in family facilitation using in-home observations and semi-structured interviews with families. Social competence for the target child will be comprehensively evaluated with observations and parent, teacher, and child reports of social behaviors and adjustment at home and at school. Multiple informants will report on social participation and peer relationships and the children's social-cognitive functioning will be directly assessed. The investigation will employ an overlapping cohort design to evaluate longitudinal changes in family facilitation processes, children's social outcomes, and the associations among these factors. Initial assessments will be conducted when the children are 8 to 10 years old, and all children will be followed through age 11. The families will complete yearly follow-up sessions for 2 to 3 years, and the children's social behaviors and experiences at school will be assessed at 6 month intervals. Hierarchical linear modeling will be used to evaluate linear and non-linear growth trends at the individual and group level, and will examine group differences in both the slope and the shape of changes across time. The analyses will examine hypotheses regarding three general mechanisms which propose that a) the quality of family interactions will influence children's social skills and behavioral adjustment, which in turn will influence their social outcomes; b) both family interactions and family assistance in coping with social rejection will influence the children's social-cognitive functioning; and c) direct efforts by families to arrange and monitor peer activities will be important techniques to promote social participation and acquisition of social skills for children who have disabilities. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: FAST POPULATIONS

MULTI-MODALITY

IMAGING

FOR

PEDIATRIC

Principal Investigator & Institution: Golay, Xavier; Kennedy Krieger Research Institute, Inc. Baltimore, Md 21205 Timing: Fiscal Year 2002; Project Start 24-SEP-2002; Project End 31-AUG-2005 Summary: (provided by applicant): In the last decade, rapid developments in magnetic resonance imaging (MRI) have provided new technologies that allow functional examination of the developing and adult brain in a fully non-invasive manner. For instance, it is presently possible to assess brain neuroanatomy using morphometric MRI, the location of white matter connections using diffusion tensor imaging (DTI), brain chemistry using spectroscopic imaging (MRSI), or cerebral blood flow (CBF) using arterial spin labeling (ASL). At Kennedy Krieger Institute, we have a large population of children with learning disabilities, who could benefit from a multi-modality MRI protocol. However, such a comprehensive exam is presently not possible due to the inherent time-consuming nature of each MRI modality. The aim of this proposal is to develop a complete high-quality fast multi-modal brain examination targeted at pediatric populations, including both structural and metabolic information. The goal of the proposal is to reduce the length of such a multi-modal protocol to less than an hour. To accomplish this, we have formulated the following aims. In the first aim, we will combine parallel imaging ("Sensitivity Encoding", SENSE) with multi-slice MRSI to provide localized metabolic information in a scan time of less than 10 min. In the second aim, we will develop a multi-coil method to measure absolute blood flow using ASL, also combined with a rapid three-dimensional parallel acquisition, for a maximum scan time of 5 min. In the third aim, we propose to combine whole-brain multi-orientation

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Learning Disabilities

diffusion tensor imaging (DTI) with SENSE to reduce both artifacts, and scan time to less than 15 min. Furthermore, we will also acquire a rapid high-resolution (<4 min) anatomical scan suitable for quantitative morphometry and regular diagnostic T1- and T2-weighted images (~5 min). Associated data analysis and processing software will also be developed. Each method will be tested on phantoms and ten normal volunteers and compared with existing techniques in terms of sensitivity, resolution, and degree of artifact reduction. The resulting fast multi-modal examination will be tested on twenty children without known disability. It will allow minimization of motion-related artifacts in images acquired on pediatric patient populations, without compromising resolution or diagnostic evaluation. We expect the combination of white matter fiber characterization, metabolic imaging, CBF measurements and anatomical mapping to provide a powerful method for the study of neurological disease, normal and abnormal brain development in children. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: FETAL NEURODEVELOPMENT--EFFECTS OF NICOTINE AND HYPOXIA Principal Investigator & Institution: Stark, Raymond I.; Professor; Columbia University Health Sciences New York, Ny 10032 Timing: Fiscal Year 2001 Summary: Prenatal exposure to nicotine through maternal smoking leads to alterations in fetal responses related to arousal and cardiorespiratory control far beyond the period of exposure. The drug pets fetuses at increased risk for growth restriction, prematurity, perinatal complications and after birth, for the Sudden Infant Death Syndrome, behavioral and learning disabilities, and attention deficit disorders; while the adolescent female offspring may be at increased risk for becoming smokers themselves. By hypoxia and direct effects of nicotine on fetal neurodevelopment have been implicated as mechanisms for this array of consequences. Our overall hypothesis is that excessive and untimely stimulation of fetal nicotinic receptors by nicotine induces wide ranging structural and functional changes in the developing nervous system leading to alterations in central regulatory mechanisms controlling autonomic and behavioral functions. While fetal regulatory mechanisms adapt to chronic nicotine exposure to maintain a relatively "normal" physiology, hypoxic stress will reveal deficiencies in physiologic competence. These structural functional alterations, established in utero produce a "vulnerable" newborn who will have a life long risk for stress related pathologies. To test these hypotheses, we will compare key markers of neurophysiologic function (coordinated fetal states, response to hypoxia and baroreceptor gain) in nicotine exposed fetuses with controls and relate their functional impairments to structural differences in brainstem and forebrain arousal and cardiorespiratory centers. Studies are carried out in a unique chronically instrumented baboon model. The homologies in neurodevelopment between the human and baboon fetus make knowledge gained from this research relevant to identifying high risk fetuses and infants. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: FOLLOW-UP OF INFANTS & CHILDREN TREATED WITH EXTRACORPOREAL MEMBRANE OXYGENATION Principal Investigator & Institution: Van Meurs, Krisa P.; Stanford University Stanford, Ca 94305

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Timing: Fiscal Year 2001 Summary: This study is designed to improve the understanding of the long-term effects of both venoarterial (VA) and venovenous (VV) extracorporeal membrane oxygenation (ECMO). The aim of this study is to examine the long-term neuro-psychological outcome and related academic and behavior problems of ECMO survivors. Whereas previous studies have addressed the outcome of this population through infancy and pre-school, we have chosen to explore the neuropsychological outcome through age 7. We will address the relationship of early neuropsychologic deficits demonstrated in this population to the development of specific learning disabilities and behavioral problems such as attention deficit disorder. In addition to overall intellectual functioning, specific areas of neuropsychologic outcome to be studied will include language, visual/spatial skills and motor planning, memory and attention and academic screening. Psychosocial adjustment and reports of academic functioning will be evaluated using standardized checklists completed by parents and teachers. The goal of this study is to further investigate the specific deficits seen in this group of children in order to best address the services they will require to optimize functioning. A specific pattern of neuropsychologic deficit may point to an identifiable mode of injury. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: FUNCTION OF GENES IN WILLIAMS SYNDROME DELETION REGION Principal Investigator & Institution: Francke, Uta; Professor; Genetics; Stanford University Stanford, Ca 94305 Timing: Fiscal Year 2001; Project Start 01-JUL-2001; Project End 31-MAY-2006 Summary: (provided by applicant): With the Human Genome Project promising to provide a catalog of all human genes in the near future, the main challenge of research in the next century is that of functional genomics. The processes that control gene activation and repression in a developmental-stage and cell-type specific manner are fundamental to understanding normal development and discovering the causes of human disease. Spontaneously recurring microdeletions are ideal for a systematic study of the downstream effects of hemizygosity for the defined set of genes in the deletion. Williams-Beuren syndrome (WBS), a neurodevelopmental disorder with a distinct profile of cognitive and behavioral features serves as a model system to study the genetic and molecular basis of cognition, speech, language, and visuo-spatial processing. WBS is caused by recurrent uniform deletions of 1.6 Mb of DNA from chromosome 7q11.23, that arise by inter- or intrachromosomal recombination between flanking duplicated regions. Within the deletion, 16 genes have been identified and characterized. They function as transcription factors, in DNA replication, chromatin assembly, translation, signal transduction and as structural proteins. Only one, the elastin gene has been linked to a specific manifestation, supravalvular aortic stenosis. To evaluate the functional consequences of hemizygosity for the other genes, humans with partial deletions will be identified and mouse models generated with corresponding deletions in the conserved syntenic region on mouse chromosome 5. Target genes of transcription factors and signaling molecules will be identified by microarray studies, comparing gene expression patterns in various tissues from affected humans and deletion mice. Development of a molecular phenotype of WBS links cognitive neuroscience to molecular genetics. Insights gained into the molecular pathways, that lead from the chromosomal deletion to the specific cognitive, behavioral and learning disabilities may have relevance for common developmental disorders, such as attention

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deficit/hyperactivity disorder and autism, as well as for understanding normal developmental processes. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: FUNCTION OF NF1 CNS NEURONS Principal Investigator & Institution: Mangoura, Dimitra; University of Chicago 5801 S Ellis Ave Chicago, Il 60637 Timing: Fiscal Year 2001 Summary: Neurofibromatosis type 1 (NF-1) is a common, inherited disease of humans, which affects the architecture and function of many tissues at a varying degree. The protein product is a large 2818 amino acid phosphoprotein, expressed almost exclusively in the brain. Learning difficulties occur in 60% of patients with mutations of NF1 (mostly truncations) and the pathogenetic mechanism is completely unknown. We have shown for the first time that (a) NF1 gene expression is induced by the secretion promoting and PKC activating histamine, (b) it associates with the plasma membrane and the underlying cortical cytoskeleton, and most importantly (c) that it is a protein kinase C (PKC) substrate. It is our hypothesis that in the normal CNS, neurofibromin is a membrane cytoskeleton-associated protein, which plays a crucial role in integrating signals mediated by membrane receptors. These signals are essential for the homeostasis of the neuronal cytoskeleton and the trafficking and release of vesicles. The presence of mutant neurofibromin leads to loss of this function and deregulates (a) neuronal circuits, causing learning disabilities and (b) neuron-glia cell interactions, leading to improper proliferation of astrocytes. This project will address the regulation of neurofibromin by phosphorylation, define NF1 for function, and determine the mechanism of NF1 protein regulation by G/PLC coupled agonists. Finally, study will be conducted on the role of human NF1-like mutations in neuronal and astrocytic function, in order to begin to address the pathogenesis of neurofibromatosis, the diversity of phenotypes in humans, and possible rescue strategies by compensating for the affected functions. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: FUNCTIONAL CONNECTIVITY OF PRIMARY VISUAL CORTEX Principal Investigator & Institution: Miller, Kenneth; Physiology; University of California San Francisco 500 Parnassus Ave San Francisco, Ca 94122 Timing: Fiscal Year 2001; Project Start 01-AUG-2001; Project End 30-JUN-2005 Summary: The long-term objective of our research is to understand the computations performed by cerebral cortical circuit. Toward this end, we focus on understanding the circuitry of cat primary visual cortex (VI) and the manner in which it produces the functional response properties of cat VI neurons. We focus on can VI because it is by far the best-studied piece of cerebral cortex, and because it is part of the process of visual perception which is the sensory modality that is best understood at the cortical level. In particular, we aim to understand the functional connectivity of cat V1, that is, which neurons are connected to one another by excitatory or inhibitory synapses, as a function of the visual response properties, cortical layers of origin, and excitatory or inhibitory nature of the neurons. This will be accomplished by simultaneously recording from multiple nearby neurons using the tetrode method of recording, which allows the simultaneous isolation of multiple neurons at single recording sites. We will use crosscorrelation analysis to infer which of the simultaneously recorded neurons make monosynaptic connections to one another and the sign of the connection when it exists.

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Evidence of an inhibitory connection simultaneously provides evidence of the excitatory of inhibitory nature, respectively, of the presynaptic neuron. We will functionally characterize the recorded neurons using a combination of traditional grating stimuli and noise stimuli. We will determine the cortical layers in which recorded neurons are located through histological analysis after the conclusion of the experiment. By studying large numbers of pairs, and determining who is connected to whom, vs. cell layers functional response properties, and excitatory or inhibitory nature of the connection, we will build up a statistical picture of the functional connectivity of cat V1. This information, in interaction with modeling of the cortical circuit, provides the basis for understanding how the function of cat V1 is created from its circuit structure. Understanding of cortical function in turn provides the basis for understanding visual disorders such as amblyopia and strabismus and neurological disorders due to stroke, and more generally for understanding normal function and its disorders such as learning disabilities. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: FUNCTIONAL MRI ANALYSIS OF MEMORY IN AGING Principal Investigator & Institution: Gabrieli, John D.; Professor; Psychology; Stanford University Stanford, Ca 94305 Timing: Fiscal Year 2001; Project Start 15-MAY-1995; Project End 30-APR-2004 Summary: (adapted from investigator's abstract): The goal of this application is to examine the brain basis, via functional magnetic resonance imaging (fMRI), of normal age-associated changes in cognitive and memory performance. The proposed study differs from prior studies of aging in several ways as it takes advantage of current knowledge in cognitive neuroscience and recent advances in fMRI to examine the relation between memory abilities and the functional status of memory systems in the brain across the human life span. It examines multiple forms of memory that are known to be differentially affected by aging within the same individual brains; executive and non-executive aspects of working memory, semantic memory, explicit memory, and implicit memory (repetition priming). It includes a wide range of older people, from young-old to old-old, in order to examine the brain basis of variation in age-associated memory performance. It exploits recent advances in fMRI data acquisition and analysis, including single-trial analyses that reveal more information than standard brain imaging methods. It contrasts age-associated effects on memory systems and memory abilities with the effects of normal child development and of individual differences among young adults. For each of three studies, the investigators propose to scan: a) 10 older subjects 60-69 years old; 10 older subjects 70-79 years old; 10 older subjects 80-89 years old; b) 10 children 7-9 years old; 10 children 11-13 years old; and 10 children 16-18 years old; and c) 20 young adult subjects, ages 20-22, 10 with a relatively high working memory capacity and 10 with a relatively low working memory capacity. The proposed studies ought to reveal a great deal about the brain basis of human memory and changes in that basis across the life span that is highly relevant to disorders of memory that occur in many neurological and psychiatric diseases in both older adults and children, including Alzheimer's disease, Parkinson's disease, and learning disabilities. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: GENETIC CONTRIBUTIONS TO LEARNING DISABILITIES SUBTYPES Principal Investigator & Institution: Raskind, Wendy H.; University of Washington Seattle, Wa 98195

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Learning Disabilities

Timing: Fiscal Year 2001; Project Start 01-MAR-1996; Project End 30-NOV-2005 Summary: Dyslexia and dysgraphia are common and complex disorders are common and complex disorders that have long-term educational, economic, and social repercussions. Understanding the biologic basis may lead to earlier and more specific intervention. This project will investigate genetic factors involved in specific subtypes of dyslexia and dysgraphia by evaluating kindreds well-characterized from learning disabilities (LD). There are 5 specific aims. 1. To expand a bank of DNA and cell lines from pedigrees with dyslexia and/or dysgraphia. Ascertainment of probands (500 over the next five years) will be extended to grade 9, for continued recruitment of probands with combined dyslexia and dysgraphia and for increased recruitment of probands with the dysgraphia-only phenotype. 2. To continue to determine transmission patterns of LD subtypes. The language phenotype will be broadened to include morphological processes and the familial aggregation patterns and interdependence of the findings of the previous grant cycle, comorbidity of inattention as a quantitative trait and comorbidity of calculation disability will also be investigated. The LD subphenotypes most likely to have a genetic etiology will be evaluated in segregation analyses to develop models for use in linkage analyses. 3. To detect linkage of learning disabilities subtypes. Candidate regions on chromosomes 1, 2, 6, 7, and 15, already genotyped, will be evaluated for linkage to LD phenotypes and a genome-wide scan will be performed to identify other candidate regions. 4. To perform fine scale mapping of the most promising regions identified in the linkage analyses to enable gene identification. 5. To optimize the UWLDC database and to perform quality control analyses of the data. This Project is carried out in close collaboration with the Clinical Core for the careful phenotyping and with the Statistical Core for all statistical genetic analyses. The goals will be expedited by applying emerging powerful analysis methods. Project III is also linked to Projects I and II in extending the language phenotype to include morphologic processes. Project III is linked to Project IV via an exploratory study of the feasibility of using fMRS measurements as the quantitative trait. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: PHENOTYPE

GENETIC

MODIFICATIONS

OF

TUBEROUS

SCLEROSIS

Principal Investigator & Institution: Govindarajan, Baskaran; Emory University 1784 North Decatur Road Atlanta, Ga 30322 Timing: Fiscal Year 2003; Project Start 01-MAY-2003; Project End 30-APR-2004 Summary: Tuberous sclerosis is an autosomal dominant disorder that causes morbidity and mortality due to seizures, mental retardation, hamartomas, and benign and malignant neoplasms. While two genes for TS have been cloned, hamartin (tsc1) and tuberin (tsc2), the mechanism behind the tissue specificity of hamartomas and neoplasms are poorly understood. In addition, no phenotype-genotype correlation has been established in TS. These tissues are not specific to TS, but exist in other autosomal dominant syndromes like neurofibromatosis, not only in which neoplasms occur, but also hamartomas which cause learning disabilities and hypertension. The bewildering array of disorders which occur in TS patients suggest that modifying genes regulate the TS phenotype. We will analyze the effect of a candidate modifying gene, HDAC9, on the phenotype of transgenic mice we have already generated which carry a specific modification in the tuberin gene and which develop hamartomas. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: GENETICS OF GENERAL AND SPECIFIC MATH DISABILITIES Principal Investigator & Institution: Petrill, Stephen A.; Associate Professor; Center for Development & Health Genetics; Pennsylvania State University-Univ Park 201 Old Main University Park, Pa 16802 Timing: Fiscal Year 2003; Project Start 25-SEP-2003; Project End 31-JUL-2006 Summary: (provided by applicant): Understanding the genetic and environmental mechanisms that underlie individual differences in general and specific mathematics cognition has important implications for mathematics education and prevention of specific learning disabilities in mathematics. The proposed research will provide the first systematic genetic investigation of individual differences in early mathematics learning and disabilities as well as the links among mathematics, reading, other cognitive abilities, motivation, and the environment. The proposed three-year project will capitalize on two ongoing twin studies - one in the U.S. and one in the U.K. - by testing the twins in their homes on diverse processes of mathematics learning. The U.S. study includes a representative sample of 350 same-sex twin pairs born between 1996 and 1998 who are being assessed longitudinally at three measurement occasions from kindergarten through third grade on a broad battery of measures of reading, cognitive skills, and family environmental factors. Examining these 700 children in their homes at eight years of age on a battery of mathematics measures will determine the role of genetic and environmental influences on individual differences in the normal range of mathematics development and links to reading and cognition. The U.K. study has investigated 7,500 twin pairs on language and cognitive development at two, three, four, and seven years of age, with ongoing testing at nine years of age, which includes teacher assessments of mathematics and reading based on the U.K. National Curriculum criteria at seven and nine years of age. Data from these 15,000 children will be used to select 350 twin pairs in which at least one child is in the lowest 5% of teacher assessments after exclusions. Assessing these 700 children in their homes at ten years of age on a battery of mathematics measures will assess the role of genetic and environmental influences on mathematics disabilities and their links to reading and cognition. DNA has been obtained on these children, which will provide a resource for future molecular genetic analyses. In addition to investigating genetic and environmental influence in mathematics abilities and disabilities, the proposed research will bring a multivariate genetic approach to bear on the vexed issue of general and specific mathematics abilities and disabilities. Developing a more informative model of how genes and environments work together to affect general and specific mathematics development has important implications on how to foster mathematics development as well as to detect, ameliorate and prevent problems. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: GENOMIC ANALYSES Principal Investigator & Institution: Smith, Shelly D.; University of Colorado at Boulder Boulder, Co 80309 Timing: Fiscal Year 2001; Project Start 30-SEP-1990; Project End 30-NOV-2005 Summary: The overall goals of the Colorado Learning Disabilities Research Center includes the identification, characterization, and amelioration of learning disabilities. By identification of specific regions of the genome which contribute to phenotypes of learning disabilities, this project interacts directly with the other projects in the Center, most specifically with Projects I, II, and III. Through non-parametric linkage and association analyses, the phenotypes obtained in these projects can be related to DNA

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Learning Disabilities

markers and then to specific gene mutations. Evaluate of the contributions of each region or gene to a specific phenotype can be done, which can determine if phenotypes are genetically distinct. This work has already shown that there is a gene located on 6p21.3 which affects both phonological and orthographic abilities. In the next years, we will expand this work to allow comparisons of the contributions of additional loci influencing reading disability to the contributions of candidate genes that have been identified as contributing to ADHD. This will be particularly important in determining the genetic basis of co-morbidity for these traits. Identification of the genes influencing reading disability and ADHD will help delineate the basic functions and neurological mechanisms that are crucial for these conditions. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: GEORGETOWN CENTER FOR READING /LEARNING /BRAIN FUNCTION Principal Investigator & Institution: Eden, Guinevere F.; Associate Professor and Director; Neuroscience; Georgetown University Washington, Dc 20057 Timing: Fiscal Year 2001; Project Start 01-APR-2001; Project End 30-NOV-2005 Summary: The principal goal of the proposed Center is to further the scientific understanding of the neurobiological mechanisms of learning disabilities with particular emphasis on language-based disabilities. As reading is a fundamental means of communication, children who have difficulty in acquiring this skill are severely disadvantaged. Developmental dyslexia is a common reading disorder whose etiology is poorly understood. The behavioral manifestations of dyslexia are complex, involving abnormalities in both language and sensorimotor processing. While less behaviorally evident, specific sensory processing problems have also been identified in dyslexia and it has been suggested that they also contribute to the observed reading disorder. Better knowledge concerning the neural mechanisms responsible for developmental reading disability may suggest novel approaches leading to improvements in its diagnosis and treatment. The proposed Center brings together a group of established investigators with wide clinical and scientific experience from Georgetown University, the Bowman Gray School of Medicine and Gallaudet University to collaborate on an integrated series of projects to investigate: (1) the pathophysiology of disordered reading fluency, (2) neural mechanisms underlying a phonologically-based reading intervention program, and (3) the neural mechanisms of reading impairment in deaf individuals. The proposed research projects and resource cores together form a multi- disciplinary and coordinated effort to apply modern behavioral, genetic and imaging methods to the investigations of the mechanisms, classification and diagnosis of reading related learning disabilities. The experience gained in these studies will allow development of a deeper understanding of the neurobiological mechanisms of successful behavioral intervention programs. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: INFANT HEART SURGERY--CNS SEQUELAE OF CIRCULATORY ARREST Principal Investigator & Institution: Newburger, Jane W.; Associate Cardiologist-InChief; Children's Hospital (Boston) Boston, Ma 021155737 Timing: Fiscal Year 2001; Project Start 01-DEC-1988; Project End 31-DEC-2002 Summary: The current project involves two applications (a supplement and a competitive renewal). The purpose of the supplement is to increase the phase out

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budget during years 08 and 09 to continued follow-up which will go through two months of year. Previously, the applicants have assessed brain structure via MRI (one year); brain function via neurologic examination, and EEG (preoperatively, one-week postoperatively, and at one and four years); and development (at one and four years). There are three overall aims to this project: 1) To compare the effects of the two intraoperative support methods with respect to developmental and neurologic status at age eight years. Developmental status will be measured by the Weschsler Individual Achievement Test (primary outcome) and by the presence of learning disabilities and performance in specific neuropsychologic domains (secondary outcomes). Neurologic status will be determined by neurological exam (primary outcome) and by specific types of dysfunction (e.g. motor problems); (2) To compare the academic and intellectual performance of the cohort at age eight years to population norms and to characterize specific patterns of relative strengths and weaknesses; and (3) To utilize the longitudinal data available on this cohort to identify correlates of the children's eight-year outcomes, as well as their developmental trajectories between ages one and eight. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: JOB RETENTION SKILLS FOR AT-RISK YOUTH Principal Investigator & Institution: White, Lee; Ceo; Northwest Media, Inc. 326 W 12Th Ave Eugene, or 97401 Timing: Fiscal Year 2003; Project Start 09-AUG-2003; Project End 08-FEB-2004 Summary: (provided by applicant): For this project we propose to develop, produce, and evaluate a DVD-based training program on job retention skills for at-risk teens. Many teens, especially at-risk teens with learning disabilities, just entering the workforce will likely lose their jobs, not because they don't have the practical skills to do their work but because they lack the social skills needed to integrate into the workplace culture. The proposed program will cover job-related social skills in the areas of: Time Management, Job Expectations, Appearance at Work, Socializing in the Workplace, Authority, Zero Tolerance Policies, and Conflicts in the Workplace. The DVD will deliver fast-paced multimedia cartoons that tell interactive stories of teens in workrelated situations. DVD video players are a popular low-cost technology that can deliver multimedia interactive programs that do not require the computer hardware and software that many social service providers do not have. In Phase I, we will develop and evaluate units on Getting to Work on Time and Being Timely on the Job (from Time Management) and The Job Description and Employment Contract (from Job Expectations). We will assess the impact of the program using a measure of job related social skills with a group of 96 Job Corps trainees. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: LANGUAGE ESSENTIALS FOR TEACHING READING AND SPELLING Principal Investigator & Institution: Moats, Louisa C.; Sopris West, Inc. 4093 Specialty Place Longmont, Co 80504 Timing: Fiscal Year 2002; Project Start 19-SEP-2000; Project End 30-JUN-2004 Summary: (provided by applicant): The primary goal of the Language Essentials for Teaching Reading and Spelling (LETRS) project is to develop and deliver to educators, in a readily accessible and cost effective manner, research-based knowledge, methods, and sound practices for remediating and teaching reading, writing, and spelling to children and adolescents with learning disabilities and language delays. The end

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Learning Disabilities

product will be a series of interactive, multi-media training modules that will effectively marry the best of traditional professional development methods with new and emerging information technologies. In Phase I, we identified and divided into logical sequential modules, research-based knowledge of reading development and language structure as well as sound instructional practices; we identified the strongest technologies and media for delivering the literacy intervention content and methods; we synthesized the information to design LETRS and produced a prototype training module in phonemic awareness; lastly, we proved that teachers' learning of instructional methods for phonological awareness was as good with CD-based instruction as it was with in-person instruction, but that the best combination of experiences for teachers included CD-based instruction and a facilitator. In Phase II, the LETRS design blueprint will be revised and refined reflective of the data gathered in Phase I. Using the development processes and software templates created in Phase I, seven of the learning modules for the LETRS course, to include the interactive, multimedia CD-ROMs, Internet communication technologies, facilitated sessions, and other training materials including study guides and case study materials, will be produced. The course efficacy will be tested in classroom and non-classroom by assessing teacher knowledge and classroom behaviors, and their students' performance. The primary target market includes classroom teachers at every level, reading specialists, speech/language coordinators and therapists, special education staff, and ELL/ESL specialists. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: LEARNING DISABILITIES IN ELEMENTARY MATHEMATICS Principal Investigator & Institution: Geary, David C.; Professor; Psychology; University of Missouri Columbia 310 Jesse Hall Columbia, Mo 65211 Timing: Fiscal Year 2001; Project Start 01-MAR-2001; Project End 31-DEC-2003 Summary: Research on average-IQ children with poor math achievement, that is, math disabled (MD) children, has revealed several sources of their lower than expected (based on IQ) achievement. These children have a poor conceptual understanding of counting, use immature counting procedures to solve arithmetic problems, commit many procedural errors, and have difficulties remembering basic arithmetic facts. The poor counting knowledge of these children appears to contribute to their use of immature counting procedures and their procedural errors, although it is not currently known if this poor counting knowledge extends beyond second grade. Poor working memory resources also appear to contribute to these procedural deficits and it has been argued that these working memory deficits are due to a slow counting speed. The source of the fact-retrieval deficits of these children is unclear, but appears to be related to a combination of difficulties in inhibiting irrelevant associations from entering working memory and from difficulties in lexical access (e.g., retrieving information from semantic memory). Recent theoretical and methodological advances suggest that these working memory and retrieval deficits are more complex than previously conceptualized. Individual differences in working memory appear to be related to ease of inhibiting irrelevant associations, speed of articulating words, speed of scanning the contents of working memory, and ease of regenerating phonetic and semantic traces that are decaying in working memory. The latter, in theory, is related to MD children's difficulties in lexical access and the associated fact-retrieval deficits. The proposed research will be the first to: 1) assess the counting knowledge of first, third and fifth grade MD children and normal controls and examine the relations among counting span (an index of working memory), counting knowledge and procedural competencies in arithmetic; 2) use recent theoretical and methodological advances to provide an

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assessment of each of the above described components of working memory in first, third and fifth grade MD children and normal controls and relate these competencies to the working memory, counting procedure, and fact-retrieval deficits of MD children; 3) use negative priming methods to test the hypothesis that the fact-retrieval deficit of MD children is related, in part, to difficulties in inhibiting irrelevant associations from entering working memory; and 4) systematically compare the counting and arithmetic competencies of MD children and children with low-IQ scores and low math achievement scores. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: LEARNING DISABILITIES: LINKS TO SCHOOLS AND BIOLOGY Principal Investigator & Institution: Berninger, Virginia W.; Professor of Educational Psychology; Educational Psychology; University of Washington Seattle, Wa 98195 Timing: Fiscal Year 2001; Project Start 01-MAR-1996; Project End 30-NOV-2005 Summary: The University of Washington Learning Disabilities Center (UWLDC) proposes to continue a major collaboration between a College of Education and School of Medicine to investigate the educational and biological factors contributing to (and relevant to preventing and treating) dyslexia reading and writing disability) and dysgraphia (writing disability only). Project I will randomly assign dyslexics and dysgraphics in grades 4 to 9 alternative, with a focus on morphological processing, which will inform both the treatment studies of Project I and the Outreach services of the Clinical Core. Project III will carefully characterize the language phenotypes and conduct aggregation, segregation and linkage studies with the of as goal of ascertaining 500 probands and the nuclear and extended family members over the next five years. Project IV will scan the brain of Project III probands and normal control students matched the next five years. Project IV will scan the brains of Project III probands and normal control students matched on age and IQ, before and after Project 1 treatment, with PEPSI and fMRI to test hypothesis about brain language relationships. The projects have synergy in that they are tied together by a theoretical focus on the orthographic, phonological, and morphological processes of the word language module. The Administrative Core has Internal and External Advisory Boards, to guide the UWLDC in achieving its scientific aims and in Outreach Council to consult with the Outreach component to disseminate research results and apply them to practice through a summer program, teacher mentoring program, and workshops for teachers, administrators, and psychologists. A unique feature of the Clinical Core is its study of both normal, motivational development and the motivational challenges dyslexics and dysgraphics face. As during the first funding cycle, the Statistical Core will continue to provide state-of-the-art data analysis services for the behavioral and functional imaging data of Projects I, II, and IV (e.g., structural equation, modeling, hierarchical growth curve modeling, anova, ancova, and manova)) and aggregation, segregation, and linkage analysis for the data generated by Project III. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: PLASTICITY

LOCAL

CIRCUIT

PROPERTIES

UNDERLYING

CORTICAL

Principal Investigator & Institution: Hickmott, Peter W.; Psychology; University of California Riverside 900 University Ave Riverside, Ca 92521 Timing: Fiscal Year 2001; Project Start 15-JUN-2001; Project End 31-MAY-2005

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Learning Disabilities

Summary: The adult cortex can reorganize in response to manipulations of the activity in inputs, to behavioral training and to other natural stimuli. These sorts of cortical reorganizations are associated with important phenomena, such as recovery of function after stroke and improvements in performance due to sensory training. Furthermore, deficits in the control of cortical plasticity may be related to neuropathies such as "phantom" pain and sensation after amputation to epilepsy to learning disabilities. Therefore, understanding the cellular mechanisms that underlie the plasticity of cortical assemblies can contribute both to the basic knowledge of neuronal processes, and to the understanding and treatment of neuropathies. Currently little is known about the cellular and synaptic events that underlie changes in cortical representations; changes in both excitation and inhibition, and sprouting of new connections have been hypothesized. In this proposal, experiments designed to examine possible synaptic and cellular mechanisms underlying cortical reorganizations in adult rat primary somatosensory cortex (Si) are detailed. The experiments make use of a novel in vivo/in vitro preparation, in which the location of the border between the lower jaw and forepaw representations in SI can be determined and visibly marked in vivo. EPSPs and IPSPs can be recorded in neurons close to the border in vitro. Previous work using this preparation has shown that anatomical and physiological properties of the local cortical circuitry, involving both excitation and inhibition, could underlie these representational borders. To further characterize properties of cortical circuitry with respect to normal and reorganized representational borders, several approaches are proposed: 1) Possible anatomical correlates of the observed physiological bias at the normal border will be determined by examining axonal projections of cortical neurons with respect to the border. Then, possible changes in both axonal and dendritic morphology will be examined with respect to representational borders reorganized by peripheral denervation of varying durations; 2) Physiological correlates of reorganization will also be assessed by examining changes in local excitation and inhibition in the cortex in the region of reorganization caused by peripheral denervation; 3) Characteristics of common forms of synaptic plasticity (long-term potentiation and long-term depression) will be examined, as changes in synaptic efficacy probably underlie some of the changes in excitation and inhibition previously observed after reorganization of the border. These data will provide specific evidence for possible roles for changes in excitation and inhibition during cortical reorganization, and possible anatomical and mechanistic correlates for the changes. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: LONGITUDINAL TWIN STUDY OF READING DISABILITY Principal Investigator & Institution: Wadsworth, Sally J.; Inst of Behavioral Genetics; University of Colorado at Boulder Boulder, Co 80309 Timing: Fiscal Year 2002; Project Start 15-FEB-2002; Project End 31-JAN-2007 Summary: (provided by applicant): The proposed project will initiate the first longitudinal twin study of reading disability and conduct novel analyses of the genetic and environmental etiologies of stability and change in reading difficulties. To accomplish these objectives, an extensive psychometric test battery, as well as behavioral questionnaires and interviews, will be administered to a sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair is reading disabled, to their siblings, and to a comparison sample of 50 pairs of identical twins and 50 pairs of fraternal twins with no history of reading deficits, all of whom previously participated in the Colorado Learning Disabilities Research Center CLDRC). Resulting data will be analyzed in conjunction with data previously collected

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in the CLDRC to provide the first longitudinal assessment of the genetic and environmental etiologies of reading deficits and subtypes of reading disability at two ages, as well as their longitudinal stability and comorbidity with ADHD. These data will also be used to test novel hypotheses about the longitudinal covariation of reading difficulties with measures of other psychopathology, reading, language and perceptual processes and specific cognitive abilities. Univariate and bivariate QTL analyses of reading deficits and ADHD, reading component processes and other psychopathology will also be conducted. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: MECHANISMS FOR NEUROLOGICAL DYSFUNCTION IN NFI Principal Investigator & Institution: Silva, Alcino J.; Professor of Neurobiology; Neurobiology; University of California Los Angeles 10920 Wilshire Blvd., Suite 1200 Los Angeles, Ca 90024 Timing: Fiscal Year 2001; Project Start 04-SEP-1998; Project End 28-FEB-2003 Summary: (Adapted from applicant's abstract): Specific learning disabilities are the most common neurological complication in children with neurofibromatosis type I (NF1), a neurological disorder that affects 1/4000 people worldwide. The inherent complexity of these cognitive deficits, and the complications of pursuing their study in patients, motivated us to study them in mice mutant for the neurofibromin gene (Nf1+/-). Additionally, uncovering the causes for the learning deficits in Nf1 mutant mice will reveal molecular, cellular, and neuroanatomical substrates of learning and memory. It is important to note that in both mice and humans the NF1 mutation is present throughout development. We have recently shown that the Nf1+/- mice are a model for the learning disabilities caused by the mutation of the NF1 gene in humans. Neurofibromin is a GTPase Activating Protein (GAP) thought to down regulate Ras function. Consistent with this, our laboratory recently found that the heterozygous Nras mutation (N-ras+/-) "cures" the spatial learning deficits of the Nf1+/-mice, demonstrating that the modulation of Ras signaling is critical for learning and memory. The specific aims of this proposal are as follows. 1) To characterize the learning/behavioral impairments of the Nf1+/-mutant mice. I propose to expand the behavioral characterization of the Nf1+/-mice, and to determine whether either the N-, K-ras mutations, or increases in AMPA function (the Nf1 mice have decreased AMPA function) can rescue the behavioral impairments of the Nf1/-mutants. 2) To identify the cellular mechanisms responsible for the learning impairments of the Nf1+/- mutant mice. The experiments proposed will test the hypothesis that the learning impairments of the Nf1+/-mice are caused by increased RAS signaling which disrupts synaptic transmission. 3) To derive mice with neural specific and inducible mutations of Nf1. In both mice and humans the NF1 mutation is present throughout development, and therefore studying the causes for the learning deficits in the Nf1+/-mice will further our understanding of the learning impairments that can be associated with NF1 patients. However, to pinpoint where and when the loss of neurofibromin affects learning, we will derive neural specific and inducible mutations of Nf1. The studies proposed here will not only further our understanding of the function of neurofibromin in the brain, but they will also be crucial for finding treatments for the debilitating neurological impairments associated with Neurofibromatosis Type I. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: MECHANISMS OF ARND RELATED SYNAPTIC PLASTICITY DEFICITS Principal Investigator & Institution: Savage, Daniel D.; Professor & Neurosciences; University of New Mexico Albuquerque Controller's Albuquerque, Nm 87131

Chair; Office

Timing: Fiscal Year 2001; Project Start 21-SEP-2000; Project End 30-JUN-2003 Summary: (Adapted from the Investigator's Abstract) Learning disabilities are among the more subtle, yet most pervasive, of fetal alcohol exposure-related defects in children. These learning deficits may not manifest until a child is school-aged and can occur in the absence of other physical evidence of alcohol-related birth defects. Deficits in hippocampal glutamatergic neurotransmission and synaptic plasticity have been observed in rats whose mothers consumed moderate quantities of ethanol during gestation. As glutamate receptor-dependent synaptic plasticity is important in learning, these defects are one candidate mechanism for the learning disabilities observed in offspring whose mothers drank moderate quantities of ethanol during pregnancy. The long-term objectives of our research program are two-fold: First, to more clearly delineate the neurobiological and behavioral mechanisms of activity-dependent synaptic plasticity deficits caused by prenatal ethanol exposure. Then, once these teratologic effects are better characterized, develop and explore rational treatment strategies for overcoming fetal ethanol exposure-induced learning deficits. The working hypothesis for this project states that: Prenatal ethanol exposure decreases metabotropic glutamate receptor (mGluR5)-mediated potentiation of amino acid transmitter release in dentate gyrus slices. In this proposal, we will focus on the initial steps in the process, the coupling of the mGluR5, the G-proteins Galphaq/11 and phospholipase C-beta1 (PLCbeta1) in the production of inositol 1, 4, 5 trisphosphate (IP3). The proposed deficit may be a function of: 1) Decreased mGluR5-coupled, phospholipase C (PLC)-stimulated IP3 production, which in turn, may result from 2) decreased levels of mGluR5, Galphaq/11 or PLC-beta1 proteins or 3) alterations in agonist-mediated desensitization of mGluR5stimulated IP3 production. These studies will provide important new information about the effects of prenatal ethanol exposure on mGluR5 regulation of transmitter release, a critical component of synaptic plasticity in the hippocampal formation. Further, these results could provide insights into whether agents that affect mGluR function could be used to treat synaptic plasticity deficits and, ultimately, learning deficits in prenatal ethanol-exposed offspring. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: MECHANISMS OF SENSORY PROCESSING Principal Investigator & Institution: Bastian, Joseph A.; Professor; Zoology; University of Oklahoma Norman Office of Research Services Norman, Ok 73019 Timing: Fiscal Year 2001; Project Start 01-JUN-1979; Project End 31-MAY-2004 Summary: The goal of the proposed research is to increase our understanding of the mechanisms by which vertebrate nervous systems process sensory information. This research program focuses on the roles of modulatory inputs to sensory processing networks; the function of feedback connections within a network and the effects of inputs from one sensory system in determining the processing characteristics of other systems will be studied. Sensory systems are typically described as consisting of a series of hierarchically arranged nuclei or stations which sequentially process the information as it ascends from the periphery through higher- order nuclei. However, in addition to this ascending information stream, higher centers also communicate with lower, and the

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volume of information carried via these descending pathways is typically massive. Roles proposed for these feedback pathways include modulation of the gain of ascending signals, gating functions, alterations in the receptive field properties, and changes in spatial and temporal filter characteristics of target neurons. The descending pathways are also thought to be involved in improving signal-to-noise ratios and enabling an organism to attend to specific stimuli. Losses in the normal ability to filter incoming sensory information is demonstrated to be associated with diseases such as schizophrenia and deficits in the ability to attend to stimuli may underlie a variety of learning disabilities. Possible roles for descending information flow in sensory systems abound but demonstrated examples of these roles are few, and instances in which the cellular mechanisms involved are understood are fewer still. Modulatory inputs arising in other sensory systems are also likely to be important sources of information required for correct interpretation of a given stimulus pattern. Proprioceptive inputs conveying information about the spatial relations among regions of the body can, for example, provide information needed for correct interpretation of a variety of other sensory inputs. Basic mechanisms of the descending control of sensory processing will be studied using a lower-vertebrate "model" sensory system, the electrosensory system of weakly electric fish. The first-order processing nucleus, the electrosensory lateral line lobe (ELL), receives massive descending projections from higher electrosensory nuclei plus proprioceptive inputs in addition to the receptor afferent projection. The roles of these modulatory inputs in shaping the sensory processing characteristics of ELL output neurons will be studied using single cell neurophysiological techniques plus pharmacological manipulations of the system. The ELL was chosen for study because its anatomy as well as that of the regions supplying modulatory inputs is well described, and because a large amount of physiological and behavioral data pertinent to the mechanisms to be studied is available. The proposed studies will increase our knowledge of the roles of these modulatory inputs in this particular system and will contribute to a greater understanding of the cellular mechanisms by which the modulatory effects are generally achieved. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: METABOLIC EFFECTS OF BRAIN RADIATION IN CHILDREN Principal Investigator & Institution: Horska, Alena; Radiology; Johns Hopkins University 3400 N Charles St Baltimore, Md 21218 Timing: Fiscal Year 2003; Project Start 30-SEP-2003; Project End 30-JUN-2007 Summary: (provided by applicant): Brain radiation therapy (RT) has contributed positively to long term disease-free survival from childhood cancer. Despite its therapeutic benefit, RT has been associated with a spectrum of acute, early-delayed, and late-delayed toxicities to the central nervous system. As a consequence, children treated with brain radiation often develop neurological and neurocognitive deficits manifesting as behavioral or learning disabilities. It is unclear whether the neurocognitive deficits are due mainly to damage to the white matter or if cortical areas are also involved. Are there markers that could be measured non-invasively that reflect the degree of brain injury? Could these markers predict early in the course of treatment if brain damage will occur? Could these markers be used to evaluate sensitivity of different brain regions to radiation? Can the temporal course of regional changes due to radiation be mapped in the brain, non-invasively? We intend to answer these questions using non-invasive methods based on magnetic resonance (MR): magnetic resonance spectroscopy, diffusion tensor imaging, and volumetric MRI. Methods using MR have been demonstrated to be promising tools for detection of radiation damage. However, their

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ability to explain neuropsychological deficits in children remains to be evaluated. We plan to perform a longitudinal MR study with a 30 months follow-up to assess changes in brain metabolism, damage to tissue microstructure, and loss of brain tissue. Concurrent neuropsychological assessments will further enhance our understanding of the relationship between neuropsychological status and parameters measured by the proposed MR methods. The broad objectives of our research are to determine a) how brain function and integrity, as measured by MR techniques, can be correlated with total radiation dose delivered to the brain and b) whether changes in measured parameters (metabolite concentrations, water diffusion characteristics, and lobar gray and white volumes) can be used as surrogate markers to predict the neuropsychological outcome from RT. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: MOLECULAR ASPECTS OF VELO-CARDIO-FACIAL SYNDROMEN Principal Investigator & Institution: Kucherlapati, Raju M.; Professor; Molecular Genetics; Yeshiva University 500 W 185Th St New York, Ny 10033 Timing: Fiscal Year 2001; Project Start 05-DEC-1996; Project End 31-AUG-2001 Summary: The goal of this project grant application is to understand the molecular basis of vole-cardio-facial syndrome (VCFS). This human syndrome has an incidence that is grater than 1 in 5,000 live births and is characterized by defects involving several organ and tissue systems. The children have cleft palate, pharyngeal insufficiency, cardiac and conotruncal abnormalities that result from thymic asplasia and hypoparathyroidism. As the children grow, they exhibit learning disabilities and older individuals develop psychiatric illness. Because several of the affected organs are derived from neural crest and from the pharyngeal pouches, it was postulated that at least some of the phenotypes are the result of a developmental field defect. A large proportion of VCFS patients have an interstitial deletion of chromosome 22 suggests that haploinsufficiency of one or more genes in the deleted region causes the disorder. To understand the molecular basis of this disorder, we constructed a high resolution physical map of the 22q11 region in the form of overlapping yeast artificial chromosomes and bacterial clones, mapped highly polymorphic markers and used them to de3fine a commonly deleted or a "critical" region. Twenty genes that fall in the critical region have been identified by us and others. During the past two years, we have defined the mechanism for deletions in these patients, examined the expression patterns of several genes and generated mice with mutations in a number of genes. We now proposed to extend these studies. In Project 1, we will examine the precise DNA sequences that undergo germline rearrangement that lead to deletions and will seek cis elements that might make the chromosomes prone to rearrangement. We will also isolate cDNAs in the region common deleted in VCFS patients and conduct genotype-phenotype correlations. In Project 2, we propose a new method to examine changes in patterns of gene expression in embryos from several knockout mice we generated and others that are VCFS phenocopies. We expect that these studies will lead to identification of genes whose haploinsufficiency leads to phenotypes associated with VCFS. In Project 3, we propose to produce mice withy mutations in mutations in Ufd11 and Tbx, two genes that are candidates for VCFS phenotypes. We also propose to produce and analyze deletions in mice that correspond to those seen in human patients. Such mice may provide models for VCFS, leading to a detailed understanding of the molecular basis of VCFS. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: MOLECULAR MECHANISMS AND GENOTYPE-PHENOTYPE IN VCFS/DGS Principal Investigator & Institution: Morrow, Bernice E.; Associate Professor of Molecular Genetic; Yeshiva University 500 W 185Th St New York, Ny 10033 Timing: Fiscal Year 2001 Summary: The long term goal of this program is to understand the molecular basis of velo-cardio-facial syndrome (VCFS) and DiGeorge syndrome (DGS). The main clinical features of VCFS include congenial heart defects, craniofacial anomalies and learning disabilities. The clinical features of DGS include the anomalies of VCFS and in addition, includes thymus aplasia and hypoparathyroidism. Because VCFS and DGS share phenotypic features and are also both associated with overlapping chromosomal deletions with 22q11, they may share the same etiology. The precise molecular basis for VCFS and DGS is not understood. We hypothesize that haploinsufficiency-of a single gene within 22q11 is responsible for the etiology of the developmental anomalies of VCFS/DGS. Some of the other clinical features, not directly attributed to a developmental defect, may be due to haploinsufficiency of other genes within 2q11. The goal of this project is to define the deletions that occur in VCFS/DGS. Towards this goal, we have constructed a physical map of the 22q11 region. We have found that a common proximal and distal chromosomal breakpoint occurs in VCFS patients. As part of this project, we will clone the breakpoint junction to understand the mechanism for the deletion. Deletions/translocations that occur in VCGS/DGS patients have been used to define a critical region of 500 kb. Based upon current estimates of gene density, 15 genes may be present within this 500 kb critical region. We have performed hybridization selection to isolate genes within the critical region. We and others have isolated 8 genes within this region, and several of these are novel. Our strategy centers around using our patients to further narrow the critical region. We will isolate the full length cDHAs corresponding to the gene(s) that are expressed during development, as established in Project 2. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: MULTIMEDIA LEARNING STRATEGY INSTRUCTION FOR LD STUDENTS Principal Investigator & Institution: Lancaster, Paula E.; Edge Enterprises, Inc. Box 1304, 708 W 9Th, R-4 Lawrence, Ks 66044 Timing: Fiscal Year 2001; Project Start 01-SEP-2000; Project End 28-FEB-2003 Summary: The purpose of this Phase II project is to design and field three interactivemultimedia (IM) computer programs to be used to teach and assess task-related learning strategy use by adolescents with learning disabilities. To evaluate the IM instructional programs, a set of text- based, teacher-directed empirically validated procedures and materials currently used for instruction of leaning strategies to gain information from visual aids (e.g., graphs, charts, diagrams), to enhance performance in taking tests, and to organize and master information will be adapted to IM format. The evaluation will focus on (a) student knowledge of the strategy, (b) student use of the strategy, (c) instructional time required, and (d) social validity of the medium. A pretest-posttest group experimental design will be used to determine the effects of the instructional program on student knowledge and performance of the learning strategies. PROPOSED COMMERCIAL APPLICATIONS: This project will result in three inexpensive, effective interactive instructional programs on CD ROM for students with LD. The teacher package, which will include an instructor's manual (already published), a guide for the

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multimedia program, and a CD ROM disk, will sell for approximately $40 and individual student CDs for approximately $15. The package will be commercially published by Edge Enterprises. This type of product for teaching complex learning strategies is not currently available and is particularly needed by teachers without training or the flexibility to teach a number of students with varying levels of ability the skills they need to succeed academically, The products will be marketed to teachers nationally by Edge Enterprises and Pro-Ed Publisher. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: MULTIMEDIA WRITING STRATEGY INSTRUCTION FOR LD STUDENTS Principal Investigator & Institution: Schumaker, Jean B.; Edge Enterprises, Inc. Box 1304, 708 W 9Th, R-4 Lawrence, Ks 66044 Timing: Fiscal Year 2003; Project Start 01-SEP-2003; Project End 29-FEB-2004 Summary: (provided by applicant): The purpose of this Phase I project is to test the feasibility of using an interactive multimedia format for instructing students with learning disabilities in writing strategies. To evaluate the feasibility of this type of instruction, an instructional program for teaching four punctuation rules and the strategies associated with those rules will be designed and translated into an interactive computerized program. Each segment of the program will focus on one punctuation rule and its associated strategy and will include description, demonstration, practice activities, and feedback. The evaluation will focus on (a) usability of the program, (b) student knowledge of the rules and strategies, (c) student use of the strategies to detect errors in others' writing and in their own writing, (d) instructional time required, and (e) social validity of the medium. A multiple-baseline across-students design will be utilized to determine the effects of the instructional program on student knowledge and performance of the writing strategies. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: NEURAL GENE EXPRESSION DURING ADAPTIVE PLASTICITY Principal Investigator & Institution: Debello, William M.; Center for Neuroscience; University of California Davis Sponsored Programs, 118 Everson Hall Davis, Ca 95616 Timing: Fiscal Year 2002; Project Start 16-AUG-2002; Project End 31-JUL-2007 Summary: (provided by applicant): Experience shapes the functional capacity of the brain to suit the unique needs and environment of the individual. How such adaptive change occurs is of great interest as it circumscribes the individual's long-term behavior and capabilities. Despite this importance, the underlying molecular mechanisms are largely unknown. The goal of this proposal is to identify how the global pattern of neural gene expression changes during adaptive plasticity. The neural circuit under study is the barn owl sound localization pathway. Within this pathway, auditory and visual maps of space are aligned and integrated to yield a unified representation of the animal's surround. The co-registration of these maps can be manipulated by fitting owls with horizontally displacing prismatic spectacles (prisms). After several weeks of prism experience, the auditory space maps in the external nucleus of the inferior colliculus (ICX) and optic tectum (OT) adaptively adjust, restoring proper alignment and behavioral performance. This adaptive plasticity involves topographically appropriate axonal sprouting and synaptogenesis. The scope and persistence of structural remodeling strongly suggest that changes in neural gene expression underlie adaptive adjustment. To identify the crucial plasticity molecules, we will analyze genome-wide

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expression in the ICX and OT using serial analysis of gene expression (SAGE). The first set of experiments focuses on prism adaptation in juvenile owls. Functional phases of adaptive plasticity will be defined by auditory mapping experiments. SAGE analysis will be performed on adapted and non-adapted parts of the auditory map extracted from the same individual. Direct comparison will reveal the known and novel neural genes that are differentially regulated by prism experience. The second set of experiments will identify changes in gene expression associated with the enhanced capacity for plasticity displayed by prism-adapted adult owls. The third set of experiments involves mapping the spatio.-temporal patterns of expression of differentially regulated transcripts to different neuronal cell types using in situ hybridization. We expect that the data obtained by this approach will be broadly applicable to higher mammals including humans. Our long-term objective is to identify novel genes that play crucial roles during normal learning processes, and by extension, whose malfunction may contribute to learning disabilities and neurological disorders that involve a failure in neuroplasticity. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: NEURAL REPRESENTATION OF ACOUSTIC ELEMENTS OF SPEECH Principal Investigator & Institution: Kraus, Nina J.; Director, Evoked Potentials Laboratory; Communication Scis & Disorders; Northwestern University 633 Clark St Evanston, Il 60208 Timing: Fiscal Year 2001; Project Start 01-JUL-1993; Project End 31-AUG-2002 Summary: Auditory learning disabilities and attention deficit disorders are among the most common disorders found in children. Recent estimates are that 5-9 percent of school-age children in the United States have learning disabilities and that an additional 3-5 percent of school-age children have been diagnosed with an attention deficit disorder. The focus of this multi-year project is to examine the hypothesis that an inability to process certain basic acoustic parameters of speech is a significant contributing factor to learning and attention problems in these children. Behavioral and electrophysiologic techniques will be used to investigate psychophysical abilities and to delineate the underlying central auditory neural representation of acoustic elements of speech. At the same time, neurophysiologic responses to the same acoustic elements will be examined in an animal model, which is important because the surface-recorded neurophysiologic responses measured in human subjects cannot be traced directly to their anatomical sources. The ultimate goal of this project is to understand the neurophysiologic bases of speech perception in normal and impaired children, and to develop improved diagnostic and rehabilitative methods of the management of individuals with auditory learning disabilities. Specifically, it is known that some acoustic speech cues are better perceived than others, particularly by children with auditory-based learning disabilities. This project will look at the behavioral discrimination of rapidly changing spectro-temporal cues, which appear to be especially difficult for impaired children to hear. At the same time, neurophysiologic responses elicited by those same important acoustic cues will be measured. Then these neurophysiologic measures will be related to listening, learning, and academic achievement in normal and impaired children. For potential clinical use, techniques will be developed for measurment and objective analysis of neurophysiologic responses in individual subjects. Concurrently, an animal model will serve to determine the neurophysiologic encoding of the acoustic speech parameters under investigation along the auditory thalamo-cortical pathway, thereby providing an indicator of the pathology

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that may underlie certain auditory learning disabilities. Specifically, this project will (1) characterize evoked potentials recorded from several locations (epidural surface, primary and non-primary regions of the auditory thalamus and cortex) to the experimental acoustic elements, (2) investigate the contribution of each thalamo-cortical region to the aggregate response by observing the effects of pharmacologic inactivation of specific anatomical regions, and (3) compare the responses in each region to right and left ear stimulation. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: NEUROANATOMY AND COGNITION IN VELOCARDIOFACIAL SYNDROMEN Principal Investigator & Institution: Kates, Wendy R.; Psychiatry and Behavioral Scis; Upstate Medical University Research Administration Syracuse, Ny 13210 Timing: Fiscal Year 2003; Project Start 01-JUN-2003; Project End 31-MAY-2006 Summary: (provided by applicant): Velocardiofacial syndrome (VCFS), caused by a microdeletion on chromosome 22ql 1.2, is associated with neurocognitive deficits resulting in learning disabilities or mental retardation, and a behavioral phenotype in childhood that includes ADHD and anxiety. Up to 30% of adults with VCFS are reported to develop schizophrenia (SZ), leading some researchers to view VCFS as a genetically mediated subtype of SZ. In order to provide early and effective interventions to children with VCFS, it is critical that we understand the impact of the 22ql 1.2 deletion on brain morphology and neurocognitive function. Initial quantitative neuroimaging and neuropsychological studies suggest that children with VCFS demonstrate volumetric reductions in frontal and parietal cortex and the cerebellum, and cognitive impairments in attention, executive function, working memory, visual perception and phonological processing. These neuroanatomic reductions and cognitive deficits point to the disruption of two overlapping networks: the network of heteromodal association regions of the cerebral cortex (HASC) and the corticalcerebellar-thalamic-cortical circuit (CCTCC). However, several of the specific regions within the HASC and CCTCC networks have not yet been investigated in VCFS. Moreover, results of initial studies are inconclusive, due to small samples and poorly matched controls. Accordingly, the proposed study will use high-resolution anatomic magnetic resonance imaging and a well-standardized neuropsychological test battery to compare the morphology and associated functions of the HASC and CCTCC networks of 40 children with VCFS and 40 age-, gender-, and IQ-matched controls. Contrast comparisons will be made of the morphology and functions of regions included within the motor and limbic networks, which we hypothesize are spared in VCFS. Potentially, the findings will not only specify and elucidate the neuroanatomic and cognitive phenotype of VCFS, thereby facilitating early and effective interventions, but also serve as an etiologically homogeneous model for understanding morphological changes in a subset of individuals with schizophrenia. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: NEUROANATOMY OF ADULT ADHD: AN MRI MORPHOMETRIC STUDY Principal Investigator & Institution: Seidman, Larry J.; Massachusetts General Hospital 55 Fruit St Boston, Ma 02114 Timing: Fiscal Year 2002; Project Start 01-MAR-2002; Project End 28-FEB-2007

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Summary: During the last 10-15 years, it has been gradually recognized that Attention Deficit Hyperactivity Disorder (ADHD) persists into late adolescence and adult life in a substantial number of cases. While there are pockets of information which provide clues to neurobiologic abnormalities in ADHD at different age periods (structural brain abnormalities in boys, small samples demonstrating functional brain abnormalities in adults), there is very little systematic neurobiological information on ADHD throughout life. In particular, there is a paucity of neurobiological research in adults with the syndrome. The identification and integration of neuropsychological, neuroanatomical, and functional brain abnormalities in ADHD is crucial for identifying neurobiological mechanisms and improving treatment. Such information is necessary to help clarify the neurodevelopmental evolution of the disorder, treatment response, and the meaning of the disorder to patients, families and clinicians. In light of evidence of clinical continuity between pediatric and adult ADHD, we expect similarities in brain dysfunction across the life cycle. We hypothesize that a key brain abnormality in ADHD involves frontalstriatal circuitry reflected in neurocognitive deficits in attention and executive functions (especially working memory and inhibition). A primary goal of this study is to identify brain and neuropsychological abnormalities in ADHD across life, focusing on inhibition, working memory and vigilance, and the brain structures responsible for these functions. We propose to use state-of-the- art morphometric and functional measures (Counting Stroop, "Two- back" and CPT) of magnetic resonance images (MRI) to evaluate adults with ADHD and their ADHD children. These tools will allow a comprehensive and highly detailed analysis of the brain circuitry putatively abnormal in ADHD: dorsolateral and orbital prefrontal cortex, caudate and pallidum, nucleus accumbens, thalamus, anterior cingulate, cerebellum, and corpus callosum. Because ADHD is very heterogeneous, with substantial psychiatric and cognitive comorbidity (i.e., learning disabilities), it is crucial to study a large enough sample to gain a comprehensive understanding of the disorder (n=140 ADHD adults, n=120 adult controls; 75 ADHD offspring, 75 control offspring). The proposed study will enable us to evaluate the effects of comorbidity, family history, gender, and genetic factors on brain abnormalities in ADHD. Finally, the feasibility and cost effectiveness of the proposed study is quite high because it builds on a large, systematic, ongoing study (MH 57934) which will provide all clinical data on ADHD, and on ongoing relationships between investigators. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: NEUROBEHAVIOR Principal Investigator & Institution: Denenberg, Victor H.; Beth Israel Deaconess Medical Center St 1005 Boston, Ma 02215 Timing: Fiscal Year 2001 Summary: BXSB and NZB mice are autoimmune, with a 40-60% occurrence of neocortical ectopias. The ectopias, formed during embryonic development, are structurally similar to those seen in brains of dyslexics. Further, dyslexics are 2.5 times more likely to have autoimmune problems than the general population. For these reasons, BXSB and NZB mice have been used to model developmental learning disabilities. On tests of spatial working memory, ectopic BXSBs have poorer scores than non-ectopics. Surprisingly, ectopic BXSB mice are superior to their non-ectopic littermates on the Morris maze (spatial reference memory). NZB ectopics and nonectopics also differ on the Morris maze, but for this strain ectopics are poorer learners than non-ectopics. Finally, ectopic mice from both strains show poorer performance on discrimination learning. These combined results show that deficits observed for ectopic and non-ectopic mice differ as a function of memory process (reference versus working),

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type of test (spatial versus nonspatial), and strain. We attribute the strain differences to the fact that in BXSBs, ectopias occur mostly in prefrontal/motor cortex, while in NZBs, ectopias are mainly in somatosensory cortex. Since both prefrontal/motor and somatosensory ectopias occur naturally and are sharply delimited in extent, BXSBs and NZBs provide an ideal preparation with which to study a known anomaly of human neurodevelopment. We propose to build on this developmental disability model by further studying the consequences of ectopias for reference and working memory systems, and spatial and non spatial learning, in both strains. We will also test mice with induced lesions in different cortical locations, and transgenic mice with bilateral ectopias in prefrontal cortex, to address this issue. Moreover, we will assess the effects of environmental enrichment, and an Fl genetic cross between the two strains. These studies speak to the direct consequences of cortical damage on learning and memory in ectopic mice. Evidence also suggests that early cortical damage induces sub-cortical (thalamic) anomalies which may underlie multi-sensory processing deficits in language impaired individuals. We will address this hypothesis by testing auditory, visual, and tactile temporal processing in the BXSB and NZB strains. We predict these strains will be characterized by deficits in sensory processing specific to rapid rates of stimulus presentation, and moreover, that cortical location of ectopias will not significantly influence this effect. In sum, there are sufficient structural similarities between ectopias in mouse and man, and sufficient behavioral similarities between ectopic mice and humans with developmental learning disorders, to lead us to believe that these animal models are rich sources of information and insight about the human condition. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: NEUROBIOLOGY OF COGNITIVE IMPAIRMENT IN CHILDREN WITH NF Principal Investigator & Institution: Moore, Bartlett D.; Associate Professor; Pediatrics; University of Texas Md Anderson Can Ctr Cancer Center Houston, Tx 77030 Timing: Fiscal Year 2001; Project Start 15-SEP-1995; Project End 30-NOV-2003 Summary: Neurofibromatosis, Type I (NF) is associated with significant cognitive morbidity and with neuroanatomical anomalies. Limited evidence, exists concerning flee relation of these two factors or of their natural history. This grant proposal will address the general hypothesis that children and adolescents with NF vary from healthy control subjects in the development of cognitive and academic skills and that this variance is related to the anomalies in their brain development and morphology. There are 3 Specific Aims: 1.) To determine the evolution of cognitive and learning impairment in children and adolescents with NF using individual growth curve analyses. 2.) To determine the natural history of brain anomalies in children and adolescents with NF, including hyperintensities, optic gliomas, megencephaly, and gray/white matter development. 3.) To determine the interaction in the evolution of neuroanatomical and neuropsychological features of NF. These aims will be accomplished with a large sample of children and adolescents with NF (6-16 years old) using neuropsychological tests and qualitative measures of brain morphology. The influence of neuroanatomical features on neuropsychological growth curves will be computed. The results will tell us about the change across time in neuropsychological and neuroanatomical features of NF, the interaction of these two factors, and possible mediating factors and will help explain the underlying neurological basis to learning disabilities in NF and possibly about the relevance of brain morphological features in other populations of children with learning or cognitive impairments. Of great importance to the patients we see on a clinical basis will be the ability to comment on the relevance of brain morphological features in

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children and adolescents with NF and their learning profiles. In addition, we will be able to answer a common question from parents, teachers, and medical specialists involved with these patients, "Given that a particular child has or doesn't have brain anomalies, and does or does not have learning difficulties, what will this child be like in the future"? Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: NEUROPSYCHOLOGY OF WORKING MEMORY IN GENETIC SYNDROMES Principal Investigator & Institution: Wang, Paul P.; Associate Director; Children's Hospital of Philadelphia 34Th St and Civic Ctr Blvd Philadelphia, Pa 19104 Timing: Fiscal Year 2001; Project Start 01-MAY-1997; Project End 30-APR-2002 Summary: The overall aim of this proposal is to examine the neuropsychological structure of working memory (WM), its neurobiological foundations, and its relationship to other cognitive processes. These studies will address the hypothesis that WM provides a locus where information can be held temporarily and subjected to further cognitive processing, including linguistic and mathematical operations. A unique opportunity to test these hypotheses is found in certain genetic syndromes that are associated with particular strengths and weaknesses in language or math skills. Through the use of standardized and experimental neuropsychological measures, this study will attempt to describe the profiles of WM ability in Williams, Down, and Velocardiofacial syndromes. It is hypothesized that a genetically-based double dissociation will be fond between phonological and visual-spatial working memory, and the syndromic profiles of WM ability will correlate with the broader neuropsychological profiles of these populations. A comparative analysis will be made between WM measures that include an explicit requirement for simultaneous logical processing, versus those that do no, and their respective correlations with other cognitive processes. Functional neuroimaging will be utilized to help elucidate the neurobiological substrate of the cognitive processes under investigation, and to determine whether there is any overlap in the substrates for these putatively-interrelated cognitive processes. The career development plan will extend the candidate's skills in neuropsychological experimentation and neuroimaging methodologies. New skills that will be acquired include expertise in the development of experimental neuropsychological measures, the application of advanced statistical techniques for the analysis of neuropsychological data, and the design and analysis of functional neuroimaging experiments in children. The training environment includes an NICHD-sponsored Mental Retardation Research Center and the "integrative neuroscience" laboratory of the sponsor, where innovative neuropsychological and neuroimaging applications are routinely developed. The candidate's long-term goal is to pursue a comprehensive understanding o language and learning disabilities, linking neurobiological mechanisms to behavioral manifestations in these common disorders. It is anticipated that such an understanding will allow theoretically-driven therapies to be found in both biological and behavioral domains. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: NIL-16: A LINK BETWEEN ION CHANNELS AND CYTOKINES Principal Investigator & Institution: Morgan, James I.; Member and Co-Chairman; St. Jude Children's Research Hospital Memphis, Tn 381052794 Timing: Fiscal Year 2002; Project Start 15-FEB-2002; Project End 31-JAN-2005

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Summary: (provided by applicant): The long-term goal of this project is to elucidate how inter- and intra-neuronal signaling contributes to neuronal development and function. Interneuronal communication occurs at synapses; disruption of synapse formation and function in developing and adult humans causes myriad neurological and psychiatric disorders, including schizophrenia, bipolar disease, and learning disabilities. The goal of the studies proposed here is to investigate the biological role of the PDZ domain protein NIL-16 in the nervous system. NIL-16 is uniquely bifunctional, serving both as a specific ion channel binding molecule and as the neuron-specific precursor of the cytokine, interleukin (IL)- 16. Until NIL- 16 was cloned, IL16 had been characterized only in the immune system. The identification of NIL-16 revealed an unsuspected parallel between the immune and nervous systems. IL-16 induces a signaling cascade in neurons that leads to upregulation of the transcription factor Fos. Therefore, NIL- 16 represents the first molecular link between cytokine signaling and ion channel function. Remarkably, preliminary studies revealed that NIL-16 can bind CD4, a functional IL- 16 receptor in the immune system. These findings suggest that NIL- 16 may function as both the precursor of IL- 16 and the molecular anchor for its receptor. Moreover, because NIL- 16 also binds ion channels, IL- 16 signaling may ultimately modulate the function of ion channels. These studies have three specific aims: 1) To test the hypothesis that NIL-16 serves as a scaffolding or trafficking protein that influences ion channel function by using electrophysiological recordings, immunoprecipitation, immunofluorescence confocal microscopy, and endocytosis assays; 2) To test the hypothesis that there is a specific IL-16 signaling pathway in neurons by studies in mutant mice, chemical cross-linking studies, kinase and phosphorylation assays, subcellular localization studies, and electrophysiological recordings; and 3) To test the hypothesis that NIL-16 influences long-term potentiation (LTP) by comparative electrophysiological recordings from brain tissue of wild-type and NIL-16-deficient mice. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: NOVEL H3 ANTAGONISTS FOR ADHD ABUSE POTENTIAL Principal Investigator & Institution: Spealman, Roger D.; Harvard University (Medical School) Medical School Campus Boston, Ma 02115 Timing: Fiscal Year 2001 Summary: Attention deficit hyperactive disorder (ADHD) is a complex developmental disorder with underlying emotional, attentional and learning disabilities Primary pharmacotherapies for ADHD are central nervous system stimulants, which indirectly enhance monoaminergic (especially dopaminergic) neurotransmission The current therapies provide symptomatic relief, but have restrictive side-effects, including abuse liability Growing anatomical and neurophysiological evidence suggests that histamine H3 receptors may play a modulatory role in monoaminergic transmission and arousal, implying that these receptors could constitute novel targets for the control of ADHD Recent studies suggest that the novel H3 antagonist GT-2331 has beneficial effects in rodent models predictive of anti-ADHD efficacy During the last project period we have evaluated GT-2331 for abuse potential in squirrel monkeys with a history of i v selfadministration of cocaine Monkeys initially were tra ined to se lf-administer cocaine (0 1 mg/kg/injection, i v ) on a 30-response fixed-ratio schedule of reinforcement Once robust self-administration of cocaine was maintained consistently from day-to-day, saline was substituted for cocaine until self-administration was no longer maintained Subsequently, self-administration of a 10-fold range of doses of GT 2331 was evaluated Each dose, as well as vehicle, was tested for a minimum of three consecutive sessions

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and until no consistent trends in response rate were observed from day-to-day Over the range of doses tested, GT-2331 did not maintain self-administration behavior at levels consistently above those maintained by vehicle To the degree that these results can be generalized to people, our findings suggest that the use of GT-2331 for the treatment of ADHD may not be associated with significant abuse liability Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

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Principal Investigator & Institution: Langlois, Judith H.; Professor; Psychology; University of Texas Austin 101 E. 27Th/Po Box 7726 Austin, Tx 78712 Timing: Fiscal Year 2001; Project Start 01-SEP-1986; Project End 31-DEC-2002 Summary: The heart of this proposal investigates basic biobehavioral interactions in the human infant. Seventeen experiments are planned that will yield evidence about the roles of nature and nurture in human social and cognitive development. These goals will be accomplished by investigating the mechanisms underlying the pervasive preferences of infants, children, and adults for facial configurations that approach the average of the population. In a series of converging studies with newborns and older infants, we will examine whether these preferences are acquired through cognitive mechanisms as a result of experience with faces or whether they are present from birth. There are considerable theoretical reasons to believe that either is possible. The proposed research has implications for general theories of human development; for specific theories of cognitive and social development; and for theories of faces perception. The second goal is to begin to understand the processes by which infants associate certain faces with positive attributes and other faces with negative attributes. A series of ten studies with infants, therefore, investigates the generalization of positivity/ negativity from initial visual preferences for certain faces to "theories" about people who differ in facial configuration. These studies have important applied and theoretical implications for understanding the development of stereotypes and for theories of social understanding. A third goal is to examine the consequences of appearance for children by examining how their facial appearance elicits differential socialization and treatment from parents, peers, and siblings. Although most parents will say that all their children are beautiful and are treated equally, our research shows that this is a myth. Indeed, some of our recent research suggests that facial appearance is related to child maltreatment. Six studies will examine differential parenting and peer relationships and will have implications for research on parent-child relationships, peer relationships, and child abuse. Finally, two studies will analyze the relationships between facial appearance and (1) physical health and (2) learning disabilities and attention deficit disorder. These studies will provide data relevant to diagnoses and correlates of health status in both children and adults. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: OUTCOME OF PRETERM SMALL FOR GESTATIONAL AGE ADOLESCENTS Principal Investigator & Institution: Peralta-Carcelen, A. Myriam.; Associate Professor; Pediatrics; University of Alabama at Birmingham Uab Station Birmingham, Al 35294 Timing: Fiscal Year 2001; Project Start 01-SEP-1999; Project End 30-JUN-2003 Summary: The candidate is a Pediatrician with an MPH in maternal and child health. She is an attending physician in clinics for follow-up of high-risk children and child

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development. She has begun scientific work and established relationships related to her special interests on understanding the impact of pregnancy-related and perinatal events on the long-term outcome for child growth and development. Her immediate goals are to develop a systematic program of research on the long-term outcomes of low birth weight infants, by increasing her knowledge of assessments of neurodevelopment of children and adolescents at risk, and by obtaining more training in statistical analysis of large databases and growth curve analysis. This knowledge will assist her to develop her ability to design and conduct multi-center clinical trials, to manage large databases and to design useful research outcome measurements for evaluating developmental outcomes in large populations. She describes a didactic curriculum and specific consultations to achieve this knowledge. Within the multidisciplinary infrastructure, existing at UAB she will work in particular with the Civitan International Research Center, a center specialized in development and outcome assessments of children. She will be working with several senior faculty experts in her area of research. The proposed project is a prospective longitudinal study that will assess the long-term outcomes of preterm children who participated in the Successive Small for Gestational Age (SGA) Study, an NICHD sponsored study, that recruited multiparous low-income pregnant women at risk for Intrauterine Growth Retardation (IUGR) from a single county. These women and their infants were followed antenatally, at birth and at 1 and 5 years of age. The overall hypothesis of this proposed study is that growth and development of preterm SGA adolescents will be impaired compared to preterm Appropriate for Gestational Age (AGA) children. Growth and developmental outcomes will correlate with prenatal and perinatal variables after controlling for postnatal variables.The study will include 99 preterm (<37 weeks gestation) SGA and 121 preterm AGA children who were born between 1986 and 1988. These children will be 11 to 13 years at the time of the assessments. All participants will be assessed for growth using anthropometric measures, development of skeletal mass, body composition (dual energy X-Ray absorptiometry and bone age), and sexual maturation. Developmental assessment will include assessing academic achievement, cognitive scores, assessment of learning disabilities, behavioral and functional outcome instruments. This study should provide important information to understand the longterm outcomes for children who were born after IUGR and its relationship with prenatal and perinatal events. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: PATHOPHYSIOLOGY OF RETT SYNDROME /MECP2 MUTATIONS Principal Investigator & Institution: Zoghbi, Huda Y.; Professor and Investigator; Pediatrics; Baylor College of Medicine 1 Baylor Plaza Houston, Tx 77030 Timing: Fiscal Year 2001; Project Start 23-JUL-2001; Project End 31-MAY-2006 Summary: The X-linked neurodevelopmental disorder Rett syndrome (RTT) is one of the leading causes of mental retardation (MR) and autism in females. 80% of girls with RTT have mutations in the gene encoding methyl-CpG- binding protein 2 (MeCP2), a transcriptional repressor that binds methylated cytosines. The phenotypic consequences of MECP2 mutations range from classic RTT in those with random X chromosome inactivation (XCI) to mild or even no MR in girls with favorable XCI. We hypothesize that impaired MeCP2 function leads to misexpression of genes crucial for neuronal development, which mediates RTT pathogenesis and some forms of autism and MR. Project 1 (Dr. Zoghbi) will create mouse models for RTT for pathogenesis and therapeutic studies, use microarray technology to evaluate alterations in gene expression in the RTT mice, and genotypic sporadic females and female relatives of RTT girls with MR, autism, or learning disabilities. Project 2 (Drs. Glaze and Percy) will

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clinically characterize the girls studied in Project 1 and test whether methyl donors (folate and betaine) can ameliorate neurologic dysfunction in RTT by enhancing cytosine methylation. Project 3 (Dr. Van den Veyver) will characterize expression of MECP2 variants in developing brain and in RTT tissue; correlate effects of MECP2 mutations on gene expression in human cell lines, mouse embryonic stem cells and Xenopus with expression data from mouse models (Project 1) and study changes in DNA methylation by methyl donors administered to mice in Projects 1 and 2. The MorphologyNeuropathology portion of the Core (Dr. Armstrong) will do systematic morphological analyses on mouse models (Project 1) and conduct immunohistochemical studies on mouse and human tissues (Project 3). Through these multi-disciplinary studies we hope to identify the cause of MR/LD or autism in a subset of patients, to gain insight into the pathogenesis of RTT, and to develop therapeutic strategies for this and related late-onset neurodevelopmental diseases. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: PLASTICITY OF NEURONAL FUNCTION AND FORM IN DROSOPHILA Principal Investigator & Institution: Wu, Chun-Fang; Professor; Biological Sciences; University of Iowa Iowa City, Ia 52242 Timing: Fiscal Year 2003; Project Start 01-JUL-1988; Project End 30-APR-2008 Summary: (provided by applicant): Neurogenetic studies in Drosophila have contributed much to our understanding of the various forms of behavioral plasticity and the underlying molecular mechanisms. This project is a continuation of our long-term efforts to bridge the gap between these two levels of approach by elucidating the associated modification in neuronal function and structure and in neural circuit performance. Developmental and functional plasticity of neurons and neural circuits will be analyzed using a combination of genetic, molecular, morphological and physiological techniques on a collection of mutants with identified molecular defects. Genetic alterations of cAMP levels (dnc and rut) and PKA kinase activity (DC0, PKARI) cause learning disabilities, while naturally occurring variants in PKG activity (for) correlate with patterns of foraging behavior. We demonstrated in these second messenger pathway mutants altered neuronal firing pattern and synaptic plasticity, as well as abnormal processes underlying habituation behavior. K channels control neuronal firing properties and affect synaptic transmission. Interestingly, we found that mutations of different K channel subunits, Sh, slo, Hk and eag, affect synaptic plasticity and alter the habituation process often as extremely as dnc, rut, and for, suggesting that K channels are potential mediators of second messenger modulation underlying neuronal plasticity. Synaptic modification underlying learning relies on precise temporal correlations of the pre- and post-synaptic activities between neurons. Different terminal branches within a neuronal arbor can be separately modified depending on local synaptic activities for information processing. Using mutants defective in second messenger cascades and K channel subunits, we will dissect the mechanisms controlling terminal branch excitability and synaptic output level and timing in the larval neuromuscular junction. We will further develop behavioral and physiological paradigms to study these two categories of mutations in the adult escape reflex circuit to reveal molecular distinctions among the non-associative conditioning processes, habituation, dishabituation, and sensitization, which have not been well established. Such studies can extend our knowledge of the developmental and cellular processes underlying the precision and amplitude of neurotransmission and different forms of

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behavioral plasticity, and may suggest new therapeutical approaches to dysfunction in learning/memory processes. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: PRECURSORS OF RETARDATION IN CHILDREN WITH TEEN MOTHERS Principal Investigator & Institution: Borkowski, John G.; Andrew J. Mckenna Family Chair and Profe; Psychology; University of Notre Dame 511 Main Bldg Notre Dame, in 46556 Timing: Fiscal Year 2001; Project Start 01-APR-1991; Project End 30-JUL-2006 Summary: The goal of the proposed research is to understand the social and psychological factors that precipitate various school-related delays in children of teen mothers. Salient characteristics in adolescent mothers, subsequent to and following deliver, have identified and, in combination with infant and emergent child characteristics, used to predict development during the school years, thus setting the stage for predicting developmental delays during adolescence. Measures of maternal and child functioning for 100 dyads will be gathered when each child is 14 years of age. The selection of early predictor variables (risk factors) has been guided by our conceptual model of adolescent parenting; these include maternal cognitive readiness, socioemotional adjustment, parenting behaviors, and early child characteristics such as temperament and attachment status. The selection of mediator and outcome variables has been influenced by our interests in self- regulation, metacognitive theory, academic achievement, and socioemotional adjustment as the children proceed through childhood into adolescence. We will evaluate how the predictor variables are related to academic achievement, mental retardation, learning disabilities and behavior disorders, and whether children's socioemotional adjustment and metacognition (especially selfregulation) mediate the influence of the predictor variables on the outcome variables. We are also interested in documenting, predicting, and understanding the causes of "risky behaviors" during adolescence. Thus, all of the measures to be gathered at age 14 will be considered within the context of data already gathered during pregnancy, infancy, and childhood as part of previous grants. Continuity of functioning within maternal and child domains will be assessed and relationships across domains examined form cross-sectional as well as longitudinal perspectives. The central focus is on predicting children's academic and socioemotional adjustment at age 14 using new and already gathered maternal, child, and social-environmental information. Secondary interests lie in tracing maternal development and interrelating maternal and child developmental trajectories. The project's overall aim is to identify the factors that underlie major, and not well understood, child-related problems in the U.S.: The causes of developmental delays in children of teen mothers as they enter their adolescent years. Hierarchical linear modeling (HLM) will be used to study average intraindividual changes in the sample over time as well as interindividual differences in change. HLM enables us to assess both static and dynamic correlates of developmental trajectories as well as their interrelationships. The significance of the project lies in the attempt to unravel the "new morbidity" phenomenon in a representative sample of adolescent mothers and their children through the use of a multivariate, perspective, longitudinal design. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: PREGNANCY PREVENTION PROGRAM FOR THE LEARNING DISABLED Principal Investigator & Institution: Wells, Jennifer J.; Research Scientist; Oregon Center for Applied Science 1839 Garden Ave Eugene, or 97403 Timing: Fiscal Year 2001; Project Start 01-AUG-1998; Project End 31-MAY-2003 Summary: The overall goal of this project is to create an interactive program designed to prevent pregnancy among learning disabled (LD) adolescents and young adults - those with cognitive limitations who fall into the categories of "borderline intellectual functioning" (IQ range generally 71-84), "mild mental retardation" (IQ range generally 50-55 to 70) and "moderate mental retardation" (IQ range generally 35-40 to 50-55). Young people with LD are frequently ill-prepared to make good decisions about sexual activity, pregnancy, and parenthood. Despite this inadequate preparation, many adolescents and young adults with LD look forward to sexually intimate relationships, marriage, and parenthood. This project will develop six stand-alone gender-specific CDROM pregnancy prevention programs for youth and young adults with learning disabilities at the middle school (11-14 years), high school (15-21 years), and adult (2 135 years) age levels who fall into three categories of intellectual functioning. Within each program, negotiating, decision-making, and conflict resolution skills will be taught using an interactive text-free program incorporating graphics, animation, and video components. Direct Instruction (DI) methodology will be employed to facilitate mastery of program content for all program users. The program will be evaluated by 350 individuals with learning disabilities in a randomized clinical trial. PROPOSED COMMERCIAL APPLICATION: This program fills a unique need: pregnancy prevention for learning disabled youth and young adults. This product will be attractive to people with learning disabilities and anyone serving this population (e.g., parents, schools, training centers, vocational and residential services, public health clinics, and group homes). Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: RAPID SEIZURE-INDUCED CHANGES IN DENDRITIC SPINES Principal Investigator & Institution: Wong, Michael; Neurology; Washington University Lindell and Skinker Blvd St. Louis, Mo 63130 Timing: Fiscal Year 2003; Project Start 01-JUL-2003; Project End 30-JUN-2008 Summary: (provided by applicant): Epilepsy affects 2-5% of people and is often associated with long-term neurological deficits, such as learning disabilities and cerebral palsy. Although seizures may directly cause neuronal death in some clinical contexts, in other situations seizures do not appear to induce neuronal death, but may still have detrimental effects on neuronal structure and function. While seizure-induced neuronal death via excitotoxicity and apoptosis has been studied extensively, mechanisms of non-lethal neuronal injury from seizures are poorly understood. Recently, dendritic spines of neurons have been found to exhibit rapid motility in response to various physiological stimuli, suggesting a role of spine motility in important neuronal functions, such as learning. As seizures involve excessive neurophysiological activity, the major hypothesis of this research proposal is that seizures induce direct, rapid changes in dendritic spines, which vary depending on specific seizure properties. The main objective of this proposal is to investigate the rapid effects of seizures on dendritic spine density, morphology and motility in animal seizure models, utilizing advanced cellular imaging techniques, such as confocal microscopy, two-photon imaging, and transgenic mice expressing green-fluorescent protein. The

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time course and effect of kainate and pentylenetetrazole-induced in vivo seizures on dendrites will be examined in fixed brain sections. Real-time changes in dendritic structure and motility will be analyzed during pharmacologically induced electrographic seizures in intact anesthetized animals in vivo. Cellular mechanisms mediating rapid seizure-induced spine changes will be investigated in live brain slices in vitro. The principal investigator (PI) is an academic physician-scientist trained in both clinical epilepsy and basic epilepsy research. Although the PI has substantial experience in cellular and systems physiology related to animal seizure models, the added dimension of high-resolution cellular imaging supported by this Research Career Award (K02) should provide important insights into mechanisms of non-lethal neuronal injury from seizures and significantly aid the PI in developing an independent research career in epilepsy. Washington University possesses unmatched resources in cuttingedge technology and expert researchers in cellular imaging and represents an ideal environment for the PI to complete the goals of this proposal. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: READING, LANGUAGE AND ATTENTION DEVELOPMENT Principal Investigator & Institution: Olson, Richard K.; Professor of Psychology; University of Colorado at Boulder Boulder, Co 80309 Timing: Fiscal Year 2001; Project Start 30-SEP-1990; Project End 30-NOV-2005 Summary: The Colorado Learning Disabilities Research Center and Brian Byrne's research group at the University of New England in Australia will collaborate to assess genetic and environmental influences on the early development of reading and attention, and will attempt to identify the specific psychological processes that mediate these influences. We propose to recruit and test 340 twin pairs in Australia at preschool age to minimize contamination of our measures with reading experience, and to retest the twins at the end of kindergarten, first and second grade, to monitor growth during this critical period of early reading development. Project V will use the same measures with the Australian twins as those used in a companion project to be conducted with twins in Colorado under a new 5-year R01 grant from NICHD (608 pairs), and a smaller project currently underway in Australia, funded by the Australian Research Council (110 pairs). The Australian twins, combined with the Colorado twins (1,058 pairs total), will substantially increase statistical power for exploring the genetic and environmental etiology of both high and low performance in this large epidemiological sample. The proposed epidemiological sample and developmental/longitudinal design beginning in preschool will complement cross-sectional research with older school- history RDand/or ADHD-selected twins studied in projects I-IV. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: RECEPTIVE SKILLS IN DEVELOPMENTAL LANGUAGE DISORDER Principal Investigator & Institution: Plante, Elena M.; Associate Professor; Speech and Hearing Sciences; University of Arizona P O Box 3308 Tucson, Az 857223308 Timing: Fiscal Year 2002; Project Start 01-APR-2002; Project End 31-MAR-2007 Summary: (provided by applicant): Although receptive language deficits are commonly identified during the later school years and in adulthood, such deficits are less readily identified during the preschool years. This may be due to the difficulty of measuring receptive language at ages where performance expectations are low, and to the use of methods for which contextual support is high. As a result, we know little about how frequently receptive language deficits occur at younger ages or which of the component

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skills of receptive language might be impaired. A new paradigm is needed in order to improve identification of receptive deficits at younger ages. Infant studies have provided paradigms for dissociating components of receptive language skills that could be readily applied to understanding receptive language deficits in children with SLI. This literature has brought to light the types of cues to language structure and meaning that allow infants to translate the ongoing acoustic signal of speech into language. These include the ability to perceive speech sounds and their allowable sequences, the ability to extract words and sentence structure from the auditory signal, and the ability to attach meaning to words. The studies outlined in this grant proposal sample basic skills involved in language processing at multiple levels. All of the skills sampled are ones for which infants can demonstrate ability, and therefore represent skills that should be present by the preschool years. Behavioral methods are used to study children with specific language impairment in order to determine whether their ability to capitalize on selected cues to language structure and meaning is equivalent to that of their normallydeveloping peers. Extensions of these behavioral studies to adult subjects with and without language-based learning disabilities will determine whether early patterns of strengths and weaknesses persist into adulthood. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: REPAIR OF HCMV-INDUCED DNA DAMAGE IN INFECTED CELLS Principal Investigator & Institution: Fortunato, Elizabeth A.; Microbiol/Molec Biol & Biotech; University of Idaho Moscow, Id 838443020 Timing: Fiscal Year 2003; Project Start 15-DEC-2002; Project End 30-NOV-2007 Summary: (provided by applicant): Human Cytomegalovirus (HCMV) is the major viral cause of birth defects, infecting 1-2% of all newborns annually. Approximately 5-10% of these congenitally infected infants will manifest signs of serious neurological damage at birth, which can include deafness, blindness, mental retardation and microcephaly. Another 10-15% will develop sensori-neural hearing loss and/or learning disabilities within the first 10 years of life. Our long-term goal is to understand the mechanism behind the development of morbidity and mortality in infants congenitally infected with HCMV. Over the last several years we have studied the interaction of HCMV with the cell cycle and DNA repair machinery of the permissively infected cell. We have discerned that HCMV sequesters many key regulatory and repair proteins into its viral replication centers. However, it appears to partition the components of several complexes so that all the proteins are present within the replication centers, but not all are available to the cellular genome. We have also determined that HCMV can induce specific damage on chromosome 1 during S-phase. When coupled with the literature regarding nonspecific damage induced at late times post infection our data more clearly highlights the genotoxic effects of HCMV. We hypothesize that long-term detrimental consequences to the cellular genome may occur if 1) the initial specific damage is propagated or 2) damage incurred at late times post infection is not repaired due to sequestration of the repair machinery. To test our hypothesis, we propose three specific aims. First, we will thoroughly define the parameters of chromosome lq breakage in HCMV-infected cells with regard to rapidity of induction and cell cycle phase at time of infection. We think it is imperative that our results be moved into more clinically relevant cell types, especially cells of neural lineage, as these are the cells most severely affected by the virus during congenital infection. Second, we also will determine the consequences of chromosome 1 damage in these clinically relevant cells, and whether in a semi-permissive environment we can observe propagation of the chromosome 1 damage instead of healing of the break or movement of the cell toward apoptosis.

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Lastly, we will characterize the ability of HCMV-infected cells to repair exogenously introduced damage at late times post infection, after viral replication centers are assembled. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: RESEARCH FMRI - COMPATIBLE HIGH RESOLUTION EEG/EP SYSTEM Principal Investigator & Institution: Trescher, William H.; Kennedy Krieger Research Institute, Inc. Baltimore, Md 21205 Timing: Fiscal Year 2001; Project Start 01-APR-2001; Project End 31-MAR-2003 Summary: The goal of this proposal is to support the purchase of a magnetic resonance imaging (MRI)-compatible electroencephalogram (EEG) and high resolution evoked potentials (EP) system only available from Neuroscan, Inc. The Kennedy Krieger Institute (KKI), in collaboration with the Departments of Radiology and Neurology of the Johns Hopkins University (JHU) has established the F. M. Kirby Imaging Center for research in functional imaging of the brain. The EEG/EP system will complement a Phillips 1.5 T MRI scanner recently installed at KKI. The EEG/EP and MRI scanner in the center will be a resource for investigators from KKI, JHU, and the University of Maryland. The EEG/EP system immediately will support 6 active NIH/NIMHsponsored grants (1 program project, 4 ROls, 1 K award) at KKI and JHU investigating brain-behavior relationships. Areas of active investigation included in this proposal are: the neuroanatomical foundations of learning disabilities due to genetic conditions such as neurofibromatosis type I, fragile X, Turner and Tourette syndromes; neuroanatomical and neurophysiological differences between schizophrenia and bipolar disorder; brain mechanisms of attentional control revealed by fMRI; localization of language processing in patients being prepared for epilepsy surgery; and mechanisms of visual attention in primates. To date, the majority of these studies have focused on neuroanatomical or EEG/EP studies correlated with neuropsychological measures.Combining different modalities of the brain imaging at KKI and JHU has been limited by lack of a MRIcompatible EEG/EP system. Addition of a research dedicated EEG/EP system is critical to the mission of the new imaging center and the proposed system will permit direct correlation of EEG/EP activity with fMRI. This capability is necessary to combine the temporal resolution of EEG/EP activity with the spatial resolution of fMRI. Together these systems will powerfully enhance the existing studies and greatly improve our understanding of brain function in a broad range of disorders being investigated through currently funded NIH/NIMH-sponsored grants. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: ROLE OF CREST IN CORTICAL DEVELOPMENT AND PLASTICITY Principal Investigator & Institution: Ghosh, Anirvan; Professor; Neuroscience; Johns Hopkins University 3400 N Charles St Baltimore, Md 21218 Timing: Fiscal Year 2003; Project Start 01-SEP-2003; Project End 31-AUG-2008 Summary: (provided by applicant): Sensory experience influences brain development by activating neural circuits. The activation of these pathways leads to calcium-dependent regulation of various aspects of neuronal function such as synaptic plasticity, cell survival, and axonal and dendritic remodeling. In most of these instances calcium signals exert long-lasting cellular effects by activating transcription factors that induce expression of target genes. Our overall goal is to gain insight into the mechanisms by which calcium signals influence brain development via transcriptional activation.

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Calcium-regulated transcription factors have historically been identified based on promoter analysis of target genes, and that approach has led to the identification of functionally important transcription factors such as CREB. The promoter analysis approach, while effective, is not suited for comprehensive identification of transcription factors, especially if the target genes are not known. To identify calcium-activated transcription factors and to evaluate their role in cortical development we have developed a new screen that can be used to clone calcium-activated transcription factors in neurons without prior knowledge of the target genes. Using this screen we have identified a new transcription factor called CREST that is selectively expressed in postmitotic neurons and is activated by calcium influx. The aims of this proposal are to characterize the molecular mechanisms that regulate CREST-mediated transcription, and to evaluate the role of CREST in cortical development and plasticity based on analysis of mice that have a targeted disruption of the CREST gene. Analysis of the CREST gene will likely provide important insight into the molecular basis of developmental neurological and psychiatric disorders such as mental retardation and learning disabilities. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: STUDIES OF ATTENTION USING COMBINED ERPS AND FMRI Principal Investigator & Institution: Woldorff, Marty G.; Associate Research Profeesor; Psychology; Duke University Durham, Nc 27706 Timing: Fiscal Year 2001; Project Start 05-APR-2001; Project End 31-MAR-2006 Summary: adapted from applicant's abstract): The ability to selectively focus attention on portions of our sensory input is a critical brain function that enables us to enhance the processing of high priority stimuli in the environment. For example, a person can listen selectively to one speaker's voice while tuning out several other simultaneous conversations. With vision, attending to a particular part of the visual field results in faster and better discrimination of stimuli in that region of space. The selective averaging capabilities and high temporal resolution of event-related potentials (ERPs) have provided considerable insight into the timing of attention-related brain mechanisms; however, it has proven difficult to precisely specify their anatomical sources. Studies of attention using positron emission tomography (PET) and blockdesign functional magnetic resonance imaging (fMRI), on the other hand, have identified a number of key brain regions that are part of the circuitry underlying attention, but these studies do not provide information on the timing of the neural activity in the identified brain regions. The present project combines ERPs with fMRI to study both the functional neuroanatomy and timing of visual and auditory attention mechanisms, including attentional filtering of sensory inputs in visual and auditory cortices, the relationship between voluntary attention and putatively automatic sensoryanalysis processes, and the neural circuitry of top-down attentional control. Toward these goals, we will incorporate analytic methods that will permit the isolation of brain activity for different aspects of attention and task performance. Five studies -- two visual, two auditory, and one combined auditory and visual -- are proposed, in which normal subjects will perform attention tasks while fMRI scans and high-density ERPs of their brain activity are recorded. These functional imaging data sets will be combined and mapped onto the corresponding structural MM images to investigate the functional circuitry and mechanisms underlying visual and auditory attention in humans. This research has important implications for mental health problems, because disturbances in selective attention contribute to various clinical disorders, including schizophrenia, attention deficit disorder, Alzheimer's disease, hemineglect syndrome, and learning

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disabilities. The proposed experiments will enhance our understanding of the activation patterns and mechanisms underlying both normal and disordered attention. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: STUDIES OF GALACTOSE TOXICITY IN YEAST AND HUMAN CELLS Principal Investigator & Institution: Fridovich-Keil, Judith L.; Associate Professor; Genetics; Emory University 1784 North Decatur Road Atlanta, Ga 30322 Timing: Fiscal Year 2002; Project Start 01-MAR-2002; Project End 28-FEB-2007 Summary: (provided by applicant): One of the fundamental questions in human genetics concerns the mechanism by which loss or change of a given disease-related gene product results in the pathophysiology of the disorder. Classic galactosemia (MIM# 230400) is a potentially lethal inborn error of metabolism that results from impairment of the human enzyme galactose-1-phosphate uridylyltransferase (GALT, E.C.2.7.7.10). Despite lifelong dietary restriction of galactose, which is the current standard of care, a majority of patients with classic galactosemia nonetheless experience learning disabilities, primary ovarian failure, and abnormal speech, growth, and/or motor function; the biochemical basis of this pathology remains unknown. Furthermore, although a mouse model of GALT-deficiency demonstrates metabolic abnormality, these animals have failed to recapitulate any of the phenotypic complications observed in patients. In contrast, Saccharomyces cerevisiae deleted for GALT demonstrate both metabolic and clear phenotypic abnormalities upon exposure to galactose. The longterm goal of this project is to define the underlying mechanism of pathophysiology in galactosemia. The short-term goal of the proposed work is to exploit the genetic and biochemical facility of yeast, and the biochemical facility of human fibroblasts in culture, to determine the mechanism(s) of galactose toxicity in these model systems. The Specific Aims of this proposal are: (1) to identify and characterize novel genes involved in the pathway(s) of galactose toxicity and resistance in GALT-deficient yeast, (2) to determine the roles of specific candidate genes and metabolites in galactose toxicity and resistance in GALT-deficient yeast, and (3) to determine the roles of specific candidate genes and metabolites in galactose toxicity in GALT-impaired human fibroblasts in culture. The results of these studies will not only test existing hypotheses and expand our basic knowledge of galactose metabolism in yeast and human fibroblasts, they will identify novel candidates and enable the formulation of novel hypotheses to direct future studies of galactose toxicity in more complex systems, including patients. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

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Project Title: TROPISM OF HERPESVIRUS FOR THE OLFACTORY SYSTEM Principal Investigator & Institution: Dix, Richard D.; Professor and Director of Eye Research d; Microbiology and Immunology; University of Arkansas Med Scis Ltl Rock 4301 W Markham St Little Rock, Ar 72205 Timing: Fiscal Year 2001; Project Start 01-JUL-1992; Project End 30-JUN-2003 Summary: Although encephalitis of human adults can be caused by several infectious agents, herpes simplex virus type 1 (HSV-1) is considered a leading cause of sporadic fatal encephalitis in the United States. In humans, HSV-1 encephalitis is often characterized by necrotizing inflammatory lesions in the temporal lobes, but interestingly, recent studies indicate that HSV-1 can also induce severe behavioral or memory disturbances in the absence of overt signs of brain infection. recent studies showing that HSV-1 can establish latency within the human brain have validated

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findings from animal models that suggested viral invasion via the olfactory pathway may be fundamental to producing the sterotypic encephalitic lesions associated with acute or reactivated forms of this disease. Evidence has been obtained from several animal models that implicates a specific viral glycoprotein as a cause of seizures, and I n the ability of HSV-1 to spread to the central nervous system (CNS) centers involved with olfaction and memory and learning, including the olfactory bulb, cortex, the entorhinal cortex, amygdala, and hippocampus. In this proposal, very specific types of intratypic recombinant viruses will be utilized as tools to examine th3e domains of this glycoprotein as they relate to the ability of HSV-1 to spread to specific CNS sensory centers, to induce limbic seizures, and to induce learning disabilities after intranasal infection. Experimentally infected animals will be assessed for the production of clinical signs of infection including seizure development, for electroencephalographic evidence of encephalitis, and for the appearance of viral-specific products within the CNS olfactory system and the sensory areas of the CNS involved with memory and learning by histopathological and virological techniques. To correlate infection of CNS areas involved in learning, animals will be tested for their ability to learn a complex allocentric-spatial task after intranasal infection. these studies are fundamental to our understanding of the viral factors that contribute to the manifestations of CNS disease seen with strains of HSV and to the development of safe and effective HSV vaccines. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: VELOCARDIOFACIAL SYNDROME-MOLECULAR AND CLINICAL STUDIES Principal Investigator & Institution: Emanuel, Beverly S.; Professor; Children's Hospital of Philadelphia 34Th St and Civic Ctr Blvd Philadelphia, Pa 19104 Timing: Fiscal Year 2001; Project Start 01-APR-1994; Project End 31-JAN-2004 Summary: Velocardiofacial syndrome (VCFS) is one of several disorders caused by a deletion of 22q11.2. It occurs with a frequency of 1/4000 livebirths and the deletion endpoints appear to cluster. VCFS patients have a spectrum of abnormalities including: cleft palate, speech language and learning disabilities, a typical facial appearance and cardiac defects. The frequency of the 22q11.2 deletion and complexity of the phenotype makes VCFS a significant health problem in the population. Understanding the pathogenesis of this disorder will require characterization of the deleted genes and investigations into the role that these genes play in normal embryonic and postnatal development. Thus, we will analyze the function, cell biology and expression of the genes in the deleted region as well as perform mutational analysis of the of "candidate" genes in non- deleted VCFS patients (Project 1). By chromosome engineering we will create and carefully characterize mouse models of VCFS, creating haploinsufficiency for the gens that have been identified to assess their role in the etiology of the phenotype (Project 2). The cytogenetic mechanism(s) responsible for the frequent 22q11.2 deletions will be examined by isolating and analyzing the recurrent deletion endpoints, searching for atypical deletions, studying 22q11.2 organization and analysis of chromosomal segregation/recombination (Project 3). Finally, we will seem to identify factors that influence the palatal phenotype in order to determine the source(s) of phenotypic variability seen in the deleted population (Project 4). The studies will be supported by three technical cores: A) a Clinical Core to perform detailed genetic, physical and neuropsychological examinations on the patients and manage/analyze the patient data; B) a Cell Culture Core to establish a bank of patient cell lines and DNAs; and C) a Histology core to assist in gene characterization. Capitalizing on extensive preliminary data generated by this consortium of collaborators we will continue or clinical and

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laboratory-based investigation of VCFS. The latest technologies in molecular genetics, mouse genetics, clinical genetics, developmental biology and physical diagnosis will be applied to dissection of this syndrome. This renewal represents a team effort aimed at detailed molecular characterization of the region of 22q11.2 deleted in VCFS to ascertain and analyze the factors responsible for creating the deletion and the complex phenotype it produces. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen •

Project Title: VIDEO ENHANCED VIRTUAL REALITY PROGRAMS FOR AUTISM Principal Investigator & Institution: Strickland, Dorothy C.; President; Virtual Reality Aids, Inc. 421 Orchis Rd Saint Augustine, Fl 32086 Timing: Fiscal Year 2001; Project Start 30-SEP-2001; Project End 31-MAR-2003 Summary: The broad, long-term objectives of this project are to design, build, and evaluate the efficacy of video enhanced virtual reality restaurant social skill instruction for children with autism. Specific aims are: 1) Design a virtual reality (VR) scenario for children with autism that will teach appropriate behavior in a restaurant; 2) Incorporate this design into an interactive computer program using animated characters and videos demonstrating similar real world social situations; 3) Demonstrate the efficacy of the instructional software through use of applied behavior analysis and single subjects design. The learning environment afforded by video enhanced VR may help individuals with autism master difficult social skills by providing individualized practice in controllable, non-threatening worlds. The research design and methods for achieving these goals are: 1) Choose children who have been diagnosed with autism; 2) Design, program, and debug a PC based VR restaurant environment and appropriate video scenarios; 3) Conduct trials to evaluate the results using n, multiple baselines across subjects design. PROPOSED COMMERCIAL APPLICATIONS: Virtual reality learning environments would have a broad market appeal for children, parents, teachers. and health practitioners for teaching social behavior to children with autism and related learning disabilities. A present company web site provides products for autism language and safety skills, allowing an in-place cost effective delivery and support system for this new product. Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen

E-Journals: PubMed Central3 PubMed Central (PMC) is a digital archive of life sciences journal literature developed and managed by the National Center for Biotechnology Information (NCBI) at the U.S. National Library of Medicine (NLM).4 Access to this growing archive of e-journals is free and unrestricted.5 To search, go to http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=Pmc, and type “learning disabilities” (or synonyms) into the search box. This search gives you access to full-text articles. The following is a sample of items found for learning disabilities in the PubMed Central database: 3 4

Adapted from the National Library of Medicine: http://www.pubmedcentral.nih.gov/about/intro.html.

With PubMed Central, NCBI is taking the lead in preservation and maintenance of open access to electronic literature, just as NLM has done for decades with printed biomedical literature. PubMed Central aims to become a world-class library of the digital age. 5 The value of PubMed Central, in addition to its role as an archive, lies in the availability of data from diverse sources stored in a common format in a single repository. Many journals already have online publishing operations, and there is a growing tendency to publish material online only, to the exclusion of print.

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Amplitude envelope onsets and developmental dyslexia: A new hypothesis. by Goswami U, Thomson J, Richardson U, Stainthorp R, Hughes D, Rosen S, Scott SK.; 2002 Aug 6; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=125072

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Cross sectional survey of cervical cancer screening in women with learning disability. by Stein K, Allen N.; 1999 Mar 6; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=27770

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Disruption of the neural response to rapid acoustic stimuli in dyslexia: Evidence from functional MRI. by Temple E, Poldrack RA, Protopapas A, Nagarajan S, Salz T, Tallal P, Merzenich MM, Gabrieli JD.; 2000 Dec 5; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=17674

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Evidence for Aberrant Auditory Anatomy in Developmental Dyslexia. by Galaburda AM, Menard MT, Rosen GD.; 1994 Aug 16; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&rendertype=abstr act&artid=44534

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FRAXA and FRAXE: Evidence against segregation distortion and for an effect of intermediate alleles on learning disability. by Teague JW, Morton NE, Dennis NR, Curtis G, McKechnie N, Macpherson JN, Murray A, Pound MC, Sharrock AJ, Youings SA, Jacobs PA.; 1998 Jan 20; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=18487

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Functional connectivity of the angular gyrus in normal reading and dyslexia. by Horwitz B, Rumsey JM, Donohue BC.; 1998 Jul 21; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=21181

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Functional disruption in the organization of the brain for reading in dyslexia. by Shaywitz SE, Shaywitz BA, Pugh KR, Fulbright RK, Constable RT, Mencl WE, Shankweiler DP, Liberman AM, Skudlarski P, Fletcher JM, Katz L, Marchione KE, Lacadie C, Gatenby C, Gore JC.; 1998 Mar 3; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=19444

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Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. by Temple E, Deutsch GK, Poldrack RA, Miller SL, Tallal P, Merzenich MM, Gabrieli JD.; 2003 Mar 4; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=151431

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Physiological and Anatomical Evidence for a Magnocellular Defect in Developmental Dyslexia. by Livingstone MS, Rosen GD, Drislane FW, Galaburda AM.; 1991 Sep 15; http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&rendertype=abstr act&artid=52421

The National Library of Medicine: PubMed One of the quickest and most comprehensive ways to find academic studies in both English and other languages is to use PubMed, maintained by the National Library of Medicine.6 The advantage of PubMed over previously mentioned sources is that it covers a greater 6

PubMed was developed by the National Center for Biotechnology Information (NCBI) at the National Library of Medicine (NLM) at the National Institutes of Health (NIH). The PubMed database was developed in conjunction with publishers of biomedical literature as a search tool for accessing literature citations and linking to full-text journal articles at Web sites of participating publishers. Publishers that participate in PubMed supply NLM with their citations electronically prior to or at the time of publication.

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number of domestic and foreign references. It is also free to use. If the publisher has a Web site that offers full text of its journals, PubMed will provide links to that site, as well as to sites offering other related data. User registration, a subscription fee, or some other type of fee may be required to access the full text of articles in some journals. To generate your own bibliography of studies dealing with learning disabilities, simply go to the PubMed Web site at http://www.ncbi.nlm.nih.gov/pubmed. Type “learning disabilities” (or synonyms) into the search box, and click “Go.” The following is the type of output you can expect from PubMed for learning disabilities (hyperlinks lead to article summaries): •

A community-based assessment of learning disabilities using environmental and contextual risk factors. Author(s): Margai F, Henry N. Source: Social Science & Medicine (1982). 2003 March; 56(5): 1073-85. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12593879&dopt=Abstract

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A comparison of the effects of four therapy procedures on concentration and responsiveness in people with profound learning disabilities. Author(s): Lindsay WR, Pitcaithly D, Geelen N, Buntin L, Broxholme S, Ashby M. Source: Journal of Intellectual Disability Research : Jidr. 1997 June; 41 ( Pt 3): 201-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9219068&dopt=Abstract

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A follow-up study of prescribing for people with learning disabilities previously in National Health Service care in Leicestershire, England. Author(s): Branford D. Source: Journal of Intellectual Disability Research : Jidr. 1997 August; 41 ( Pt 4): 339-45. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9297613&dopt=Abstract

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A model of independence for children with learning disabilities. Author(s): Laverty H, Reet M. Source: British Journal of Nursing (Mark Allen Publishing). 2000 October 26-November 8; 9(19): 2090-4. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11868186&dopt=Abstract

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A multisource exploration of the friendship patterns of children with and without learning disabilities. Author(s): Wiener J, Schneider BH. Source: Journal of Abnormal Child Psychology. 2002 April; 30(2): 127-41. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12002394&dopt=Abstract

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A neuropsychological approach to the assessment of adults with learning disabilities in vocational rehabilitation. Author(s): Michaels CA, Lazar JW, Risucci DA. Source: Journal of Learning Disabilities. 1997 September-October; 30(5): 544-51. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9293236&dopt=Abstract

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A review of the literature: interventions to maximize capacity to consent and reduce anxiety of women with learning disabilities preparing for a cervical smear test. Author(s): Broughton S. Source: Health Services Management Research : an Official Journal of the Association of University Programs in Health Administration / Hsmc, Aupha. 2002 August; 15(3): 17385. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12184837&dopt=Abstract

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A survey exploring the educational needs of care practitioners in learning disability (LD) settings in relation to death, dying and people with learning disabilities. Author(s): Ng J, Li S. Source: European Journal of Cancer Care. 2003 March; 12(1): 12-9. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12641552&dopt=Abstract

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A vicious circle: visual impairment in people with learning disabilities. Author(s): Stanford P, Shepherd G. Source: Nurs Times. 2001 August 9-15; 97(32): 36-7. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11957681&dopt=Abstract

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Abdominal massage for adults with learning disabilities. Author(s): Emly M, Wilson L, Darby J. Source: Nurs Times. 2001 July 26-August 1; 97(30): 61-2. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11957963&dopt=Abstract

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Adults with learning disabilities and epilepsy: knowledge about epilepsy before and after an educational package. Author(s): Clark AJ, Espie CA, Paul A. Source: Seizure : the Journal of the British Epilepsy Association. 2001 October; 10(7): 4929. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11749105&dopt=Abstract

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Adverse effects of summer amongst people with learning disabilities: neuroleptic malignant syndrome. Author(s): Fitzgerald B, Middleton JK, Cooper SA. Source: Journal of Intellectual Disability Research : Jidr. 1997 June; 41 ( Pt 3): 273-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9219078&dopt=Abstract

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Allergy in children with learning disabilities and hyperactivity. Author(s): van der Merwe CF. Source: South African Medical Journal. Suid-Afrikaanse Tydskrif Vir Geneeskunde. 2002 September; 92(9): 663-4. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12382334&dopt=Abstract

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Ambitious plans for people with learning disabilities. Author(s): Scott H. Source: British Journal of Nursing (Mark Allen Publishing). 2001 April 12-25; 10(7): 416. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12070383&dopt=Abstract

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An evaluation of the efficacy of training people with learning disabilities in a virtual environment. Author(s): Brooks BM, Rose FD, Attree EA, Elliot-Square A. Source: Disability and Rehabilitation. 2002 July 20-August 15; 24(11-12): 622-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12182802&dopt=Abstract

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An exploratory investigation into the usability and usefulness of training people with learning disabilities in a virtual environment. Author(s): Rose FD, Brooks BM, Attree EA. Source: Disability and Rehabilitation. 2002 July 20-August 15; 24(11-12): 627-33. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12182803&dopt=Abstract

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Annual health checks for adults with severe learning disabilities in primary care. Author(s): Martin G, Gadsby R. Source: The British Journal of General Practice : the Journal of the Royal College of General Practitioners. 2002 August; 52(481): 675-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12171233&dopt=Abstract

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Assessing pain in people with profound learning disabilities. Author(s): Davies D, Evans L. Source: British Journal of Nursing (Mark Allen Publishing). 2001 April 26-May 9; 10(8): 513-6. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12066043&dopt=Abstract

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Atypical brain development: a conceptual framework for understanding developmental learning disabilities. Author(s): Gilger JW, Kaplan BJ. Source: Developmental Neuropsychology. 2001; 20(2): 465-81. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11892948&dopt=Abstract

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Auditory brainstem response, middle latency response, and late cortical evoked potentials in children with learning disabilities. Author(s): Purdy SC, Kelly AS, Davies MG. Source: Journal of the American Academy of Audiology. 2002 July-August; 13(7): 367-82. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12199513&dopt=Abstract

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Background information: learning disabilities, dyslexia, and vision. Author(s): Beauchamp GR. Source: Journal of Learning Disabilities. 1987 August-September; 20(7): 411-2. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3655548&dopt=Abstract

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Behavioral and emotional problems of students with learning disabilities, serious emotional disturbance, or both conditions. Author(s): Handwerk ML, Marshall RM. Source: Journal of Learning Disabilities. 1998 July-August; 31(4): 327-38. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9666609&dopt=Abstract

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Behavioral characteristics of children with Turner syndrome and children with learning disabilities. Author(s): Williams JK. Source: Western Journal of Nursing Research. 1994 February; 16(1): 26-35; Discussion 359. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8128667&dopt=Abstract

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Behavioral disorders, learning disabilities and megavitamin therapy. Author(s): LaPerchia P. Source: Adolescence. 1987 Fall; 22(87): 729-38. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2963502&dopt=Abstract

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Behaviour modification and gentle teaching workshops: management of children with learning disabilities exhibiting challenging behaviour and implications for learning disability nursing. Author(s): Gates B, Newell R, Wray J. Source: Journal of Advanced Nursing. 2001 April; 34(1): 86-95. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11430611&dopt=Abstract

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Behaviour problems associated with lack of speech in people with learning disabilities. Author(s): Bott C, Farmer R, Rhode J. Source: Journal of Intellectual Disability Research : Jidr. 1997 February; 41 ( Pt 1): 3-7. Erratum In: J Intellect Disabil Res 1997 June; 41(Pt 3): 283. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9089454&dopt=Abstract

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Behaviour problems in children with learning disabilities: to what extent do they exist and are they a problem? Author(s): Saxby H, Morgan H. Source: Child: Care, Health and Development. 1993 May-June; 19(3): 149-57. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7686088&dopt=Abstract

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Behavioural and emotional characteristics in children with Sotos syndrome and learning disabilities. Author(s): Sarimski K. Source: Developmental Medicine and Child Neurology. 2003 March; 45(3): 172-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12613773&dopt=Abstract

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Behavioural treatment for sleep problems in children with severe learning disabilities and challenging daytime behaviour: effect on daytime behaviour. Author(s): Wiggs L, Stores G. Source: Journal of Child Psychology and Psychiatry, and Allied Disciplines. 1999 May; 40(4): 627-35. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10357168&dopt=Abstract

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Behavioural treatment for sleep problems in children with severe learning disabilities and challenging daytime behaviour: effect on sleep patterns of mother and child. Author(s): Wiggs L, Stores G. Source: Journal of Sleep Research. 1998 June; 7(2): 119-26. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9682184&dopt=Abstract

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Behavioural treatment of urinary incontinence and encopresis in children with learning disabilities: transfer of stimulus control. Author(s): Smith L, Smith P, Lee SK. Source: Developmental Medicine and Child Neurology. 2000 April; 42(4): 276-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10795568&dopt=Abstract

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Bereavement and grief in adults with learning disabilities. Author(s): Hollins S, Esterhuyzen A. Source: The British Journal of Psychiatry; the Journal of Mental Science. 1997 June; 170: 497-501. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9330012&dopt=Abstract

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Bereavement and grief in adults with learning disabilities. A follow-up study. Author(s): Bonell-Pascual E, Huline-Dickens S, Hollins S, Esterhuyzen A, Sedgwick P, Abdelnoor A, Hubert J. Source: The British Journal of Psychiatry; the Journal of Mental Science. 1999 October; 175: 348-50. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10789302&dopt=Abstract

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Bereavement support for people with learning disabilities. Author(s): Clarke L, Read S. Source: Nurs Times. 1998 July 15-21; 94(28): 51-3. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9749008&dopt=Abstract

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Better cervical screening for women with learning disabilities. Author(s): Shaughnessy P. Source: Nurs Times. 1999 November 3-9; 95(44): 44-5. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10983080&dopt=Abstract

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Better health care for people with learning disabilities. Author(s): Lawrie K. Source: Nurs Times. 1995 May 10-16; 91(19): 32-4. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7770339&dopt=Abstract

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Bias in learning disabilities placement. Author(s): Stone BJ. Source: Psychological Reports. 1993 June; 72(3 Pt 2): 1243-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8337337&dopt=Abstract

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Brain stem evoked response in the assessment of learning disabilities. Author(s): Obrzut JE, Morris GL, Wilson SL, Lord JM, Caraveo LE. Source: The International Journal of Neuroscience. 1987 February; 32(3-4): 811-23. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3596924&dopt=Abstract

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Brain--behavior relationships in children with learning disabilities. A research program. Author(s): Rourke BP. Source: The American Psychologist. 1975 September; 30(9): 911-20. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1180421&dopt=Abstract

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Brief report: motor incoordination in children with Asperger syndrome and learning disabilities. Author(s): Miyahara M, Tsujii M, Hori M, Nakanishi K, Kageyama H, Sugiyama T. Source: Journal of Autism and Developmental Disorders. 1997 October; 27(5): 595-603. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9403374&dopt=Abstract

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Capacity to consent to sexual relationships in adults with learning disabilities. Author(s): Murphy GH. Source: The Journal of Family Planning and Reproductive Health Care / Faculty of Family Planning & Reproductive Health Care, Royal College of Obstetricians & Gynaecologists. 2003 July; 29(3): 148-9. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12885309&dopt=Abstract

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Case 26: tying a client to a toilet. Client with learning disabilities who died after being tied to a toilet. Author(s): Castledine G. Source: British Journal of Nursing (Mark Allen Publishing). 2000 May 11-24; 9(9): 536. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11904886&dopt=Abstract

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Caseload management in learning disabilities. Author(s): Todd M, Caffrey A. Source: Nurs Times. 2002 April 2-8; 98(14): 38-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11974726&dopt=Abstract

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Challenging behaviour in children with learning disabilities. Author(s): Gates B, Wray J, Newell R. Source: British Journal of Nursing (Mark Allen Publishing). 1996 October 24-November 13; 5(19): 1189-94. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9006183&dopt=Abstract

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Challenging communication: people with learning disabilities who challenge services. Author(s): Sutton K, Thurman S. Source: International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists. 1998; 33 Suppl: 415-20. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10343730&dopt=Abstract

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Changes in services for students with learning disabilities in U.S. and Canadian medical schools, 1991 to 1997. Author(s): Faigel HC. Source: Academic Medicine : Journal of the Association of American Medical Colleges. 1998 December; 73(12): 1290-3. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9883206&dopt=Abstract

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Childhood bereavement. People with learning disabilities also need help in bereavement. Author(s): Huline-Dickens S. Source: Bmj (Clinical Research Ed.). 1996 September 28; 313(7060): 822. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8842106&dopt=Abstract

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Children with non-verbal learning disabilities (NLD): coherence values in the resting state may reflect hypofunctional long distance connections in the right hemisphere. Author(s): Njiokiktjien C, de Rijke W, Jonkman EJ. Source: Fiziol Cheloveka. 2001 September-October; 27(5): 17-22. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11680298&dopt=Abstract

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Christianization of the soul: religious traditions in the care of people with learning disabilities in the Netherlands in the nineteenth century. Author(s): Weijers I, Tonkens E. Source: Social History of Medicine : the Journal of the Society for the Social History of Medicine / Sshm. 1999 December; 12(3): 351-69. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11624145&dopt=Abstract

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Classification rules for basic phonological processing disabilities and nonverbal learning disabilities: formulation and external validity. Author(s): Pelletier PM, Ahmad SA, Rourke BP. Source: Neuropsychology, Development, and Cognition. Section C, Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence. 2001 June; 7(2): 84-98. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11935416&dopt=Abstract

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Cognitive functioning in people with epilepsy plus severe learning disabilities: a systematic analysis of predictors of daytime arousal and attention. Author(s): Espie CA, Paul A, McColl JH, McFie J, Amos P, Gray J, Hamilton DS, Jamal GA. Source: Seizure : the Journal of the British Epilepsy Association. 1999 April; 8(2): 73-80. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10222297&dopt=Abstract

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Collaborative speech and language services for students with learning disabilities. Author(s): Elksnin LK. Source: Journal of Learning Disabilities. 1997 July-August; 30(4): 414-26. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9220710&dopt=Abstract

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Communication about parental illness with children who have learning disabilities and behavioural problems: three case studies. Author(s): Barnes J, Kroll L, Lee J, Jones A, Stein A. Source: Child: Care, Health and Development. 1998 November; 24(6): 441-56. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9822834&dopt=Abstract

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Comparison of the psychosocial typology of children with below average IQ to that of children with learning disabilities. Author(s): Ralston MB, Fuerst DR, Rourke BP. Source: J Clin Exp Neuropsychol. 2003 April; 25(2): 255-73. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12754682&dopt=Abstract

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Comparison of two reading feedback strategies in improving the oral and written language performance of children with language-learning disabilities. Author(s): Crowe LK. Source: American Journal of Speech-Language Pathology / American Speech-LanguageHearing Association. 2003 February; 12(1): 16-27. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12680810&dopt=Abstract

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Computer-based study strategies for students with learning disabilities: individual differences associated with adoption level. Author(s): Anderson-Inman L, Knox-Quinn C, Horney MA. Source: Journal of Learning Disabilities. 1996 September; 29(5): 461-84. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8870517&dopt=Abstract

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Contingent reinforcement or defending the self? A review of evolving models of aggression in people with mild learning disabilities. Author(s): Jahoda A, Trower P, Pert C, Finn D. Source: The British Journal of Medical Psychology. 2001 September; 74(Pt 3): 305-21. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11589324&dopt=Abstract

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Conversational maxims and scaffolded learning in children with learning disabilities: is the flying buttress a better metaphor? Author(s): Donahue ML, Lopez-Reyna NA. Source: Journal of Learning Disabilities. 1998 July-August; 31(4): 398-403. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9666616&dopt=Abstract

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Counterfactual syllogistic reasoning in normal 4-year-olds, children with learning disabilities, and children with autism. Author(s): Leevers HJ, Harris PL. Source: Journal of Experimental Child Psychology. 2000 May; 76(1): 64-87. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10764526&dopt=Abstract

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Cranial computed tomography scans of premature babies predict their eventual learning disabilities. Author(s): Ishida A, Nakajima W, Arai H, Takahashi Y, Iijima R, Sawaishi Y, Goto R, Takada G. Source: Pediatric Neurology. 1997 May; 16(4): 319-22. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9258966&dopt=Abstract

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Daily physical activity in adults with mild and moderate learning disabilities: is there enough? Author(s): Messent PR, Cooke CB, Long J. Source: Disability and Rehabilitation. 1998 November; 20(11): 424-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9846242&dopt=Abstract

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DC-LD. Diagnostic criteria for psychiatric disorders for use with adults with learning disabilities/mental retardation. Author(s): Royal College of Psychiatrists. Source: Occas Pap R Coll Gen Pract. 2001; (48): I-Xvi, 1-128. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11702594&dopt=Abstract

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Deficient health and social services for elderly people with learning disabilities. Author(s): Cooper SA. Source: Journal of Intellectual Disability Research : Jidr. 1997 August; 41 ( Pt 4): 331-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9297611&dopt=Abstract

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Depot neuroleptic usage in adults with learning disabilities. Author(s): Gravestock S. Source: Journal of Intellectual Disability Research : Jidr. 1996 February; 40 ( Pt 1): 17-23. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8930053&dopt=Abstract

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Derivational suffix productivity for students with and without language-learning disabilities. Author(s): Windsor J, Hwang M. Source: Journal of Speech, Language, and Hearing Research : Jslhr. 1999 February; 42(1): 220-30. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10025556&dopt=Abstract

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Detecting pain in people with profound learning disabilities. Author(s): Astor R. Source: Nurs Times. 2001 October 4-10; 97(40): 38-9. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11949356&dopt=Abstract

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Developing a non-aversive intervention strategy in the management of aggression and violence for people with learning disabilities using natural therapeutic holding. Author(s): Stirling C, McHugh A. Source: Journal of Advanced Nursing. 1998 March; 27(3): 503-9. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9543035&dopt=Abstract

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Developing occupational standards: a learning disabilities project. Author(s): Jowett R, Wellens B. Source: Journal of Clinical Nursing. 2000 May; 9(3): 436-44. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11235319&dopt=Abstract

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Developmental Gerstmann's syndrome: a distinct clinical entity of learning disabilities. Author(s): Suresh PA, Sebastian S. Source: Pediatric Neurology. 2000 April; 22(4): 267-78. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10788743&dopt=Abstract

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Devising an instructional program to teach arithmetic problem-solving skills to students with learning disabilities. Author(s): Fleischner JE, Nuzum MB, Marzola ES. Source: Journal of Learning Disabilities. 1987 April; 20(4): 214-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3572238&dopt=Abstract

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Diagnostic utility of the WISC-III developmental index as a predictor of learning disabilities. Author(s): Watkins MW. Source: Journal of Learning Disabilities. 1996 May; 29(3): 305-12. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8732892&dopt=Abstract

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Difficulties developing evidence-based approaches in learning disabilities. Author(s): Oliver PC, Piachaud J, Done DJ, Regan A, Cooray SE, Tyrer PJ. Source: Evidence-Based Mental Health. 2003 May; 6(2): 37-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12719347&dopt=Abstract

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Discontinuation of thioridazine in patients with learning disabilities: balancing cardiovascular toxicity with adverse consequences of changing drugs. Author(s): Davies SJ, Cooke LB, Moore AG, Potokar J. Source: Bmj (Clinical Research Ed.). 2002 June 22; 324(7352): 1519-21. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12077046&dopt=Abstract

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Discourse processes underlying social competence in children with language learning disabilities. Author(s): Vallance DD, Wintre MG. Source: Development and Psychopathology. 1997 Winter; 9(1): 95-108. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9089126&dopt=Abstract

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Discrepancy between definitions of learning disabilities and school practices: an empirical investigation. Author(s): MacMillan DL, Gresham FM, Bocian KM. Source: Journal of Learning Disabilities. 1998 July-August; 31(4): 314-26. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9666608&dopt=Abstract

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Distinguishing serious and playful fighting by children with learning disabilities and nondisabled children. Author(s): Nabuzoka D, Smith PK. Source: Journal of Child Psychology and Psychiatry, and Allied Disciplines. 1999 September; 40(6): 883-90. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10509883&dopt=Abstract

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District nurses' needs: palliative care for people with learning disabilities. Author(s): Lindop E, Read S. Source: International Journal of Palliative Nursing. 2000 March; 6(3): 117-22. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11051947&dopt=Abstract

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Do children with myelomeningocele and hydrocephalus display nonverbal learning disabilities? An empirical approach to classification. Author(s): Yeates KO, Loss N, Colvin AN, Enrile BG. Source: Journal of the International Neuropsychological Society : Jins. 2003 May; 9(4): 653-62. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12755177&dopt=Abstract

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Drawing impossible entities: a measure of the imagination in children with autism, children with learning disabilities, and normal 4-year-olds. Author(s): Leevers HJ, Harris PL. Source: Journal of Child Psychology and Psychiatry, and Allied Disciplines. 1998 March; 39(3): 399-410. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9670095&dopt=Abstract

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Drug administration in day centres for people with learning disabilities. Author(s): Branford D, Knifton C, Jackson S. Source: British Journal of Nursing (Mark Allen Publishing). 1997 July 10-23; 6(13): 74650. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9283316&dopt=Abstract

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Effective health care for people with learning disabilities: a formal carers' perspective. Author(s): Thornton C. Source: Journal of Psychiatric and Mental Health Nursing. 1999 October; 6(5): 383-90. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10827646&dopt=Abstract

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Effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Author(s): Bennett K, Cavanaugh RA. Source: J Appl Behav Anal. 1998 Summer; 31(2): 303-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9652107&dopt=Abstract

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Effects of mothers' autoimmune disease during pregnancy on learning disabilities and hand preference in their children. Author(s): Ross G, Sammaritano L, Nass R, Lockshin M. Source: Archives of Pediatrics & Adolescent Medicine. 2003 April; 157(4): 397-402. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12695238&dopt=Abstract

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Effects of resettlement on people with learning disabilities. Author(s): Howard S, Spencer A. Source: British Journal of Nursing (Mark Allen Publishing). 1997 April 24-May 7; 6(8): 436-41. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9197589&dopt=Abstract

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Effects of varying performance sets and outcome on the expectations, attributions, and persistence of boys with learning disabilities. Author(s): Friedman DE, Medway FJ. Source: Journal of Learning Disabilities. 1987 May; 20(5): 312-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3598378&dopt=Abstract

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Electroencephalographic characteristics of children with learning disabilities. Author(s): Becker J, Velasco M, Harmony T, Marosi E, Landazuri AM. Source: Clin Electroencephalogr. 1987 April; 18(2): 93-101. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3594927&dopt=Abstract

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Elevated androgen, brain development and language/learning disabilities in children with congenital adrenal hyperplasia. Author(s): Plante E, Boliek C, Binkiewicz A, Erly WK. Source: Developmental Medicine and Child Neurology. 1996 May; 38(5): 423-37. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8698150&dopt=Abstract

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Emotional-behavioral patterns in children with learning disabilities: lateralized hemispheric differences. Author(s): Glosser G, Koppell S. Source: Journal of Learning Disabilities. 1987 June-July; 20(6): 365-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3598389&dopt=Abstract

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EPA2000: a multilingual, programmable computer assessment of off-line metacognition in children with mathematical-learning disabilities. Author(s): De Clercq A, Desoete A, Roeyers H. Source: Behavior Research Methods, Instruments, & Computers : a Journal of the Psychonomic Society, Inc. 2000 May; 32(2): 304-11. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10875178&dopt=Abstract

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Epidemiology of psychiatric disorders in elderly compared with younger adults with learning disabilities. Author(s): Cooper SA. Source: The British Journal of Psychiatry; the Journal of Mental Science. 1997 April; 170: 375-80. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9246258&dopt=Abstract

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Epidemiology of self-injurious behaviour in adults with learning disabilities. Author(s): Collacott RA, Cooper SA, Branford D, McGrother C. Source: The British Journal of Psychiatry; the Journal of Mental Science. 1998 November; 173: 428-32. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9926061&dopt=Abstract

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Epilepsy and learning disabilities:closing comments. Author(s): Besag FM. Source: Epilepsia. 2001; 42 Suppl 1: 59-61. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11422363&dopt=Abstract

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Epilepsy and learning disabilities--a challenge for the next millennium? Author(s): Hannah JA, Brodie MJ. Source: Seizure : the Journal of the British Epilepsy Association. 1998 February; 7(1): 313. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9548220&dopt=Abstract

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Epilepsy in adults with learning disabilities. Author(s): Branford D, Bhaumik S, Duncan F. Source: Seizure : the Journal of the British Epilepsy Association. 1998 December; 7(6): 473-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9888491&dopt=Abstract

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Epilepsy or stereotypy? Diagnostic issues in learning disabilities. Author(s): Paul A. Source: Seizure : the Journal of the British Epilepsy Association. 1997 April; 6(2): 111-20. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9153723&dopt=Abstract

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Equity and access to health care for women with learning disabilities. Author(s): Parrish A, Markwick A. Source: British Journal of Nursing (Mark Allen Publishing). 1998 January 22-February 11; 7(2): 92-6. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9510684&dopt=Abstract

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Essential healthcare for people with learning disabilities: barriers and opportunities. Author(s): Hogg J. Source: Journal of the Royal Society of Medicine. 2001 July; 94(7): 333-6. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11418702&dopt=Abstract

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Evaluating clinical supervision in community homes and teams serving adults with learning disabilities. Author(s): Malin NA. Source: Journal of Advanced Nursing. 2000 March; 31(3): 548-57. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10718873&dopt=Abstract

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Evaluating the relation between memory and intelligence in children with learning disabilities. Author(s): Hoerig DC, David AS, D'Amato RC. Source: Psychological Reports. 2002 December; 91(3 Pt 2): 1169-73. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12585531&dopt=Abstract

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Exploring the dynamics of power: a Foucauldian analysis of care planning in learning disabilities services. Author(s): Gilbert T. Source: Nursing Inquiry. 2003 March; 10(1): 37-46. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12622803&dopt=Abstract

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Fable comprehension by children with learning disabilities. Author(s): Abrahamsen EP, Sprouse PT. Source: Journal of Learning Disabilities. 1995 May; 28(5): 302-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7775850&dopt=Abstract

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Facing a problem status couldn't solve. When my child was diagnosed with severe learning disabilities, we had the fight of a lifetime on our hands. Author(s): Ford A. Source: Newsweek. 2000 January 17; 135(3): 12. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10787976&dopt=Abstract

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Factor analyses of WISC-R and K-ABC in a Dutch sample of children referred for learning disabilities. Author(s): Meesters C, van Gastel N, Ghys A, Merckelbach H. Source: Journal of Clinical Psychology. 1998 December; 54(8): 1053-61. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9840777&dopt=Abstract

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Factors and circumstances perceived as contributing to mental health problems in people with learning disabilities. Author(s): Casey P, Barr O. Source: Journal of Psychiatric and Mental Health Nursing. 1995; 2(4): 247-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7655933&dopt=Abstract

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Factors associated with employment success among youths with learning disabilities. Author(s): Siegel S, Gaylord-Ross R. Source: Journal of Learning Disabilities. 1991 January; 24(1): 40-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1997627&dopt=Abstract

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Factors associated with the successful or unsuccessful withdrawal of antipsychotic drug therapy prescribed for people with learning disabilities. Author(s): Branford D. Source: Journal of Intellectual Disability Research : Jidr. 1996 August; 40 ( Pt 4): 322-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8884587&dopt=Abstract

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Factors influencing the identification of black and white students with learning disabilities. Author(s): McLeskey J, Waldron NL, Wornhoff SA. Source: Journal of Learning Disabilities. 1990 June-July; 23(6): 362-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2366042&dopt=Abstract

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Factors predisposing to suspected offending by adults with self-reported learning disabilities. Author(s): Winter N, Holland AJ, Collins S. Source: Psychological Medicine. 1997 May; 27(3): 595-607. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9153680&dopt=Abstract

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Falling through the cracks: rehabilitation services for adults with learning disabilities. Author(s): Smith JO. Source: Except Child. 1992 March-April; 58(5): 451-60. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1582437&dopt=Abstract

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Familial relationship between Gilles de la Tourette's syndrome, attention deficit disorder, learning disabilities, speech disorders, and stuttering. Author(s): Pauls DL, Leckman JF, Cohen DJ. Source: Journal of the American Academy of Child and Adolescent Psychiatry. 1993 September; 32(5): 1044-50. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8407750&dopt=Abstract

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Familial syndrome of progressive arterial occlusive disease consistent with fibromuscular dysplasia, hypertension, congenital cardiac defects, bone fragility, brachysyndactyly, and learning disabilities. Author(s): Grange DK, Balfour IC, Chen SC, Wood EG. Source: American Journal of Medical Genetics. 1998 February 17; 75(5): 469-80. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9489789&dopt=Abstract

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Family planning for women with learning disabilities. Author(s): Taylor G, Pearson J, Cook H. Source: Nurs Times. 1998 October 7-13; 94(40): 60-1. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9866586&dopt=Abstract

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Field dependence versus field independence of students with and without learning disabilities. Author(s): Huang J, Chao L. Source: Percept Mot Skills. 2000 February; 90(1): 343-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10769921&dopt=Abstract

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Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: is something rotten in the state of New Zealand?. Author(s): Chapman JW, Tunmer WE, Allen R. Source: Dyslexia (Chichester, England). 2003 May; 9(2): 75-98. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12775082&dopt=Abstract

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First impressions formed of boys with learning disabilities and attention deficit disorder. Author(s): Bickett L, Milich R. Source: Journal of Learning Disabilities. 1990 April; 23(4): 253-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2324638&dopt=Abstract

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Foreign language learning disabilities: the identification of predictive and diagnostic variables. Author(s): Gajar AH. Source: Journal of Learning Disabilities. 1987 June-July; 20(6): 327-30. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3598381&dopt=Abstract

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Forensic learning disabilities: the evidence base. Executive summary. Author(s): Fraser WI. Source: Journal of Intellectual Disability Research : Jidr. 2002 May; 46 Suppl 1: 1-5. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12031014&dopt=Abstract

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Fostering critical thinking skills in students with learning disabilities: an instructional program. Author(s): Leshowitz B, Jenkens K, Heaton S, Bough TL. Source: Journal of Learning Disabilities. 1993 August-September; 26(7): 483-90. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8409746&dopt=Abstract

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Frontal systems dysfunction in children with attention-deficit/hyperactivity disorder and learning disabilities. Author(s): Lazar JW, Frank Y. Source: The Journal of Neuropsychiatry and Clinical Neurosciences. 1998 Spring; 10(2): 160-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9608404&dopt=Abstract

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Fundamental gross motor skill performance by girls and boys with learning disabilities. Author(s): Woodard RJ, Surburg PR. Source: Percept Mot Skills. 1997 June; 84(3 Pt 1): 867-70. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9172195&dopt=Abstract

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Gender and learning disabilities. Women's world. Author(s): Voysey F. Source: Nurs Times. 1993 January 6-12; 89(1): 36-8. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8426798&dopt=Abstract

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Gender differences in intelligence, language, visual-motor abilities, and academic achievement in students with learning disabilities: a review of the literature. Author(s): Vogel SA. Source: Journal of Learning Disabilities. 1990 January; 23(1): 44-52. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2404079&dopt=Abstract

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Gender differences in locus of control scores for students with learning disabilities. Author(s): Wehmeyer ML. Source: Percept Mot Skills. 1993 October; 77(2): 359-66. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8247654&dopt=Abstract

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Gender-related differences in placement rates of young adults with mental retardation and severe learning disabilities. Author(s): Botuck S, Levy JM, Rimmerman A. Source: International Journal of Rehabilitation Research. Internationale Zeitschrift Fur Rehabilitationsforschung. Revue Internationale De Recherches De Readaptation. 1996 September; 19(3): 259-63. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8910128&dopt=Abstract

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General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Author(s): Scott CM, Windsor J. Source: Journal of Speech, Language, and Hearing Research : Jslhr. 2000 April; 43(2): 324-39. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10757687&dopt=Abstract

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General practitioners' attitudes to patients who have learning disabilities. Author(s): Gill F, Stenfert Kroese B, Rose J. Source: Psychological Medicine. 2002 November; 32(8): 1445-55. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12455943&dopt=Abstract

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Genetic influences on learning disabilities and speech and language disorders. Author(s): Pennington BF, Smith SD. Source: Child Development. 1983 April; 54(2): 369-87. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=6347551&dopt=Abstract

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Genetic influences on learning disabilities: an update. Author(s): Pennington BF, Smith SD. Source: Journal of Consulting and Clinical Psychology. 1988 December; 56(6): 817-23. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3060499&dopt=Abstract

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Genetics of learning disabilities. Author(s): Pennington BF. Source: Journal of Child Neurology. 1995 January; 10 Suppl 1: S69-77. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7751558&dopt=Abstract

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Genetics of learning disabilities. Author(s): Pennington BF. Source: Seminars in Neurology. 1991 March; 11(1): 28-34. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2034915&dopt=Abstract

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Getting caught in misconduct: conceptions of adolescents with and without learning disabilities. Author(s): Pearl R, Bryan T. Source: Journal of Learning Disabilities. 1994 March; 27(3): 193-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8040636&dopt=Abstract

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Gifted children with learning disabilities: a review of the issues. Author(s): Brody LE, Mills CJ. Source: Journal of Learning Disabilities. 1997 May-June; 30(3): 282-96. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9146095&dopt=Abstract

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Goodness of fit in the home: its relationship to school behavior and achievement in children with learning disabilities. Author(s): Feagans LV, Merriwether AM, Haldane D. Source: Journal of Learning Disabilities. 1991 August-September; 24(7): 413-20. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1895009&dopt=Abstract

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Government funding for learning disabilities. Author(s): Des Jardins C. Source: Journal of Learning Disabilities. 1981 June-July; 14(6): 319-20. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7252360&dopt=Abstract

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GPs should not hand out medication indiscriminately to people with learning disabilities. Author(s): Mahmood A. Source: Nurs Times. 2000 January 13-19; 96(2): 35. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11188635&dopt=Abstract

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Grade retention rates among students with learning disabilities. Author(s): McLeskey J, Grizzle KL. Source: Except Child. 1992 May; 58(6): 548-54. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1592080&dopt=Abstract

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Grasping the research nettle in learning disabilities nursing. Author(s): Kay B. Source: British Journal of Nursing (Mark Allen Publishing). 1995 January 28-February 8; 4(2): 96-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7703656&dopt=Abstract

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Grief reactions and learning disabilities. Author(s): Moddia B. Source: Nursing Standard : Official Newspaper of the Royal College of Nursing. 1995 May 10-16; 9(33): 38-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7794742&dopt=Abstract

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Group suggestion in learning disabilities of primary grade children: a feasibility study. Author(s): Illovsky J, Fredman N. Source: Int J Clin Exp Hypn. 1976 April; 24(2): 87-97. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=770345&dopt=Abstract

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Health care for women with learning disabilities. Author(s): McRae D. Source: Nurs Times. 1997 April 9-15; 93(15): 58-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9146299&dopt=Abstract

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Health care, epilepsy and learning disabilities. Author(s): Loughran SJ, O'Brien D. Source: Nursing Standard : Official Newspaper of the Royal College of Nursing. 2001 February 14-20; 15(22): 33-4. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12211944&dopt=Abstract

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Health of the Nation for people with learning disabilities. Author(s): Holmes A, Parrish A. Source: British Journal of Nursing (Mark Allen Publishing). 1996 October 24-November 13; 5(19): 1184-8. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9006182&dopt=Abstract

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Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOSLD). Author(s): Roy A, Matthews H, Clifford P, Fowler V, Martin DM. Source: The British Journal of Psychiatry; the Journal of Mental Science. 2002 January; 180: 61-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11772853&dopt=Abstract

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Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOSLD): glossary for HoNOS-LD score sheet. Author(s): Roy A, Matthews H, Clifford P, Fowler V, Martin DM. Source: The British Journal of Psychiatry; the Journal of Mental Science. 2002 January; 180: 67-70. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11772854&dopt=Abstract

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Health promotion for people with learning disabilities in the community. Author(s): Hemmings D. Source: Nurs Times. 1998 June 17-23; 94(24): 58-9. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9735804&dopt=Abstract

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Health risk escalators and the rehabilitation of offenders with learning disabilities. Author(s): Heyman B, Griffiths CB, Taylor J. Source: Social Science & Medicine (1982). 2002 May; 54(9): 1429-40. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12058858&dopt=Abstract

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Health screening for people with learning disabilities by a community learning disability nursing service in Northern Ireland. Author(s): Barr O, Gilgunn J, Kane T, Moore G. Source: Journal of Advanced Nursing. 1999 June; 29(6): 1482-91. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10354244&dopt=Abstract

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Healthcare rationing for people with learning disabilities. Author(s): Parkes N. Source: Nursing Standard : Official Newspaper of the Royal College of Nursing. 1996 September 25; 11(1): 36-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8932120&dopt=Abstract

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Helping people with learning disabilities to grieve. Author(s): Read S. Source: British Journal of Nursing (Mark Allen Publishing). 1996 January 25-February 7; 5(2): 91-5. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8680252&dopt=Abstract

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Helping people with learning disabilities to handle grief. Author(s): Elliott D. Source: Nurs Times. 1995 October 25-31; 91(43): 26-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7501499&dopt=Abstract

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Hepatitis A and B in persons with learning disabilities living in institutions: the need for vaccination. Author(s): Laurichesse H, Henquell C, Gourdon F, Grosjean I, Coulard J, Mabrut M, Zmantar H, Rabanel JR, Peigue-Lafeuille H, Beytout J, Rey M. Source: Infection. 1998 March-April; 26(2): 133-4. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9561387&dopt=Abstract

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High prevalence of dementia among people with learning disabilities not attributable to Down's syndrome. Author(s): Cooper SA. Source: Psychological Medicine. 1997 May; 27(3): 609-16. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9153681&dopt=Abstract

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HIV risk and men with learning disabilities. Author(s): Cambridge P. Source: Nurs Times. 1995 January 18-24; 91(3): 12. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7862551&dopt=Abstract

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Hobson's choice: reproductive choices for women with learning disabilities. Author(s): Keywood K. Source: Med Law. 1998; 17(2): 149-65. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9757730&dopt=Abstract

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Homework and students with learning disabilities and behavior disorders: a practical, parent-based approach. Author(s): Jenson WR, Sheridan SM, Olympia D, Andrews D. Source: Journal of Learning Disabilities. 1994 November; 27(9): 538-48. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7806956&dopt=Abstract

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Homework practices of students with and without learning disabilities: a comparison. Author(s): Gajria M, Salend SJ. Source: Journal of Learning Disabilities. 1995 May; 28(5): 291-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7775848&dopt=Abstract

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How children with neurofibromatosis type 1 differ from “typical” learning disabled clinic attenders: nonverbal learning disabilities revisited. Author(s): Cutting LE, Koth CW, Denckla MB. Source: Developmental Neuropsychology. 2000; 17(1): 29-47. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10916573&dopt=Abstract

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How tutors assist adults with learning disabilities to use virtual environments. Author(s): Standen PJ, Brown D, Horan M, Proctor T. Source: Disability and Rehabilitation. 2002 July 20-August 15; 24(11-12): 570-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12182796&dopt=Abstract

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Hypertext support for remedial students and students with learning disabilities. Author(s): Higgins K, Boone R, Lovitt TC. Source: Journal of Learning Disabilities. 1996 July; 29(4): 402-12. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8763555&dopt=Abstract

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Identification, accommodation, and success of students with learning disabilities in nursing education programs. Author(s): Colon EJ. Source: The Journal of Nursing Education. 1997 October; 36(8): 372-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9348479&dopt=Abstract

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Improving care for people with learning disabilities. Author(s): Bollands R, Jones A. Source: Nurs Times. 2002 August 27-September 2; 98(35): 38-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12224500&dopt=Abstract

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Improving primary health care for people with learning disabilities. Author(s): Bollard M. Source: British Journal of Nursing (Mark Allen Publishing). 1999 October 14-27; 8(18): 1216-21. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10897710&dopt=Abstract

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Improving standards for learning disabilities. Author(s): Jukes M. Source: British Journal of Nursing (Mark Allen Publishing). 2000 January 27-February 9; 9(2): 88. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11022431&dopt=Abstract

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Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Author(s): Graham S, MacArthur C, Schwartz S, Page-Voth V. Source: Except Child. 1992 February; 58(4): 322-34. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1544362&dopt=Abstract

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In their own words: therapeutic factors for adolescents who have learning disabilities. Author(s): Mishna F. Source: Int J Group Psychother. 1996 April; 46(2): 265-73. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8935766&dopt=Abstract

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Increased risk of learning disabilities in low birth weight boys at age 11 years. Author(s): Johnson EO, Breslau N. Source: Biological Psychiatry. 2000 March 15; 47(6): 490-500. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10715355&dopt=Abstract

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Individual differences in the self-image of adolescents with learning disabilities: the roles of severity, time of diagnosis, and parental perceptions. Author(s): Raviv D, Stone CA. Source: Journal of Learning Disabilities. 1991 December; 24(10): 602-11, 629. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1783867&dopt=Abstract

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Information processing theory and learning disabilities: a commentary and future perspective. Author(s): Swanson HL. Source: Journal of Learning Disabilities. 1987 March; 20(3): 155-66. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3549949&dopt=Abstract

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Infusing a teacher preparation program in learning disabilities with assistive technology. Author(s): Bryant DP, Erin J, Lock R, Allan JM, Resta PE. Source: Journal of Learning Disabilities. 1998 January-February; 31(1): 55-66. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9455177&dopt=Abstract

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Initiation of cigarette smoking among children with and without learning disabilities. Author(s): Robertson SB, Jackson C. Source: Journal of Developmental and Behavioral Pediatrics : Jdbp. 1996 August; 17(4): 248-52. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8856520&dopt=Abstract

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Instructional design in mathematics for students with learning disabilities. Author(s): Carnine D. Source: Journal of Learning Disabilities. 1997 March-April; 30(2): 130-41. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9066274&dopt=Abstract

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Instrument for locating students with suspected learning disabilities: a quantitative approach. Author(s): Engel R. Source: International Journal of Rehabilitation Research. Internationale Zeitschrift Fur Rehabilitationsforschung. Revue Internationale De Recherches De Readaptation. 1997 June; 20(2): 169-81. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9226500&dopt=Abstract

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Integration of heard and seen speech: a factor in learning disabilities in children. Author(s): Hayes EA, Tiippana K, Nicol TG, Sams M, Kraus N. Source: Neuroscience Letters. 2003 November 6; 351(1): 46-50. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=14550910&dopt=Abstract

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Intelligence, information processing, and specific learning disabilities: a triarchic synthesis. Author(s): Kolligian J Jr, Sternberg RJ. Source: Journal of Learning Disabilities. 1987 January; 20(1): 8-17. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3805894&dopt=Abstract

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Interpretation of facial expressions of affect in children with learning disabilities with verbal or nonverbal deficits. Author(s): Dimitrovsky L, Spector H, Levy-Shiff R, Vakil E. Source: Journal of Learning Disabilities. 1998 May-June; 31(3): 286-92, 312. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9599961&dopt=Abstract

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Interpreting problematic behaviour in people with learning disabilities: 2. Author(s): Slevin E. Source: British Journal of Nursing (Mark Allen Publishing). 1996 May 23-June 12; 5(10): 610-2, 625-7. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8717826&dopt=Abstract

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Introducing students to learning disabilities nursing. Author(s): Hyde D, Kerry P. Source: Nursing Standard : Official Newspaper of the Royal College of Nursing. 1997 January 8; 11(16): 46-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9069981&dopt=Abstract

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Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning disabilities. Author(s): Miranda A, Villaescusa MI, Vidal-Abarca E. Source: Journal of Learning Disabilities. 1997 September-October; 30(5): 503-12. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9293232&dopt=Abstract

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Is there an increased prevalence of severe learning disabilities among British Asians? Author(s): Emerson E, Azmi S, Hatton C, Caine A, Parrott R, Wolstenholme J. Source: Ethnicity & Health. 1997 November; 2(4): 317-21. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9526694&dopt=Abstract

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Job satisfaction of college graduates with learning disabilities. Author(s): Witte RH, Philips L, Kakela M. Source: Journal of Learning Disabilities. 1998 May-June; 31(3): 259-65. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9599958&dopt=Abstract

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Keeping the metaphor of scaffolding fresh--a response to C. Addison Stone's “The metaphor of scaffolding: its utility for the field of learning disabilities”. Author(s): Palincsar AS. Source: Journal of Learning Disabilities. 1998 July-August; 31(4): 370-3. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9666613&dopt=Abstract

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Kindergarten screening program for learning disabilities. Author(s): Logan BA. Source: The Journal of School Health. 1975 September; 45(7): 413-4. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1041509&dopt=Abstract

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Knowledge and attitudes of high school pupils towards peers' attention deficit and learning disabilities. Author(s): Brook U, Geva D. Source: Patient Education and Counseling. 2001 April; 43(1): 31-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11311836&dopt=Abstract

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Knowledge of writing and the composing process, attitude toward writing, and selfefficacy for students with and without learning disabilities. Author(s): Graham S, Schwartz SS, MacArthur CA. Source: Journal of Learning Disabilities. 1993 April; 26(4): 237-49. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8515188&dopt=Abstract

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Knowledge, perception, and performance of assertive behavior in children with learning disabilities. Author(s): Wojnilower DA, Gross AM. Source: Journal of Learning Disabilities. 1988 February; 21(2): 109-17. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3346606&dopt=Abstract

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Learning disabilities and mental ill health: care plans. Author(s): Martin P. Source: Nurs Times. 2001 July 19-25; 97(29): 42-3. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11957507&dopt=Abstract

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Learning disabilities in Costa Rica: challenges for an “army of teachers”. Author(s): Stough LM, Aguirre-Roy AR. Source: Journal of Learning Disabilities. 1997 September-October; 30(5): 566-71. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9293239&dopt=Abstract

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Learning disabilities in dental education: trends, management, and concerns in U.S. dental schools. Author(s): Cruikshank D, Howell TH, Brinckerhoff LC, Badovinac R, Karimbux NY. Source: J Dent Educ. 2002 October; 66(10): 1178-84. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12449213&dopt=Abstract

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Learning disabilities occurring concomitantly with linguistic differences. Author(s): Ortiz AA. Source: Journal of Learning Disabilities. 1997 May-June; 30(3): 321-32. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9146098&dopt=Abstract

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Learning disabilities, crime, delinquency, and special education placement. Author(s): Winters CA. Source: Adolescence. 1997 Summer; 32(126): 451-62. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9179341&dopt=Abstract

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Learning disabilities, dyslexia, and vision: a subject review--a rebuttal, literature review, and commentary. Author(s): Bowan MD. Source: Optometry. 2002 September; 73(9): 553-75. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12387562&dopt=Abstract

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Learning disabilities, professionalism, and the practice of medical education. Author(s): Hafferty FW, Gibson GG. Source: Academic Medicine : Journal of the Association of American Medical Colleges. 2003 February; 78(2): 189-201. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12584098&dopt=Abstract

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Learning disabilities. Making history. Author(s): Martell R. Source: Nurs Times. 2001 June 7-13; 97(23): 28-9. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11954289&dopt=Abstract

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Learning disabilities. No Rose without a thorn. Author(s): Mathieson A. Source: Nurs Times. 2000 June 8-14; 96(23): 30-1. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11963064&dopt=Abstract

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Learning disabilities. Our friends in the north. Author(s): Atherton H. Source: Nurs Times. 2000 September 21-27; 96(38): 30-1. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11968314&dopt=Abstract

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Learning disabilities. 'Vibrant' nurses in from the cold. Author(s): Munro R. Source: Nurs Times. 2000 July 13-19; 96(28): 14-5. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11963131&dopt=Abstract

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Learning disabilities: a diagnosis ignored by nurses. Author(s): Selekman J. Source: Pediatric Nursing. 2002 November-December; 28(6): 630-2, 629. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12593350&dopt=Abstract

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Learning disabilities: moving forward--a focus on epilepsy, Birmingham, England, 29 June 1996. Author(s): Ahmed Z, O'Brien G, Betts T, Kerr MP, Fraser WI. Source: Journal of Intellectual Disability Research : Jidr. 1997 August; 41 ( Pt 4): 355-60. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9297614&dopt=Abstract

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Learning disabilities: the need for better health care. Author(s): Matthews D. Source: Nursing Standard : Official Newspaper of the Royal College of Nursing. 2002 June 12-18; 16(39): 40-1. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12212394&dopt=Abstract

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Making sense in conversations about learning disabilities. Author(s): Trimble D. Source: J Marital Fam Ther. 2001 October; 27(4): 473-86. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11594015&dopt=Abstract

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Matching short break services for children with learning disabilities to family needs and preferences. Author(s): McConkey R, Adams L. Source: Child: Care, Health and Development. 2000 September; 26(5): 429-44. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10998005&dopt=Abstract

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Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are important. Author(s): Swanson HL, Sachse-Lee C. Source: Journal of Experimental Child Psychology. 2001 July; 79(3): 294-321. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11394931&dopt=Abstract

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Measuring the intelligence of college students with learning disabilities: a comparison of results obtained on the WAIS-R and the KAIT. Author(s): Morgan AW, Sullivan SA, Darden C, Gregg N. Source: Journal of Learning Disabilities. 1997 September-October; 30(5): 560-5. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9293238&dopt=Abstract

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Meeting the health care needs of people with learning disabilities. Author(s): Thornton C. Source: Nurs Times. 1997 May 14-20; 93(20): 52-4. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9197758&dopt=Abstract

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Meeting the needs of people with learning disabilities in acute care. Author(s): Glasby AM. Source: British Journal of Nursing (Mark Allen Publishing). 2002 November 28December 11; 11(21): 1389-92. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12514473&dopt=Abstract

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Mental health services for people with learning disabilities. A complete overhaul is needed with strong links to mainstream services. Author(s): Hassiotis A, Barron P, O'Hara J. Source: Bmj (Clinical Research Ed.). 2000 September 9; 321(7261): 583-4. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10977818&dopt=Abstract

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Mental health services for people with learning disabilities. Medical needs are important too. Author(s): Neville BG. Source: Bmj (Clinical Research Ed.). 2001 February 3; 322(7281): 302. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11271607&dopt=Abstract

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Mental health services for people with learning disabilities. People with comorbidity can fall between two stools. Author(s): Doody G. Source: Bmj (Clinical Research Ed.). 2001 February 3; 322(7281): 301-2. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11157542&dopt=Abstract

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More training is needed in health care of people with learning disabilities. Author(s): Duff M, Hoghton M, Scheepers M. Source: Bmj (Clinical Research Ed.). 2000 August 5; 321(7257): 385-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10991574&dopt=Abstract

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Natural therapeutic holding: a non-aversive alternative to the use of control and restraint in the management of violence for people with learning disabilities. Author(s): Stirling C, McHugh A. Source: Journal of Advanced Nursing. 1997 August; 26(2): 304-11. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9292364&dopt=Abstract

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Needs of patients with learning disabilities are not being met. Author(s): Lakhani M, Bates J. Source: Bmj (Clinical Research Ed.). 1999 June 26; 318(7200): 1764. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10381730&dopt=Abstract

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Neurodevelopmental and behavioural characteristics in learning disabilities and attention deficit disorder. Author(s): Tirosh E, Cohen A, Berger J, Davidovitch M, Cohen-Ophir M. Source: European Journal of Paediatric Neurology : Ejpn : Official Journal of the European Paediatric Neurology Society. 2001; 5(6): 253-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11764183&dopt=Abstract

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Neurodevelopmental dysfunction and specific learning disabilities in school-aged twins. Author(s): Garanty-Bogacka B, Wieczorek W, Syrenicz M. Source: Acta Genet Med Gemellol (Roma). 1998; 47(3-4): 205-13. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10916565&dopt=Abstract

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Neurodevelopmental schizophrenia: obstetric complications, birth weight, premorbid social withdrawal and learning disabilities. Author(s): Willinger U, Heiden AM, Meszaros K, Formann AK, Aschauer HN. Source: Neuropsychobiology. 2001; 43(3): 163-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11287795&dopt=Abstract

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Neuropsychological evaluation of deficits in executive functioning for ADHD children with or without learning disabilities. Author(s): Wu KK, Anderson V, Castiello U. Source: Developmental Neuropsychology. 2002; 22(2): 501-31. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12537336&dopt=Abstract

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Not just kid stuff anymore. Many adult Americans find that they, too, have learning disabilities. Author(s): Lord M. Source: U.S. News & World Report. 2000 February 21; 128(7): 48-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11184127&dopt=Abstract

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Nursing diagnosis in learning disabilities nursing. Author(s): Chambers S. Source: British Journal of Nursing (Mark Allen Publishing). 1998 October 22-November 11; 7(19): 1177-81. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9866468&dopt=Abstract

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Nursing students with learning disabilities. Author(s): Selekman J. Source: The Journal of Nursing Education. 2002 August; 41(8): 334-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12199475&dopt=Abstract

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Nutrition and learning disabilities. Author(s): Grassick S. Source: Nurs Times. 2001 August 9-15; 97(32): 48-50. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11957688&dopt=Abstract

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Objectivity and emancipation in learning disabilities: holism from the perspective of critical realism. Author(s): Warner MM. Source: Journal of Learning Disabilities. 1993 May; 26(5): 311-25. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8492049&dopt=Abstract

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Offending by adults with learning disabilities and the attitudes of staff to offending behaviour: implications for service development. Author(s): Lyall I, Holland AJ, Collins S. Source: Journal of Intellectual Disability Research : Jidr. 1995 December; 39 ( Pt 6): 501-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8746737&dopt=Abstract

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Older people with learning disabilities. Author(s): Hogg J, Lambe L. Source: Journal of Intellectual Disability Research : Jidr. 1994 February; 38 ( Pt 1): 98-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8173231&dopt=Abstract

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One and two year outcomes for adults with learning disabilities discharged to the community. Author(s): Donnelly M, McGilloway S, Mays N, Knapp M, Kavanagh S, Beecham J, Fenyo A. Source: The British Journal of Psychiatry; the Journal of Mental Science. 1996 May; 168(5): 598-606. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8733799&dopt=Abstract

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Operationalizing a definition of learning disabilities. Author(s): Shaw SF, Cullen JP, McGuire JM, Brinckerhoff LC. Source: Journal of Learning Disabilities. 1995 November; 28(9): 586-97. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8530902&dopt=Abstract

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Optometric vision therapy and training for learning disabilities and dyslexia: DVD surgery; curing complications of strabismus surgery. Author(s): Romano PE. Source: Binocul Vis Strabismus Q. 2002 Spring; 17(1): 12-4. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11874378&dopt=Abstract

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Oral health status and dental service use of adults with learning disabilities living in residential institutions and in the community. Author(s): Tiller S, Wilson KI, Gallagher JE. Source: Community Dent Health. 2001 September; 18(3): 167-71. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11580093&dopt=Abstract

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Oral midazolam for adults with learning disabilities. Author(s): Boyle CA, Manley MC, Fleming GJ. Source: Dent Update. 2000 May; 27(4): 190-2. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11218455&dopt=Abstract

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Otitis media in children with learning disabilities and in children with attention deficit disorder with hyperactivity. Author(s): Adesman AR, Altshuler LA, Lipkin PH, Walco GA. Source: Pediatrics. 1990 March; 85(3 Pt 2): 442-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2304807&dopt=Abstract

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Overcoming the learning disabilities of stroke. Author(s): Huston JC. Source: Nursing. 1975 September; 5(9): 66, 68. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1041329&dopt=Abstract

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Palliative care and learning disabilities. Author(s): Tuffrey-Wijne I. Source: Nurs Times. 1997 July 30-August 5; 93(31): 50-1. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9283452&dopt=Abstract

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Parental work: an account of the day-to-day activities of parents of adults with learning disabilities. Author(s): Shearn J, Todd S. Source: Journal of Intellectual Disability Research : Jidr. 1997 August; 41 ( Pt 4): 285-301. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9297606&dopt=Abstract

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Parents with learning disabilities need support. Author(s): Booth W. Source: Nurs Times. 2000 June 8-14; 96(23): 41. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11963072&dopt=Abstract

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Pattern of learning disabilities in children with extremely low birth weight and broadly average intelligence. Author(s): Grunau RE, Whitfield MF, Davis C. Source: Archives of Pediatrics & Adolescent Medicine. 2002 June; 156(6): 615-20. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12038896&dopt=Abstract

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Personality disorders in people with learning disabilities: a community survey. Author(s): Khan A, Cowan C, Roy A. Source: Journal of Intellectual Disability Research : Jidr. 1997 August; 41 ( Pt 4): 324-30. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9297610&dopt=Abstract

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Preliminary analysis of the psychometric properties of the Mood, Interest & Pleasure Questionnaire (MIPQ) for adults with severe and profound learning disabilities. Author(s): Ross E, Oliver C. Source: The British Journal of Clinical Psychology / the British Psychological Society. 2003 March; 42(Pt 1): 81-93. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12675981&dopt=Abstract

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Profiles of college students demonstrating learning disabilities with and without giftedness. Author(s): Ferri BA, Gregg N, Heggoy SJ. Source: Journal of Learning Disabilities. 1997 September-October; 30(5): 552-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9293237&dopt=Abstract

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Programme budgeting revisited: special reference to people with learning disabilities. Author(s): Jones C, Wright K. Source: Health Services Management Research : an Official Journal of the Association of University Programs in Health Administration / Hsmc, Aupha. 1997 November; 10(4): 255-65. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10174515&dopt=Abstract

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Psychiatric symptoms of dementia among elderly people with learning disabilities. Author(s): Cooper SA. Source: International Journal of Geriatric Psychiatry. 1997 June; 12(6): 662-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9215950&dopt=Abstract

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Psychosocial dimensions of learning disabilities: external validation and relationship with age and academic functioning. Author(s): Tsatsanis KD, Fuerst DR, Rourke BP. Source: Journal of Learning Disabilities. 1997 September-October; 30(5): 490-502. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9293231&dopt=Abstract

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Quantitative evaluation procedures for learning disabilities. Author(s): Elliott M. Source: Journal of Learning Disabilities. 1981 February; 14(2): 84-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7276716&dopt=Abstract

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Rational dosages of nutrients have a prolonged effect on learning disabilities. Author(s): Carlton RM, Ente G, Blum L, Heyman N, Davis W, Ambrosino S. Source: Alternative Therapies in Health and Medicine. 2000 May; 6(3): 85-91. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10802909&dopt=Abstract

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Reactions of nurses and therapists in mainstream health services to contact with people who have learning disabilities. Author(s): McConkey R, Truesdale M. Source: Journal of Advanced Nursing. 2000 July; 32(1): 158-63. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10886447&dopt=Abstract

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Recent developments in the application of the nonverbal learning disabilities model. Author(s): McDonald BC. Source: Current Psychiatry Reports. 2002 October; 4(5): 323-30. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12230960&dopt=Abstract

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Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities. Author(s): Wachelka D, Katz RC. Source: Journal of Behavior Therapy and Experimental Psychiatry. 1999 September; 30(3): 191-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10619543&dopt=Abstract

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Reliability and validity of the CANDID--a needs assessment instrument for adults with learning disabilities and mental health problems. Author(s): Xenitidis K, Thornicroft G, Leese M, Slade M, Fotiadou M, Philp H, Sayer J, Harris E, McGee D, Murphy DG. Source: The British Journal of Psychiatry; the Journal of Mental Science. 2000 May; 176: 473-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10912225&dopt=Abstract

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Research in self-monitoring with students with learning disabilities: the present, the prospects, the pitfalls. Author(s): Reid R. Source: Journal of Learning Disabilities. 1996 May; 29(3): 317-31. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8732894&dopt=Abstract

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Residential care for people with learning disabilities. Author(s): Parrish A. Source: British Journal of Nursing (Mark Allen Publishing). 1996 October 24-November 13; 5(19): 1161. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9006178&dopt=Abstract

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Resilience elements in students with learning disabilities. Author(s): Miller M. Source: Journal of Clinical Psychology. 2002 March; 58(3): 291-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11836710&dopt=Abstract

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Resolution was adopted by the Learning Disabilities Association Assembly of Delegates on February 17, 2000. Author(s): Learning Disabilities Association Assembly of Delegates. Source: Thyroid : Official Journal of the American Thyroid Association. 2000 October; 10(10): 931-3. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11081261&dopt=Abstract

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Right hemisphere, white-matter learning disabilities associated with depression in an adolescent and young adult psychiatric population. Author(s): Cleaver RL, Whitman RD. Source: The Journal of Nervous and Mental Disease. 1998 September; 186(9): 561-5. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9741562&dopt=Abstract

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Secondary health care for people with learning disabilities. Author(s): Hannon L. Source: Nursing Standard : Official Newspaper of the Royal College of Nursing. 2003 July 30-August 5; 17(46): 39-42. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12961952&dopt=Abstract

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Segregation analysis of phenotypic components of learning disabilities. II. Phonological decoding. Author(s): Chapman NH, Raskind WH, Thomson JB, Berninger VW, Wijsman EM. Source: American Journal of Medical Genetics. 2003 August 15; 121B(1): 60-70. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12898577&dopt=Abstract

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Self-management within a classroom token economy for students with learning disabilities. Author(s): Cavalier AR, Ferretti RP, Hodges AE. Source: Research in Developmental Disabilities. 1997 May-June; 18(3): 167-78. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9220542&dopt=Abstract

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Separating attention deficit hyperactivity disorder and learning disabilities in girls: a familial risk analysis. Author(s): Doyle AE, Faraone SV, DuPre EP, Biederman J. Source: The American Journal of Psychiatry. 2001 October; 158(10): 1666-72. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11579000&dopt=Abstract

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Sexuality and learning disabilities. Author(s): Savarimuthu D, Bunnell T. Source: Nursing Standard : Official Newspaper of the Royal College of Nursing. 2003 June 11-17; 17(39): 33-5. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12836433&dopt=Abstract

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Solving the enigma: toilet training children with learning disabilities. Author(s): Rogers J. Source: British Journal of Nursing (Mark Allen Publishing). 2002 July 25-August 7; 11(14): 958, 960, 962 Passim. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12165727&dopt=Abstract

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Speaking clearly for children with learning disabilities: sentence perception in noise. Author(s): Bradlow AR, Kraus N, Hayes E. Source: Journal of Speech, Language, and Hearing Research : Jslhr. 2003 February; 46(1): 80-97. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12647890&dopt=Abstract

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Spirituality and learning disabilities: a qualitative study. Author(s): Narayanasamy A, Gates B, Swinton J. Source: British Journal of Nursing (Mark Allen Publishing). 2002 July 25-August 7; 11(14): 948-57. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12165726&dopt=Abstract

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Studying grief in adults with learning disabilities. Author(s): Lyons CA. Source: The British Journal of Psychiatry; the Journal of Mental Science. 2000 March; 176: 297-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10755083&dopt=Abstract

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Suicide prevention training for Aboriginal young adults with learning disabilities from Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE). Author(s): Devlin RE. Source: Int J Circumpolar Health. 2001 November; 60(4): 564-79. Review. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11768436&dopt=Abstract

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Teaching secondary students with learning disabilities to self-manage classroom survival skills. Author(s): Snyder MC, Bambara LM. Source: Journal of Learning Disabilities. 1997 September-October; 30(5): 534-43. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9293235&dopt=Abstract

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Test-retest reliability of the Motor-Free Visual Perception Test Revised (MVPT-R) in children with and without learning disabilities. Author(s): Burtner PA, Qualls C, Ortega SG, Morris CG, Scott K. Source: Physical & Occupational Therapy in Pediatrics. 2002; 22(3-4): 23-36. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12506819&dopt=Abstract

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The application of a multisensory Snoezelen room for people with learning disabilities-Hong Kong experience. Author(s): Kwok HW, To YF, Sung HF. Source: Hong Kong Medical Journal = Xianggang Yi Xue Za Zhi / Hong Kong Academy of Medicine. 2003 April; 9(2): 122-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12668824&dopt=Abstract

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The challenge of evidence-based practice for learning disabilities. Author(s): Gates B, Atherton H. Source: British Journal of Nursing (Mark Allen Publishing). 2001 April 26-May 9; 10(8): 517-22. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12066044&dopt=Abstract

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The devaluation of learning disabilities nurses. Author(s): Hewitt H. Source: Nurs Times. 1997 June 18-24; 93(25): 15. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9239021&dopt=Abstract

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The developmental course of processing speed in children with and without learning disabilities. Author(s): Weiler MD, Forbes P, Kirkwood M, Waber D. Source: Journal of Experimental Child Psychology. 2003 June; 85(2): 178-94. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12799167&dopt=Abstract

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The effects of music on clients with learning disabilities: a literature review. Author(s): Savarimuthu D, Bunnell T. Source: Complementary Therapies in Nursing & Midwifery. 2002 August; 8(3): 160-5. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12353618&dopt=Abstract

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The meaning of respite care to mothers of children with learning disabilities: two Irish case studies. Author(s): Hartrey L, Wells JS. Source: Journal of Psychiatric and Mental Health Nursing. 2003 June; 10(3): 335-42. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12755919&dopt=Abstract

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The use of an earplug to increase speech comprehension in a subgroup of children with learning disabilities: an experimental treatment. Author(s): Green P, Josey F. Source: Applied Neuropsychology. 2002; 9(1): 13-22. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12173746&dopt=Abstract

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The virtual courtroom: a view of justice. Project to prepare witnesses or victims with learning disabilities to give evidence. Author(s): Cooke P, Laczny A, Brown DJ, Francik J. Source: Disability and Rehabilitation. 2002 July 20-August 15; 24(11-12): 634-42. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12182804&dopt=Abstract

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UK nurses have no right to feel complacent about the recent revelations that people with learning disabilities. Author(s): Jackson C. Source: Ment Health Care. 1997 October; 1(2): 41. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9400204&dopt=Abstract

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University students with learning disabilities advocating for change. Author(s): Roer-Strier D. Source: Disability and Rehabilitation. 2002 November 20; 24(17): 914-24. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12519487&dopt=Abstract

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Use of assisted reading to increase correct reading rates and decrease error rates of students with learning disabilities. Author(s): Gilbert LM, Williams RL, McLaughlin TF. Source: J Appl Behav Anal. 1996 Summer; 29(2): 255-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8682743&dopt=Abstract

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User focus groups and Best Value in services for people with learning disabilities. Author(s): Cambridge P, McCarthy M. Source: Health & Social Care in the Community. 2001 November; 9(6): 476-89. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11846827&dopt=Abstract

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Using an interdisciplinary approach to training to develop the quality of communication with adults with profound learning disabilities by care staff. Author(s): Dobson S, Upadhyaya S, Stanley B. Source: International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists. 2002 January-March; 37(1): 41-57. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11852459&dopt=Abstract

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Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities. Author(s): Bryant DP, Bryant BR. Source: Journal of Learning Disabilities. 1998 January-February; 31(1): 41-54. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9455176&dopt=Abstract

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Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Author(s): Babbitt BC, Miller SP. Source: Journal of Learning Disabilities. 1996 July; 29(4): 391-401, 412. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8763554&dopt=Abstract

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Using technology to enhance the writing processes of students with learning disabilities. Author(s): MacArthur CA. Source: Journal of Learning Disabilities. 1996 July; 29(4): 344-54. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8763550&dopt=Abstract

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Using video and conversational analysis to train staff working with people with learning disabilities. Author(s): Couchman W. Source: Journal of Advanced Nursing. 1995 December; 22(6): 1112-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8675865&dopt=Abstract

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Using video for clients with severe learning disabilities. Author(s): Rowland G, Fenner A, Brown D. Source: Nurs Times. 1998 July 8-14; 94(27): 56-7. Review. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9739689&dopt=Abstract

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Validity and neuropsychological characterization of Asperger syndrome: convergence with nonverbal learning disabilities syndrome. Author(s): Klin A, Volkmar FR, Sparrow SS, Cicchetti DV, Rourke BP. Source: Journal of Child Psychology and Psychiatry, and Allied Disciplines. 1995 October; 36(7): 1127-40. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8847376&dopt=Abstract

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Value of employment to people with learning disabilities. Author(s): Jenkins R. Source: British Journal of Nursing (Mark Allen Publishing). 2002 January 10-23; 11(1): 38-45. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11826319&dopt=Abstract

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Variables related to the type of postsecondary education experience chosen by young adults with learning disabilities. Author(s): Miller RJ, Rzonca C, Snider B. Source: Journal of Learning Disabilities. 1991 March; 24(3): 188-91. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2026960&dopt=Abstract

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Verb and noun morphology in the spoken and written language of children with language learning disabilities. Author(s): Windsor J, Scott CM, Street CK. Source: Journal of Speech, Language, and Hearing Research : Jslhr. 2000 December; 43(6): 1322-36. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11193955&dopt=Abstract

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Verbal analogical reasoning in children with language-learning disabilities. Author(s): Masterson JJ, Evans LH, Aloia M. Source: Journal of Speech and Hearing Research. 1993 February; 36(1): 76-82. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8450667&dopt=Abstract

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Verbal contextual generalization in children with and without learning disabilities. Author(s): Riley LR, Riley NJ. Source: Percept Mot Skills. 1998 August; 87(1): 43-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9760623&dopt=Abstract

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Vigabatrin in adults with poorly-controlled epilepsy and learning disabilities. Author(s): Armour DJ, Fidler C, Wright EC, Balarajan S. Source: Seizure : the Journal of the British Epilepsy Association. 1992 September; 1(3): 157-62. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1344760&dopt=Abstract

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Vision therapy for learning disabilities and dyslexia. Author(s): Starr NB. Source: Journal of Pediatric Health Care : Official Publication of National Association of Pediatric Nurse Associates & Practitioners. 2000 January-February; 14(1): 32-3. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11141825&dopt=Abstract

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Vocational rehabilitation and special education: partners in transition for individuals with learning disabilities. Author(s): Dowdy CA. Source: Journal of Learning Disabilities. 1996 March; 29(2): 137-47. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8820198&dopt=Abstract

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Vocational-technical programs: follow-up of students with learning disabilities. Author(s): Shapiro ES, Lentz FE Jr. Source: Except Child. 1991 September; 58(1): 47-59. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1954971&dopt=Abstract

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What do parents of children with learning disabilities, ADHD, and related disorders deal with? Author(s): Smith SL. Source: Pediatric Nursing. 2002 May-June; 28(3): 254-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12087645&dopt=Abstract

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What do students with learning disabilities think when their general education teachers make adaptations? Author(s): Vaughn S, Schumm JS, Kouzekanani K. Source: Journal of Learning Disabilities. 1993 October; 26(8): 545-55. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8245700&dopt=Abstract

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What follow-up studies say about postschool life for young men and women with learning disabilities: a critical look at the literature. Author(s): Levine P, Nourse SW. Source: Journal of Learning Disabilities. 1998 May-June; 31(3): 212-33. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9599955&dopt=Abstract

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When academic assistance is not enough: addressing the mental health issues of adolescents and adults with learning disabilities. Author(s): Price LA, Johnson JM, Evelo S. Source: Journal of Learning Disabilities. 1994 February; 27(2): 82-90. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8195691&dopt=Abstract

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Who should care for people with learning disabilities. Community learning disability nurses must get recognition they deserve. Author(s): Caan W. Source: Bmj (Clinical Research Ed.). 2001 March 31; 322(7289): 797-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11303531&dopt=Abstract

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Who should care for people with learning disabilities? GPs need extra time to provide better services for these patients. Author(s): Martin G. Source: Bmj (Clinical Research Ed.). 2001 March 31; 322(7289): 797. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11303530&dopt=Abstract

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Why does my stomach hurt? How individuals with learning disabilities can use cognitive strategies to reduce anxiety and stress at the college level. Author(s): Cohn P. Source: Journal of Learning Disabilities. 1998 September-October; 31(5): 514-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9763780&dopt=Abstract

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WISC-R types of learning disabilities: a profile analysis with cross-validation. Author(s): Holcomb WR, Hardesty RA, Adams NA, Ponder HM. Source: Journal of Learning Disabilities. 1987 June-July; 20(6): 369-73. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3598390&dopt=Abstract

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Women with learning disabilities: risk behaviours and experiences of the cervical smear test. Author(s): Broughton S, Thomson K. Source: Journal of Advanced Nursing. 2000 October; 32(4): 905-12. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11095229&dopt=Abstract

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Working with people with learning disabilities. Author(s): Darbyshire P. Source: Journal of Advanced Nursing. 1995 August; 22(2): 201. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7593937&dopt=Abstract

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CHAPTER 2. NUTRITION AND LEARNING DISABILITIES Overview In this chapter, we will show you how to find studies dedicated specifically to nutrition and learning disabilities.

Finding Nutrition Studies on Learning Disabilities The National Institutes of Health’s Office of Dietary Supplements (ODS) offers a searchable bibliographic database called the IBIDS (International Bibliographic Information on Dietary Supplements; National Institutes of Health, Building 31, Room 1B29, 31 Center Drive, MSC 2086, Bethesda, Maryland 20892-2086, Tel: 301-435-2920, Fax: 301-480-1845, E-mail: [email protected]). The IBIDS contains over 460,000 scientific citations and summaries about dietary supplements and nutrition as well as references to published international, scientific literature on dietary supplements such as vitamins, minerals, and botanicals.7 The IBIDS includes references and citations to both human and animal research studies. As a service of the ODS, access to the IBIDS database is available free of charge at the following Web address: http://ods.od.nih.gov/databases/ibids.html. After entering the search area, you have three choices: (1) IBIDS Consumer Database, (2) Full IBIDS Database, or (3) Peer Reviewed Citations Only. Now that you have selected a database, click on the “Advanced” tab. An advanced search allows you to retrieve up to 100 fully explained references in a comprehensive format. Type “learning disabilities” (or synonyms) into the search box, and click “Go.” To narrow the search, you can also select the “Title” field.

7

Adapted from http://ods.od.nih.gov. IBIDS is produced by the Office of Dietary Supplements (ODS) at the National Institutes of Health to assist the public, healthcare providers, educators, and researchers in locating credible, scientific information on dietary supplements. IBIDS was developed and will be maintained through an interagency partnership with the Food and Nutrition Information Center of the National Agricultural Library, U.S. Department of Agriculture.

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The following information is typical of that found when using the “Full IBIDS Database” to search for “learning disabilities” (or a synonym): •

The nutritional problems of adults with severe learning disabilities living in the community. Author(s): Salford Community Healthcare NHS Trust, Higher Broughton Health Centre, Bevendon Square, Salford (United Kingdom) Source: Jolly, C. Jamieson, J.M. Journal-of-Human-Nutrition-and-Dietetics (United Kingdom). (1999). volume 12(1) page 29-34.

Additional physician-oriented references include: •

A naturalistic study of the use of vigabatrin, lamotrigine and gabapentin in adults with learning disabilities. Author(s): Fosse Health Trust, Leicester Frith Hospital, UK. Source: Bhaumik, S Branford, D Duggirala, C Ismail, I A Seizure. 1997 April; 6(2): 127-33 1059-1311

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An outbreak of scabies in a school for children with learning disabilities. Author(s): East Lancashire Health Authority. Source: Marshall, R Barkess Jones, L Sivayoham, S Commun-Dis-Rep-CDR-Revolume 1995 May 26; 5(6): R90-2 1350-9349

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Behavioral disorders, learning disabilities and megavitamin therapy. Author(s): New York City Board of Education, Whitestone. Source: LaPerchia, P Adolescence. 1987 Fall; 22(87): 729-38 0001-8449

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Dramatic favorable responses of children with learning disabilities or dyslexia and attention deficit disorder to antimotion sickness medications: four case reports. Author(s): Medical Dyslexic Treatment Center, Great Neck, NY 11021. Source: Levinson, H N Percept-Mot-Skills. 1991 December; 73(3 Pt 1): 723-38 0031-5125

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Learning disabilities and poor motivation to achieve due to prolonged iodine deficiency. Author(s): Department of Psychology, Kashi Vidyapeeth, Varanasi, India. Source: Tiwari, B D Godbole, M M Chattopadhyay, N Mandal, A Mithal, A Am-J-ClinNutr. 1996 May; 63(5): 782-6 0002-9165

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Lithium treatment for people with learning disability: patients' and carers' knowledge of hazards and attitudes to treatment. Author(s): University of Birmingham Department of Psychiatry, Queen Elizabeth Psychiatric Hospital, England. Source: Clarke, D J Pickles, K J J-Intellect-Disabil-Res. 1994 April; 38 ( Pt 2)187-94 09642633

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Rational dosages of nutrients have a prolonged effect on learning disabilities. Author(s): Stonybrook University, Medical School, NY, USA. Source: Carlton, R M Ente, G Blum, L Heyman, N Davis, W Ambrosino, S Altern-TherHealth-Med. 2000 May; 6(3): 85-91 1078-6791

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The “magic cure”: a review of the current controversial approaches for treating learning disabilities. Source: Silver, L B J-Learn-Disabil. 1987 October; 20(8): 498-504, 512 0022-2194

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The use of a low phenylalanine diet in response to the challenging behaviour of a man with untreated phenylketonuria and profound learning disabilities. Author(s): Psychology Services, Bradford Community Health (NHS) Trust, England.

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Source: Harvey, E L Kirk, S F J-Intellect-Disabil-Res. 1995 December; 39 ( Pt 6)520-6 09642633 •

Vigabatrin in adults with poorly-controlled epilepsy and learning disabilities. Author(s): St Lawrence's Hospital, Caterham, Surrey, UK. Source: Armour, D J Fidler, C Wright, E C BalaraJanuary, S Seizure. 1992 September; 1(3): 157-62 1059-1311

Federal Resources on Nutrition In addition to the IBIDS, the United States Department of Health and Human Services (HHS) and the United States Department of Agriculture (USDA) provide many sources of information on general nutrition and health. Recommended resources include: •

healthfinder®, HHS’s gateway to health information, including diet and nutrition: http://www.healthfinder.gov/scripts/SearchContext.asp?topic=238&page=0

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The United States Department of Agriculture’s Web site dedicated to nutrition information: www.nutrition.gov

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The Food and Drug Administration’s Web site for federal food safety information: www.foodsafety.gov

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The National Action Plan on Overweight and Obesity sponsored by the United States Surgeon General: http://www.surgeongeneral.gov/topics/obesity/

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The Center for Food Safety and Applied Nutrition has an Internet site sponsored by the Food and Drug Administration and the Department of Health and Human Services: http://vm.cfsan.fda.gov/

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Center for Nutrition Policy and Promotion sponsored by the United States Department of Agriculture: http://www.usda.gov/cnpp/

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Food and Nutrition Information Center, National Agricultural Library sponsored by the United States Department of Agriculture: http://www.nal.usda.gov/fnic/

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Food and Nutrition Service sponsored by the United States Department of Agriculture: http://www.fns.usda.gov/fns/

Additional Web Resources A number of additional Web sites offer encyclopedic information covering food and nutrition. The following is a representative sample: •

AOL: http://search.aol.com/cat.adp?id=174&layer=&from=subcats

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Family Village: http://www.familyvillage.wisc.edu/med_nutrition.html

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Google: http://directory.google.com/Top/Health/Nutrition/

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Healthnotes: http://www.healthnotes.com/

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Open Directory Project: http://dmoz.org/Health/Nutrition/

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Yahoo.com: http://dir.yahoo.com/Health/Nutrition/

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WebMDHealth: http://my.webmd.com/nutrition

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WholeHealthMD.com: http://www.wholehealthmd.com/reflib/0,1529,00.html

The following is a specific Web list relating to learning disabilities; please note that any particular subject below may indicate either a therapeutic use, or a contraindication (potential danger), and does not reflect an official recommendation: •

Minerals Iron Source: Prima Communications, Inc.www.personalhealthzone.com

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CHAPTER 3. ALTERNATIVE MEDICINE AND LEARNING DISABILITIES Overview In this chapter, we will begin by introducing you to official information sources on complementary and alternative medicine (CAM) relating to learning disabilities. At the conclusion of this chapter, we will provide additional sources.

National Center for Complementary and Alternative Medicine The National Center for Complementary and Alternative Medicine (NCCAM) of the National Institutes of Health (http://nccam.nih.gov/) has created a link to the National Library of Medicine’s databases to facilitate research for articles that specifically relate to learning disabilities and complementary medicine. To search the database, go to the following Web site: http://www.nlm.nih.gov/nccam/camonpubmed.html. Select “CAM on PubMed.” Enter “learning disabilities” (or synonyms) into the search box. Click “Go.” The following references provide information on particular aspects of complementary and alternative medicine that are related to learning disabilities: •

A comparison of the effects of four therapy procedures on concentration and responsiveness in people with profound learning disabilities. Author(s): Lindsay WR, Pitcaithly D, Geelen N, Buntin L, Broxholme S, Ashby M. Source: Journal of Intellectual Disability Research : Jidr. 1997 June; 41 ( Pt 3): 201-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9219068&dopt=Abstract

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A controlled study of the effects of EEG biofeedback on cognition and behavior of children with attention deficit disorder and learning disabilities. Author(s): Linden M, Habib T, Radojevic V. Source: Biofeedback Self Regul. 1996 March; 21(1): 35-49. Erratum In: 1996 September; 21(3): 297. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8833315&dopt=Abstract

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A holistic transition programme for persons with learning disabilities in Israel. Author(s): Regev R, Katz S. Source: International Journal of Rehabilitation Research. Internationale Zeitschrift Fur Rehabilitationsforschung. Revue Internationale De Recherches De Readaptation. 1994 June; 17(2): 139-49. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7960336&dopt=Abstract

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A review of the literature: interventions to maximize capacity to consent and reduce anxiety of women with learning disabilities preparing for a cervical smear test. Author(s): Broughton S. Source: Health Services Management Research : an Official Journal of the Association of University Programs in Health Administration / Hsmc, Aupha. 2002 August; 15(3): 17385. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12184837&dopt=Abstract

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Abdominal massage for adults with learning disabilities. Author(s): Emly M, Wilson L, Darby J. Source: Nurs Times. 2001 July 26-August 1; 97(30): 61-2. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11957963&dopt=Abstract

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Abnormal auditory cortical activation in dyslexia 100 msec after speech onset. Author(s): Helenius P, Salmelin R, Richardson U, Leinonen S, Lyytinen H. Source: Journal of Cognitive Neuroscience. 2002 May 15; 14(4): 603-17. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12126501&dopt=Abstract

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Altered hemispheric asymmetry of auditory P100m in dyslexia. Author(s): Heim S, Eulitz C, Elbert T. Source: The European Journal of Neuroscience. 2003 April; 17(8): 1715-22. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12752389&dopt=Abstract

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An outbreak of scabies in a school for children with learning disabilities. Author(s): Marshall R, Barkess-Jones L, Sivayoham S. Source: Commun Dis Rep Cdr Rev. 1995 May 26; 5(6): R90-2. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7606277&dopt=Abstract

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Auditory and visual automatic attention deficits in developmental dyslexia. Author(s): Facoetti A, Lorusso ML, Paganoni P, Cattaneo C, Galli R, Umilta C, Mascetti GG. Source: Brain Research. Cognitive Brain Research. 2003 April; 16(2): 185-91. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12668226&dopt=Abstract

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Auditory processing in children with dyslexia. Author(s): Heiervang E, Stevenson J, Hugdahl K.

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Source: Journal of Child Psychology and Psychiatry, and Allied Disciplines. 2002 October; 43(7): 931-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12405480&dopt=Abstract •

Behavioral disorders, learning disabilities and megavitamin therapy. Author(s): LaPerchia P. Source: Adolescence. 1987 Fall; 22(87): 729-38. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2963502&dopt=Abstract

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Brain activation during reading in deep dyslexia: an MEG study. Author(s): Laine M, Salmelin R, Helenius P, Marttila R. Source: Journal of Cognitive Neuroscience. 2000 July; 12(4): 622-34. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10936915&dopt=Abstract

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Brain responses to changes in speech sound durations differ between infants with and without familial risk for dyslexia. Author(s): Leppanen PH, Richardson U, Pihko E, Eklund KM, Guttorm TK, Aro M, Lyytinen H. Source: Developmental Neuropsychology. 2002; 22(1): 407-22. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12405511&dopt=Abstract

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Brainwave signatures--an index reflective of the brain's functional neuroanatomy: further findings on the effect of EEG sensorimotor rhythm biofeedback training on the neurologic precursors of learning disabilities. Author(s): Tansey MA. Source: International Journal of Psychophysiology : Official Journal of the International Organization of Psychophysiology. 1985 November; 3(2): 85-99. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=4077617&dopt=Abstract

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Christianization of the soul: religious traditions in the care of people with learning disabilities in the Netherlands in the nineteenth century. Author(s): Weijers I, Tonkens E. Source: Social History of Medicine : the Journal of the Society for the Social History of Medicine / Sshm. 1999 December; 12(3): 351-69. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11624145&dopt=Abstract

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Cognitive potentials in children with learning disabilities. Author(s): Diniz Junior J, Mangabeira-Albernaz PL, Munhoz MS, Fukuda Y. Source: Acta Oto-Laryngologica. 1997 March; 117(2): 211-3. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9105451&dopt=Abstract

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Controversial approaches to treating learning disabilities and attention deficit disorder. Author(s): Silver LB. Source: Am J Dis Child. 1986 October; 140(10): 1045-52. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2875647&dopt=Abstract

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Crossmodal temporal processing acuity impairment aggravates with age in developmental dyslexia. Author(s): Virsu V, Lahti-Nuuttila P, Laasonen M. Source: Neuroscience Letters. 2003 January 23; 336(3): 151-4. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12505615&dopt=Abstract

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Dance therapy: effects of motor performance of children with learning disabilities. Author(s): Couper JL. Source: Physical Therapy. 1981 January; 61(1): 23-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7454796&dopt=Abstract

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Developing a non-aversive intervention strategy in the management of aggression and violence for people with learning disabilities using natural therapeutic holding. Author(s): Stirling C, McHugh A. Source: Journal of Advanced Nursing. 1998 March; 27(3): 503-9. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9543035&dopt=Abstract

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Disruption of the neural response to rapid acoustic stimuli in dyslexia: evidence from functional MRI. Author(s): Temple E, Poldrack RA, Protopapas A, Nagarajan S, Salz T, Tallal P, Merzenich MM, Gabrieli JD. Source: Proceedings of the National Academy of Sciences of the United States of America. 2000 December 5; 97(25): 13907-12. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11095716&dopt=Abstract

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Dyslexia: verbal impairments in the absence of magnocellular impairments. Author(s): Kronbichler M, Hutzler F, Wimmer H. Source: Neuroreport. 2002 April 16; 13(5): 617-20. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11973457&dopt=Abstract

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EEG sensorimotor rhythm biofeedback training: some effects on the neurologic precursors of learning disabilities. Author(s): Tansey MA. Source: International Journal of Psychophysiology : Official Journal of the International Organization of Psychophysiology. 1984 February; 1(2): 163-77. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=6542077&dopt=Abstract

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Effectiveness of aides in a perceptual motor training program for children with learning disabilities. Author(s): Gersten JW, Foppe KB, Gersten R, Maxwell S, Mirrett P, Gipson M, Houston H, Grueter B. Source: Archives of Physical Medicine and Rehabilitation. 1975 March; 56(3): 104-10. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1119915&dopt=Abstract

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Functional MR imaging to evaluate sensory processing in dyslexia. Author(s): Burdette JH. Source: Academic Radiology. 2002 September; 9(9): 1062-3. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12238550&dopt=Abstract

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Group suggestion in learning disabilities of primary grade children: a feasibility study. Author(s): Illovsky J, Fredman N. Source: Int J Clin Exp Hypn. 1976 April; 24(2): 87-97. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=770345&dopt=Abstract

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Interrogative suggestibility, confabulation, and acquiescence in people with mild learning disabilities (mental handicap): implications for reliability during police interrogations. Author(s): Clare IC, Gudjonsson GH. Source: The British Journal of Clinical Psychology / the British Psychological Society. 1993 September; 32 ( Pt 3): 295-301. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8251959&dopt=Abstract

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Knowledge, perception, and performance of assertive behavior in children with learning disabilities. Author(s): Wojnilower DA, Gross AM. Source: Journal of Learning Disabilities. 1988 February; 21(2): 109-17. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3346606&dopt=Abstract

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Learning disabilities. Dramatic effect. Author(s): Shirtliffe D. Source: Nurs Times. 1995 June 7-13; 91(23): 62-3. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7603882&dopt=Abstract

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Learning disabilities. Using hydrotherapy: maximising benefits. Author(s): Boulter P. Source: Nursing Standard : Official Newspaper of the Royal College of Nursing. 1992 October 14-20; 7(4): 25-7. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1450007&dopt=Abstract

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Middle latency response in children with learning disabilities: preliminary findings. Author(s): Arehole S, Augustine LE, Simhadri R. Source: Journal of Communication Disorders. 1995 March; 28(1): 21-38. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7790535&dopt=Abstract

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Music therapy, a description of process: engagement and avoidance in five people with learning disabilities. Author(s): Toolan PG, Coleman SY. Source: Journal of Intellectual Disability Research : Jidr. 1994 August; 38 ( Pt 4): 433-44. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=7949794&dopt=Abstract

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Natural therapeutic holding: a non-aversive alternative to the use of control and restraint in the management of violence for people with learning disabilities. Author(s): Stirling C, McHugh A. Source: Journal of Advanced Nursing. 1997 August; 26(2): 304-11. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=9292364&dopt=Abstract

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Neuropsychological aspects of learning disabilities in epilepsy. Author(s): Aldenkamp AP, Alpherts WC, Dekker MJ, Overweg J. Source: Epilepsia. 1990; 31 Suppl 4: S9-20. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2279487&dopt=Abstract

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Package deals. Learning disabilities. Author(s): Thomas J. Source: Nurs Times. 1992 July 15-21; 88(29): 48-9. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1630954&dopt=Abstract

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Parents with learning disabilities need support. Author(s): Booth W. Source: Nurs Times. 2000 June 8-14; 96(23): 41. No Abstract Available. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11963072&dopt=Abstract

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Professional discourse and service cultures: an organisational typology developed from health and welfare services for people with learning disabilities. Author(s): Gilbert T, Cochrane A, Greenwell S. Source: International Journal of Nursing Studies. 2003 September; 40(7): 781-93. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12965169&dopt=Abstract

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Psychophysiological treatment for learning disabilities: controlled research and evidence. Author(s): Mangina CA, Beuzeron-Mangina JH.

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Source: International Journal of Psychophysiology : Official Journal of the International Organization of Psychophysiology. 1992 May; 12(3): 243-50. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1639671&dopt=Abstract •

Rational dosages of nutrients have a prolonged effect on learning disabilities. Author(s): Carlton RM, Ente G, Blum L, Heyman N, Davis W, Ambrosino S. Source: Alternative Therapies in Health and Medicine. 2000 May; 6(3): 85-91. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10802909&dopt=Abstract

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Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities. Author(s): Wachelka D, Katz RC. Source: Journal of Behavior Therapy and Experimental Psychiatry. 1999 September; 30(3): 191-8. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=10619543&dopt=Abstract

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Self-hypnosis, sensory cuing, and response prevention: decreasing anxiety and improving written output of a preadolescent with learning disabilities. Author(s): Young MH, Montano RJ, Goldberg RL. Source: Am J Clin Hypn. 1991 October; 34(2): 129-36. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1957811&dopt=Abstract

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Speech perception of infants with high familial risk for dyslexia differ at the age of 6 months. Author(s): Richardson U, Leppanen PH, Leiwo M, Lyytinen H. Source: Developmental Neuropsychology. 2003; 23(3): 385-97. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12740192&dopt=Abstract

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Spirituality and learning disabilities: a qualitative study. Author(s): Narayanasamy A, Gates B, Swinton J. Source: British Journal of Nursing (Mark Allen Publishing). 2002 July 25-August 7; 11(14): 948-57. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12165726&dopt=Abstract

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The “magic cure”: a review of the current controversial approaches for treating learning disabilities. Author(s): Silver LB. Source: Journal of Learning Disabilities. 1987 October; 20(8): 498-504, 512. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=3312454&dopt=Abstract

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The application of a multisensory Snoezelen room for people with learning disabilities-Hong Kong experience. Author(s): Kwok HW, To YF, Sung HF.

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Source: Hong Kong Medical Journal = Xianggang Yi Xue Za Zhi / Hong Kong Academy of Medicine. 2003 April; 9(2): 122-6. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12668824&dopt=Abstract •

The effects of direct feedback and practice on metaphor performance in children with learning disabilities. Author(s): Baechle CL, Lian MG. Source: Journal of Learning Disabilities. 1990 August-September; 23(7): 451-5. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=2398318&dopt=Abstract

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The effects of music on clients with learning disabilities: a literature review. Author(s): Savarimuthu D, Bunnell T. Source: Complementary Therapies in Nursing & Midwifery. 2002 August; 8(3): 160-5. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=12353618&dopt=Abstract

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The mismatch negativity in evaluating central auditory dysfunction in dyslexia. Author(s): Kujala T, Naatanen R. Source: Neuroscience and Biobehavioral Reviews. 2001 August; 25(6): 535-43. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=11595273&dopt=Abstract

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Tinted lenses and related therapies for learning disabilities--a review. Author(s): Evans BJ, Drasdo N. Source: Ophthalmic & Physiological Optics : the Journal of the British College of Ophthalmic Opticians (Optometrists). 1991 July; 11(3): 206-17. Review. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=1766684&dopt=Abstract

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Using standardized psychometric tests to identify learning disabilities in students with sensorineural hearing impairments. Author(s): Sikora DM, Plapinger DS. Source: Journal of Learning Disabilities. 1994 June-July; 27(6): 352-9. http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ uids=8051508&dopt=Abstract

Additional Web Resources A number of additional Web sites offer encyclopedic information covering CAM and related topics. The following is a representative sample: •

Alternative Medicine Foundation, Inc.: http://www.herbmed.org/

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AOL: http://search.aol.com/cat.adp?id=169&layer=&from=subcats

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Chinese Medicine: http://www.newcenturynutrition.com/

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drkoop.com: http://www.drkoop.com/InteractiveMedicine/IndexC.html

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Family Village: http://www.familyvillage.wisc.edu/med_altn.htm

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Google: http://directory.google.com/Top/Health/Alternative/

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Healthnotes: http://www.healthnotes.com/

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MedWebPlus: http://medwebplus.com/subject/Alternative_and_Complementary_Medicine

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Open Directory Project: http://dmoz.org/Health/Alternative/

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HealthGate: http://www.tnp.com/

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WebMDHealth: http://my.webmd.com/drugs_and_herbs

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WholeHealthMD.com: http://www.wholehealthmd.com/reflib/0,1529,00.html

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Yahoo.com: http://dir.yahoo.com/Health/Alternative_Medicine/

The following is a specific Web list relating to learning disabilities; please note that any particular subject below may indicate either a therapeutic use, or a contraindication (potential danger), and does not reflect an official recommendation: •

General Overview Attention Deficit–hyperactivity Disorder Source: Healthnotes, Inc.; www.healthnotes.com Birth Defects Prevention Source: Healthnotes, Inc.; www.healthnotes.com Meningitis Source: Integrative Medicine Communications; www.drkoop.com Pregnancy and Postpartum Support Source: Healthnotes, Inc.; www.healthnotes.com

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Alternative Therapy Music Therapy Source: WholeHealthMD.com, LLC.; www.wholehealthmd.com Hyperlink: http://www.wholehealthmd.com/refshelf/substances_view/0,1525,719,00.html

General References A good place to find general background information on CAM is the National Library of Medicine. It has prepared within the MEDLINEplus system an information topic page dedicated to complementary and alternative medicine. To access this page, go to the MEDLINEplus site at http://www.nlm.nih.gov/medlineplus/alternativemedicine.html. This Web site provides a general overview of various topics and can lead to a number of general sources.

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CHAPTER 4. DISSERTATIONS ON LEARNING DISABILITIES Overview In this chapter, we will give you a bibliography on recent dissertations relating to learning disabilities. We will also provide you with information on how to use the Internet to stay current on dissertations. IMPORTANT NOTE: When following the search strategy described below, you may discover non-medical dissertations that use the generic term “learning disabilities” (or a synonym) in their titles. To accurately reflect the results that you might find while conducting research on learning disabilities, we have not necessarily excluded non-medical dissertations in this bibliography.

Dissertations on Learning Disabilities ProQuest Digital Dissertations, the largest archive of academic dissertations available, is located at the following Web address: http://wwwlib.umi.com/dissertations. From this archive, we have compiled the following list covering dissertations devoted to learning disabilities. You will see that the information provided includes the dissertation’s title, its author, and the institution with which the author is associated. The following covers recent dissertations found when using this search procedure: •

An Analysis and Comparison of Four Methods of Text Production for Postsecondary Students with Learning Disabilities by Sacks, Martha C., PhD from Temple University, 1996, 187 pages http://wwwlib.umi.com/dissertations/fullcit/9707003

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An Analysis of Academic Performance, Self-concept, Social Integration, Adaptive Behavior, and Consumer Satisfaction in an Elementary Level Class Within a Class Alternative Service Delivery Model for Students with Learning Disabilities (mainstreaming) by Klamm, Kenneth Robert, PhD from University of Kansas, 1990, 156 pages http://wwwlib.umi.com/dissertations/fullcit/9110887

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An Analysis of Achievement and Progress of Students with Learning Disabilities and Students without Learning Disabilities in the Class-within-a-Class (CWC) Inclusion Model by Beal, Halina A., EDD from University of Kansas, 1998, 140 pages http://wwwlib.umi.com/dissertations/fullcit/9931908

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An Analysis of Educational Placements and Instructional Strategies for Children with Learning Disabilities in French and English School Settings by Gauthier, Yvon Joseph, EDD from University of Massachusetts, 1988, 144 pages http://wwwlib.umi.com/dissertations/fullcit/8813224

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An Analysis of Learning Disabilities and Childhood Depression in Pre-adolescent Students by Bonomo, Janice Abrams, EDD from Indiana University of Pennsylvania, 1990, 132 pages http://wwwlib.umi.com/dissertations/fullcit/9024303

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An Analysis of Psychological and Educational Variables and Their Relationship to Global Self-worth, Scholastic Competence, and Social Acceptance in Male Children Diagnosed with a Learning Disability by Graves, Leigh Revell, PhD from The Florida State University, 1995, 105 pages http://wwwlib.umi.com/dissertations/fullcit/9544313

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An Analysis of Stress and Burnout in Learning Disabilities and Regular Education Teachers by Olsen, Heidi Roberts, PhD from Northwestern University, 1988, 308 pages http://wwwlib.umi.com/dissertations/fullcit/8823018

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An Analysis of Student Outcomes in Cotaught Settings in Comparison to Other Special Education Service Delivery Options for Students with Learning Disabilities by Weichel, Wendy Ann; PhD from University of California, Riverside, 2001, 151 pages http://wwwlib.umi.com/dissertations/fullcit/3021407

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An Analysis of Teacher Script and Illustrations Contained in Three Basal Reading Series for Teaching Cause-effect and Sequence to Third, Fourth, and Fifth-grade Mainstreamed Students with Learning Disabilities Using Selected Wiig and Semel Principles (tea by Coffee, Sandra Ann, EDD from University of Georgia, 1992, 212 pages http://wwwlib.umi.com/dissertations/fullcit/9224713

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An Analysis of the Auditory-verbal and Visual-figural Learning and Memory Patterns of College Students with Learning Disabilities by Eckert, Robert Kurt, PhD from Western Michigan University, 1996, 88 pages http://wwwlib.umi.com/dissertations/fullcit/9636864

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An Analysis of the Effects of Dictation and Planning Instruction on the Writing of Students with Learning Disabilities by De La Paz, Susan C., PhD from University of Maryland College Park, 1995, 263 pages http://wwwlib.umi.com/dissertations/fullcit/9607749

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An Analysis of the Effects of Response Cards, Self-monitoring, and Goal-setting on the Social Studies Achievement of Students with Learning Disabilities and Low Reading Achievement by Swanson, Philip N., PhD from Vanderbilt University, 1998, 132 pages http://wwwlib.umi.com/dissertations/fullcit/9841635

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An Analysis of the Performance of Children with Learning Disabilities on the Illinois Test of Psycholinguistic Abilities and the Wechsler Intelligence Scale for Children by Grief, Ellen G., EDD from University of Kansas, 1971, 85 pages http://wwwlib.umi.com/dissertations/fullcit/7211703

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An Analysis of the Relationship between Self-concept and Conceptual, Spatial, and Sequential Learning Disabilities (Midwest, Elementary, Bannatyne) by Murphy, Beverly Fuller, EDD from Indiana University, 1984, 100 pages http://wwwlib.umi.com/dissertations/fullcit/8429370

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An Analysis of the Relationships among Selected Attitudinal, Demographic, and Behavioral Variables and the Self-reported Intent to Use and Actual Use of Alcohol and Other Drugs by Adolescents with Learning Disabilities (alcohol Abuse, Drug Abuse, Middle S by Rodeheffer, Beverly Pinder, PhD from The Ohio State University, 1995, 237 pages http://wwwlib.umi.com/dissertations/fullcit/9612266

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An Assessment of the Characteristics of Children Labeled Learning Disabled As Perceived by Graduates of the Learning Disabilities Teacher Certification Program at the University of Minnesota. by Ruberto, Leo Andrew, PhD from University of Minnesota, 1975, 103 pages http://wwwlib.umi.com/dissertations/fullcit/7604075

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An Attributional Analysis of the Causal Properties of Specific Learning Disability by Clark, Margaret Doreen, PhD from University of California, Los Angeles, 1998, 119 pages http://wwwlib.umi.com/dissertations/fullcit/9906052

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An Educational and Neuropsychological Framework for the Clinical Conception and Diagnosis of Children with Learning Disabilities by Eames, Nancy; EDD from University of Toronto (Canada), 1989 http://wwwlib.umi.com/dissertations/fullcit/NL50992

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An Empirical Analysis of Fourteen Definitions of Learning Disabilities with Elementary-age Students by Epps, Susan, PhD from University of Minnesota, 1982, 192 pages http://wwwlib.umi.com/dissertations/fullcit/8221263

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An Empirical Analysis of the Relationship between Hours in General Education and the Academic and Behavioral Outcomes of Students with Learning Disabilities by Hall, Kathryn Sarah, PhD from University of South Florida, 1997, 136 pages http://wwwlib.umi.com/dissertations/fullcit/9803881

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An Empirical Investigation of the Behavioral Dimensions of Four Tests of Learning Disabilities by Crittenden, Jerry Blickman, PhD from Michigan State University, 1969, 151 pages http://wwwlib.umi.com/dissertations/fullcit/7009515

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An Ethnographic Study of Adult University Students with Learning Disabilities (adult Students) by Salzman, Cally Louise, EDD from University of San Francisco, 1996, 135 pages http://wwwlib.umi.com/dissertations/fullcit/9625586

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An Evaluation of a Method for Developing Learning Strategies in Kindergarten Children with Potential Learning Disabilities by O'Neill, Marie J; PhD from University of Toronto (Canada), 1975 http://wwwlib.umi.com/dissertations/fullcit/NK35283

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An Evaluation of a Method for Developing Learning Strategies in Kindergarten Children with Potential Learning Disabilities. by O'Neill, Marie Jose, PhD from University of Toronto (Canada), 1975 http://wwwlib.umi.com/dissertations/fullcit/f3891190

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An Evaluation of Simulation As an Approach to Assisting Elementary Teachers to Identify Children with Learning Disabilities and to Utilize Ancillary Personnel in Initiating Remediation Programs Within Their Classrooms by Meehan, Daniel Roger, EDD from Syracuse University, 1971, 175 pages http://wwwlib.umi.com/dissertations/fullcit/7206661

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A Case Study of Metacognitive Strategy Use Relative to the Use of the Visual Image Concept Mapping Software, 'inspiration', by College Students with Learning Disabilities by Jenkins, Patricia Shawn; DED from The Pennsylvania State University, 2000, 275 pages http://wwwlib.umi.com/dissertations/fullcit/9998366

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A Case Study of Reading Education for Middle School Students with Learning Disabilities by Sargent, John Arthur; EDD from Louisiana Tech University, 2003, 227 pages http://wwwlib.umi.com/dissertations/fullcit/3084544

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A Century of Research Related to Specific Learning Disabilities. by Cordoni, Barbara Keene, EDD from Duke University, 1976, 299 pages http://wwwlib.umi.com/dissertations/fullcit/7701062

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A Classroom Teacher's Experience with Writing As a Vehicle for Teaching Science (learning Disabilities, Inclusion) by Karmazin, Karen Sue, EDD from State University of New York at Buffalo, 1996, 105 pages http://wwwlib.umi.com/dissertations/fullcit/9613146

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A Cognitive and Linguistic Model of Individual Differences in the Reading Comprehension of College Students with and without Learning Disabilities by Knight, Deborah Forsyth; PhD from University of Georgia, 2000, 148 pages http://wwwlib.umi.com/dissertations/fullcit/9986937

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A Collaborative Classroom Ethnography of a Fourth/fifth Grade Community of Writers, Including Students with and without the Label of Learning Disabilities by Kuykendall, Maud Andrews, EDD from University of Northern Colorado, 1997, 679 pages http://wwwlib.umi.com/dissertations/fullcit/9827965

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A Collaborative Consultation Program Model: a Study of an Educational Placement Option for Teaching Middle School Students with Learning Disabilities by Eskin, Alyssa Michele, PhD from The Union Institute, 1999, 158 pages http://wwwlib.umi.com/dissertations/fullcit/9927892

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A Comparative Analysis of Creative Thinking Patterns in Children Who Are Gifted, Learning Disabled, and Gifted with Learning Disabilities by LaFrance, Edith B. (DEE), PhD from University of Ottawa (Canada), 1994, 234 pages http://wwwlib.umi.com/dissertations/fullcit/NN93590

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A Comparative Analysis of Patterns of Attitudes among Mothers of Children with Learning Disabilities, and Mothers of Children Who Are Achieving Normally by Freeman, Mary Alice Root, PhD from Northwestern University, 1970, 243 pages http://wwwlib.umi.com/dissertations/fullcit/7110115

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A Comparative Analysis of Sixth-, Seventh-, and Eighth-grade Regular Education Students with and without Learning Disabilities Using Lateral Preference and Learning Style Measures (sixth-grade, Seventh-grade) by Cowie, Keith E., PhD from University of Northern Colorado, 1995, 174 pages http://wwwlib.umi.com/dissertations/fullcit/9617461

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A Comparative Analysis of Students with Learning Disabilities and Low Achievers on Family and Child Variables and Change in Achievement by Vaughn, Deloris Ann; PhD from University of South Florida, 2000, 122 pages http://wwwlib.umi.com/dissertations/fullcit/9968836

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A Comparative Analysis of Two Decoding Methods on the Acquisition and Maintenance of Sight Words by Secondary Students with Learning Disabilities by Marchisan, Marta L.; PhD from The University of Southern Mississippi, 2000, 151 pages http://wwwlib.umi.com/dissertations/fullcit/9988350

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A Comparative Analysis Researching Self-esteem, Family Relations, and Learning Disabilities by Level of Gang Membership by Florian-Lacy, Dorothy J., EDD from Texas Southern University, 1998, 147 pages http://wwwlib.umi.com/dissertations/fullcit/9909771

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A Comparative Study of Academic Achievement of Children with Learning Disabilities in Two Instructional Programs. by Deboer, Anita Louise, EDD from Northern Illinois University, 1974, 92 pages http://wwwlib.umi.com/dissertations/fullcit/7502293

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A Comparative Study of Free Recall for LD, ADHD, and ADHD+LD Children (Learning Disabilities, Hyperactivity) by Smith, Donna Ann Rury, EDD from Texas Tech University, 1991, 134 pages http://wwwlib.umi.com/dissertations/fullcit/9204410

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A Comparative Study of Occupational Stress Levels among Selected Rural Alabama Teachers in the Areas of Mental Retardation, Learning Disabilities, and Emotional Conflict by Wiley, Nancy Susan, EDD from The University of Alabama, 1987, 125 pages http://wwwlib.umi.com/dissertations/fullcit/8810953

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A Comparative Study of Psychoeducational Test Scores of Emotionally Disturbed Children and Children with Learning Disabilities by Friedman, Geraldine H. Probe, PhD from Saint Louis University, 1971, 129 pages http://wwwlib.umi.com/dissertations/fullcit/7223933

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A Comparative Study of Standard Scores, Discrepancy Scores and Reliability Analyses in the Learning Disabilities Evaluation Process Employing the Wide Range Achievement Test (1978), and the Wide Range Achievement Test-revised (1984) by Paneff, Mary Jo, PhD from The University of Toledo, 1987, 74 pages http://wwwlib.umi.com/dissertations/fullcit/8722184

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A Comparative Study of Teaching Critical Thinking Through Persuasive Writing to Average, Gifted and Students with Learning Disabilities by Hughes, Claire Elizabeth; PhD from The College of William and Mary, 2000, 330 pages http://wwwlib.umi.com/dissertations/fullcit/9975022

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A Comparative Study of the Identification of Learning Disabilities in a Multidistrict Special Education Unit (placement) by Trefz, Jacqualene L., EDD from The University of North Dakota, 1990, 241 pages http://wwwlib.umi.com/dissertations/fullcit/9118345

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A Comparative Study on Career Self-efficacy and Perceptions of Career Decisionmaking among Secondary Students with Gifts/talents, Those with Both Gifts/talents and Learning Disabilities, and Those with Learning Disabilities by Hua, Ching-kai; EDD from University of Northern Colorado, 2002, 269 pages http://wwwlib.umi.com/dissertations/fullcit/3059985

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A Comparison in Achievement of Students with Learning Disabilities Who Participate in Traditional Pull-out Programs As Compared to Inclusive Settings by Nichols, Rene Pendley, EDD from The University of Alabama, 1996, 118 pages http://wwwlib.umi.com/dissertations/fullcit/9714281

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A Comparison of 3rd, 4th, and 5th Grade Students' Performance in Written Language, Oral Language, and Silent Reading Comprehension (Learning Disabilities, Composition, Assessment) by Angiuli, Rosemarie, PhD from Georgia State University, 1985, 253 pages http://wwwlib.umi.com/dissertations/fullcit/8604308

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A Comparison of a Nonoral and an Oral Method of Teaching Reading Association Skills to Children with Language Learning Disabilities (Nonoral Method, Learning Disabilities) by Denning, Eddie Mosco, EDD from The Johns Hopkins University, 1990, 141 pages http://wwwlib.umi.com/dissertations/fullcit/9030181

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A Comparison of Ability-achievement Discrepancy Models for Identifying Learning Disabilities by Roderiques, Adrienne Blunt; PhD from The University of Tennessee, 2001, 55 pages http://wwwlib.umi.com/dissertations/fullcit/3022757

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A Comparison of Achievement-related Parenting Styles for Children with Average or Low Achievement and with Learning Disabilities by Rich, Laura Michele, PhD from Ball State University, 1996, 77 pages http://wwwlib.umi.com/dissertations/fullcit/9623150

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A Comparison of Adult Learning Disability Subtypes in the Vocational Rehabilitation System by Dunham, Mardis D., PhD from University of Missouri Columbia, 1996, 116 pages http://wwwlib.umi.com/dissertations/fullcit/9809668

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A Comparison of Beliefs and Practices of Teachers of Pupils with Learning Disabilities in the Areas of Theory, Organization, Methods, and Materials by Spataro, Cynthia G., EDD from The University of Southern Mississippi, 1987, 86 pages http://wwwlib.umi.com/dissertations/fullcit/8806664

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A Comparison of College Freshmen Retention Rates for Students with Learning Disabilities Attending Independent Colleges with and without Comprehensive Services by Keel, Mary Williams; EDD from North Carolina State University, 2000, 104 pages http://wwwlib.umi.com/dissertations/fullcit/9964364

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A Comparison of Concepts about HIV/AIDS Held by Seventh-Grade Students with and without Learning Disabilities (Immune Deficiency) by Clark, Kathy Vernon, EDD from The University of Alabama, 1991, 103 pages http://wwwlib.umi.com/dissertations/fullcit/9130226

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A Comparison of Direct Instruction, Literature-based, and Authentic Reading Probes in the Curriculum-based Measurement of Reading Progress of Students with Specific Learning Disabilities by King, Mary Lisa; PhD from University of South Florida, 2000, 158 pages http://wwwlib.umi.com/dissertations/fullcit/3001955

Dissertations 133

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A Comparison of Employment Personality Characteristics among Individuals with and without Learning Disabilities by McKinney, Ricardo John, Jr.; EDD from University of Michigan, 2001, 127 pages http://wwwlib.umi.com/dissertations/fullcit/3000913

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A Comparison of Group Tests and Individual Tests for the Identification of Students with Specific Learning Disabilities (Reading, Metropolitan, Otis-Lennon, WoodcockJOHNSON, WISC-R) by Hamrick, Janice Ridgdill, EDD from University of Georgia, 1985, 90 pages http://wwwlib.umi.com/dissertations/fullcit/8606051

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A Comparison of Indoor Versus Outdoor Teaching Interventions upon the Academic Skill Acquisition and Interaction Behaviors of Selected Students with Learning Disabilities (Outdoor Education, Special Populations) by Childs, Sally Ann, PhD from The Ohio State University, 1986, 278 pages http://wwwlib.umi.com/dissertations/fullcit/8625196

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A Comparison of Intellectual Ability, Achievement Level, Self-concept, and Behavior Problems Exhibited by Children Labeled As Learning Disabilities and Emotionally Disturbed by Wagonseller, Bill R., EDD from University of Kansas, 1971, 105 pages http://wwwlib.umi.com/dissertations/fullcit/7211722

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A Comparison of Lecture Only and Lecture Plus Active Participation As a Means of Informing Adults of the Feelings of Children with Learning Disabilities. by Shewell, Betty E. (Todd), EDD from The University of Tulsa, 1974, 121 pages http://wwwlib.umi.com/dissertations/fullcit/7414377

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A Comparison of Perceptions of Specific Learning Disabilities Teachers with Exceptional Student Education Lead Teachers toward Goal Achievement by Brater, Patricia Barrack, EDD from Florida Atlantic University and University of Central Florida, 1983, 286 pages http://wwwlib.umi.com/dissertations/fullcit/8322804

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A Comparison of Psychological Distress Profiles of College Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder As Compared to College Students with No Disabilities by Bertot, Peter, Jr.; PhD from University of Georgia, 2001, 92 pages http://wwwlib.umi.com/dissertations/fullcit/3025248

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A Comparison of Spoken Language Abilities in Children with Aphasia, Autism, Learning Disabilities, and Normal Language Abilities by McDonough, Dayle Davis, PhD from University of New Orleans, 1986, 162 pages http://wwwlib.umi.com/dissertations/fullcit/8625151

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A Comparison of Stress Responses of Children with and without Learning Disabilities by Aldrete-Phan, Chau N.; PhD from Temple University, 2001, 127 pages http://wwwlib.umi.com/dissertations/fullcit/3031493

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A Comparison of Subtraction Error Patterns between Students with Learning Disabilities and Nondisabled Peers (Error Analysis) by Wisniewski, Lech Andrew, PhD from University of Missouri - Columbia, 1990, 86 pages http://wwwlib.umi.com/dissertations/fullcit/9119301

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A Comparison of the Career Decision-making Skills of College Students with and without Learning Disabilities: Implications for College to Work Transition Services by Hollis, Bridget Allegra; RhD from Southern Illinois University at Carbondale, 2001, 125 pages http://wwwlib.umi.com/dissertations/fullcit/3030903

134 Learning Disabilities

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A Comparison of the Effect of In-class Support on the Educational Performance of Students with Mild Learning Disabilities Compared to Regular Education Students by Rizio, Lori Elizabeth, EDD from Rutgers the State University of New Jersey - New Brunswick, 1994, 76 pages http://wwwlib.umi.com/dissertations/fullcit/9514125

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A Comparison of the Effectiveness of Itinerant and Resource Room Model Programs Designed to Serve Children with Learning Disabilities. by Pepe, Henry James, EDD from University of Kansas, 1973, 113 pages http://wwwlib.umi.com/dissertations/fullcit/7412507

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A Comparison of the Effects of Guided Discovery Versus Didactic Strategy Instruction on the Composition Skills of Students with Learning Disabilities by Troia, Gary Alan; PhD from University of Maryland College Park, 1999, 298 pages http://wwwlib.umi.com/dissertations/fullcit/9967985

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A Comparison of the Effects of Test-taking Strategy Instruction on Goal Orientation, Self-efficacy, and Test Anxiety between Secondary Students with and without Learning Disabilities in Different Learning Environments by Poynter, Barbara Ann, PhD from Oklahoma State University, 1998, 173 pages http://wwwlib.umi.com/dissertations/fullcit/9901200

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A Comparison of the Instruction of Academic Self-Regulation by General and Special Education Teachers to Students with Learning Disabilities by Dobush, Kenneth E., PhD from State University of New York at Albany, 1997, 179 pages http://wwwlib.umi.com/dissertations/fullcit/9806197

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A Comparison of the Keyword Mnemonic Strategy with Three Alternative Learning Methods in Teaching Word Meanings to Children with Learning Disabilities by Condus, Maria Mathos, PhD from Southern Illinois University at Carbondale, 1985, 148 pages http://wwwlib.umi.com/dissertations/fullcit/8526656

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A Comparison of the Learning Disabilities Resource Room and Regular Classroom Activities during Time Allocated for Reading Instruction by Hosek, Gayle Alyce, PhD from University of Florida, 1984, 158 pages http://wwwlib.umi.com/dissertations/fullcit/8509937

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A Comparison of the Metacognitive Knowledge about Reading of Fourth-grade Students with and without Learning Disabilities Taught by Two Methods of Reading Instruction in Inclusion Classrooms by Bunker, Melise Rankin, EDD from Florida Atlantic University, 1997, 201 pages http://wwwlib.umi.com/dissertations/fullcit/9733718

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A Comparison of the Norms and Expectations of Secondary Learning Disability Teachers and Secondary Principals in the State of Oklahoma toward Specific Areas of Public Law 94-142 As It Relates to Learning Disabilities by Ferrieri-Siano, Barbara, EDD from The University of Oklahoma, 1985, 123 pages http://wwwlib.umi.com/dissertations/fullcit/8524072

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A Comparison of the Reading Characteristics of College Student Poor Readers with and without Learning Disabilities by Warde, Beverly Aileen, EDD from Florida Atlantic University, 1995, 140 pages http://wwwlib.umi.com/dissertations/fullcit/9608980

Dissertations 135

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A Comparison of the Relative Efficacy of Special Class Education and Drug Therapy for Children with Selected Learning Disabilities. by Jacobson, Ruth Sarah Forman, EDD from Boston University School of Education, 1974, 259 pages http://wwwlib.umi.com/dissertations/fullcit/7420439

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A Comparison of the Writing Products of Students with Learning Disabilities in Inclusive and Resource Room Settings Using Different Writing Instruction Approaches by Curry, Kimberly Ann, EDD from Florida Atlantic University, 1997, 236 pages http://wwwlib.umi.com/dissertations/fullcit/9810975

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A Comparison of Traditional and E-mail Penpal Correspondence by Evaluating Composition Skills of Students with and without Learning Disabilities by Stanford, Barbara Ward; EDD from The University of Southern Mississippi, 1999, 137 pages http://wwwlib.umi.com/dissertations/fullcit/9947707

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A Comparison of Two Types of Training for Learning Disabilities Teacher Collaboration with Classroom Teachers. by White, Garry William, PhD from The University of North Carolina at Chapel Hill, 1978, 144 pages http://wwwlib.umi.com/dissertations/fullcit/7900519

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A Comparison of WISC-R Subtest Patterns among Gifted Children with Learning Disabilities, Gifted Children, and Average IQ Children with Learning Disabilities by Rattner, Bonnie Gilman, EDD from University of San Francisco, 1981, 132 pages http://wwwlib.umi.com/dissertations/fullcit/8302707

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A Compilation of the Literature Relating to Hyperactivity - Hyperkinesis, Learning Disabilities and Food Additives by Dortch, Annie Laura, EDD from Saint Louis University, 1980, 148 pages http://wwwlib.umi.com/dissertations/fullcit/8100486

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A Consumer Survey of Accommodations and Coping Strategies Used during University Enrollment by Students with Learning Disabilities: a Case Study by Polka, Joan Marion, PhD from Temple University, 1995, 114 pages http://wwwlib.umi.com/dissertations/fullcit/9527529

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A Critical Study of Methods of Teaching Children with Learning Disabilities by Grzynkowicz, Wineva, EDD from Marquette University, 1969, 205 pages http://wwwlib.umi.com/dissertations/fullcit/7017403

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A Cross-curricular Approach: the Effects of Integrating Trade Books into the Curriculum to Develop Historical Understanding in Adolescents with Learning Disabilities by Fuhler, Carol Jean, EDD from Northern Illinois University, 1992, 335 pages http://wwwlib.umi.com/dissertations/fullcit/9230710

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A Delivery System Model for the Learning Disabilities Resource Teacher As a Consultant by True, Margaret Ellen, EDD from Peabody College for Teachers of Vanderbilt University, 1979, 123 pages http://wwwlib.umi.com/dissertations/fullcit/8105475

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A Delphi Survey Study: School Psychologists' Perceptions of Learning Styles, Discrepancy Formulas, and the Learning Disabilities Identification Process by Winterton, Sally Tamburello; EDD from University of Pennsylvania, 2000, 316 pages http://wwwlib.umi.com/dissertations/fullcit/9963100

136 Learning Disabilities

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A Descriptive Study of a Group of Pupils in a Class for Children with Learning Disabilities by Roberds, Jeanette Grace Hatfield, EDD from Ball State University, 1968, 88 pages http://wwwlib.umi.com/dissertations/fullcit/6908570

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A Descriptive Study of Whole Language Theory in Use with Children with Learning Disabilities by Hogle, Suzanne Eaton, PhD from Kent State University, 1993, 327 pages http://wwwlib.umi.com/dissertations/fullcit/9405923

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A Diagnostic Model: the Identification of Learning Disabilities in Adults by Berg, Nancy E., PhD from The University of Wisconsin - Milwaukee, 1995, 176 pages http://wwwlib.umi.com/dissertations/fullcit/9625587

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A Diagnostic Study of the Prevalence of Learning Disabilities Detected in Randomly Selected Referrals to Jefferson County Probation Services, Jefferson County, Texas by Goulas, Fara Marilyn, EDD from McNeese State University, 1982, 90 pages http://wwwlib.umi.com/dissertations/fullcit/8225123

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A Dialogic Analysis of the Paradigm Debate in the Field of Learning Disabilities (Donald Deshler, Mary Poplin) by MacInnis, Carole Marie, PhD from Dalhousie University (Canada), 1994, 277 pages http://wwwlib.umi.com/dissertations/fullcit/NN98897

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A Field Study of the Use of the WISC to Differentiate Children with Learning Disabilities from Emotionally Disturbed and Clinically Normal. by Vanvactor, John C., PhD from Purdue University, 1974, 97 pages http://wwwlib.umi.com/dissertations/fullcit/7510975

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A Follow-up Study of 1989-1990 Graduates and Dropouts with Learning Disabilities Participating in Vocational Programs in a Large Urban School System (Urban Education) by Dickson, Mercedes McNair, EDD from Virginia Polytechnic Institute and State University, 1996, 185 pages http://wwwlib.umi.com/dissertations/fullcit/9624176

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A Follow-up Study of Adults Identified in Childhood As Having a Learning Disability Either in Reading or in Arithmetic by Harrison, Allyson Grainger Elgie, PhD from Queen's University at Kingston (Canada), 1992, 250 pages http://wwwlib.umi.com/dissertations/fullcit/NN76361

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A Follow-up Study of Students with Learning Disabilities and the Factors Associated with Their Successful Community Adjustment by Moran, Teresa Rubadue, PhD from The Ohio State University, 1993, 136 pages http://wwwlib.umi.com/dissertations/fullcit/9412023

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A Follow-up Survey for Students with Learning Disabilities after Exiting a Postsecondary Institution (transitioning) by Greenbaum, Beth Lee, PhD from University of Maryland College Park, 1993, 247 pages http://wwwlib.umi.com/dissertations/fullcit/9327418

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A Life-stream Interpretation of the Objective and Subjective Everyday Experiences of Adolescents with Learning Disabilities As Compared to Their Low-achieving and Average-achieving Peers (peer Comparisons, Emotions) by Mcphail, Jean C., PhD from Northwestern University, 1991, 157 pages http://wwwlib.umi.com/dissertations/fullcit/9129034

Dissertations 137

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A Longitudinal Analysis of the Nels:88 Data: Selected Factors Predictive of Job Satisfaction of Students with Mild Orthopedic and Learning Disabilities by Kleinmann, Elizabeth Lee; EDD from Widener University, 2001, 70 pages http://wwwlib.umi.com/dissertations/fullcit/3003353

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A Measurement of the Critical Thinking Ability of College Students with Learning Disabilities by Al-musaad, Hessa M.; PhD from The Pennsylvania State University, 2001, 119 pages http://wwwlib.umi.com/dissertations/fullcit/3020416

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A Meta-analysis of Graphic Organizer Interventions for Students with Learning Disabilities by Kang, Ock-ryeo; PhD from University of Oregon, 2002, 150 pages http://wwwlib.umi.com/dissertations/fullcit/3045090

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A Meta-analysis of Mathematics Interventions Reported for 1971--1998 on the Mathematics Achievement of Students Identified with Learning Disabilities and Students Identified As Low Achieving by Lee, Dae-sik; PhD from University of Oregon, 2000, 157 pages http://wwwlib.umi.com/dissertations/fullcit/9963449

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A Multiple Case Study of the Impact of the Soar to Success Intermediate Intervention Program on Students with Learning Disabilities in Eighth Grade in a Delaware Middle School by Sabbatino, Eileen Dugan; EDD from Wilmington College (Delaware), 2001, 173 pages http://wwwlib.umi.com/dissertations/fullcit/9990214

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A Multi-process, Multi-modality Approach to the Diagnosis of Learning Disabilities. by Boeding, Marvin Alex, PhD from Colorado State University, 1975, 262 pages http://wwwlib.umi.com/dissertations/fullcit/7604298

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A Multivariate Analysis of Teacher-rated Behavioral Subtypes and Self-referenced Personality Patterns of Adolescents with School-verified Learning Disabilities by Major, Gary M., PhD from Marquette University, 1986, 108 pages http://wwwlib.umi.com/dissertations/fullcit/8708727

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A Neuropsychological Analysis of the Psychosocial Functioning of Two Learning Disability Subtypes by Cronin, W. Jean, PhD from Loyola University of Chicago, 1994, 108 pages http://wwwlib.umi.com/dissertations/fullcit/9416937

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A Neuropsychological Approach to Performances in Selected Cognitive Functions of Cerebral Palsied Children with Left Hemiplegias and Right Hemiplegias and Children with Specific Learning Disabilities. by Goldberg, Terry Eugene, PhD from The University of Michigan, 1978, 212 pages http://wwwlib.umi.com/dissertations/fullcit/7822899

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A Predictive Validity Study of Search: a Screening Instrument Used for Identifying Kindergarten Children Who May Be Vulnerable to School Failure (learning Disabilities, at Risk) by Fopiano, Joy Ellen, EDD from University of Massachusetts, 1992, 99 pages http://wwwlib.umi.com/dissertations/fullcit/9219431

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A Procedure for the Identification of Children with Learning Disabilities by Wissink, John Frederick, PhD from The University of Arizona, 1972, 124 pages http://wwwlib.umi.com/dissertations/fullcit/7231838

138 Learning Disabilities

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A Process Approach to the Evaluation of Visual-motor Skills in Children with Learning Disabilities a Study Using the Rey Complex Figure Test by Salter, Karen Michelle; PhD from University of Victoria (Canada), 1989 http://wwwlib.umi.com/dissertations/fullcit/NL46524

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A Proposed Program for Diagnosing and Remediating Learning Disabilities on a Kindergarten Level. by Smith, Janice Esther Edwards, EDD from Indiana University, 1976, 121 pages http://wwwlib.umi.com/dissertations/fullcit/7703373

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A Psychoeducational Evaluation of Precursors to Learning Disabilities in the Very Low Birthweight Population at 5 1/2 Years by Meyer, Marliss E; PhD from University of Alberta (Canada), 1988 http://wwwlib.umi.com/dissertations/fullcit/NL45457

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A Psychoeducational Evaluation of Precursors to Learning Disabilities in the Very Low Birthweight Population at 5 1/2 Years by Meyer, Marliss Elaine, PhD from University of Alberta (Canada), 1988 http://wwwlib.umi.com/dissertations/fullcit/f3844948

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A Qualitative Analysis of the Influences of Word Processing on the Editing and Revising Strategies of Students with Learning Disabilities by Ashton, Tamarah M., PhD from The Claremont Graduate University and San Diego State University, 1997, 254 pages http://wwwlib.umi.com/dissertations/fullcit/9730905

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A Qualitative Investigation into Adolescents with Learning Disabilities: Their Perceptions and Uses of Social Support by Wilkie, Tara Victoria; PhD from McGill University (Canada), 1999, 318 pages http://wwwlib.umi.com/dissertations/fullcit/NQ55392

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A Qualitative Investigation of Latin and Students with Learning Disabilities at the Postsecondary Level: a Narrative Journey by Ashe, Althea Corkern; PhD from University of Georgia, 2001 http://wwwlib.umi.com/dissertations/fullcit/f1100113

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A Qualitative Investigation of the Patterns and Interactions of Microlevel and Macrolevel Narrative Competencies of College Students Who Have Language Learning Disabilities by Habiger, Margo Lyn, EDD from University of Georgia, 1993, 162 pages http://wwwlib.umi.com/dissertations/fullcit/9404653

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A Qualitative Study of High School Graduates with Learning Disabilities: the Role of Social Supports by Pickering, Avajane, PhD from The University of Utah, 1992, 144 pages http://wwwlib.umi.com/dissertations/fullcit/9224453

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A Qualitative Study of the Perceptions of Six Preservice Teachers: Implementing Oral and Written Retelling Strategies in Teaching Reading to Students with Learning Disabilities by Gudwin, Denise M.; PhD from The Union Institute, 2001, 450 pages http://wwwlib.umi.com/dissertations/fullcit/3029718

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A Radical Perspective on the Development of American Special Education with a Focus on the Concept of 'learning Disabilities' (Student Grouping, Mental Retardation, Pupil Segregation, Policy) by Sigmon, Scott B., EDD from Rutgers the State University of New Jersey - New Brunswick, 1985, 176 pages http://wwwlib.umi.com/dissertations/fullcit/8609242

Dissertations 139

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A Reliability and Validity Study of the VADS Test for Screening Learning Disabilities of Second-Graders with Teachers As Examiners. by Gouge, Betty Merle Gage, PhD from Texas Woman's University, 1975, 65 pages http://wwwlib.umi.com/dissertations/fullcit/7611140

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A Self-organizing Systems Perspective of Learning Disabilities by Zera, David Aloyzy, PhD from The University of Connecticut, 1997, 134 pages http://wwwlib.umi.com/dissertations/fullcit/9737446

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A Set of Indicators for Screening High School Students for Language And/or Learning Disabilities. by Kelly, George Thomas, EDD from University of North Texas, 1977, 105 pages http://wwwlib.umi.com/dissertations/fullcit/7729554

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A Social Behaviorism Theory of Learning Disabilities: the Effect of Emotionalmotivational Characteristics of Attention by Hufano, Linda Diana, PhD from University of Hawaii, 1982, 229 pages http://wwwlib.umi.com/dissertations/fullcit/8313521

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A Strategic Intervention for Identifying and Changing Ineffective Beliefs for Students with Learning Disabilities (Beliefs) by Duchardt, Barbara Anne, PhD from University of Kansas, 1992, 198 pages http://wwwlib.umi.com/dissertations/fullcit/9313098

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A Structural Model of Academic Achievement Evidence from Populations with and without Learning Disabilities by Patrikakou, Evanthia N., PhD from University of Illinois at Chicago, 1995, 141 pages http://wwwlib.umi.com/dissertations/fullcit/9532419

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A Study in the Use of Cooperative Learning to Teach the Writing Process to Students with Learning Disabilities by Hammer-witty, Katheryn A., EDD from University of Central Florida, 1995, 138 pages http://wwwlib.umi.com/dissertations/fullcit/9616867

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A Study of Adaptive Behavior among Preadolescent Normally Achieving, Learning Disabled, and Mild Mentally Retarded Children (learning Disabilities, Social Skills) by Johnstone, Robin S., PhD from Northwestern University, 1994, 123 pages http://wwwlib.umi.com/dissertations/fullcit/9433860

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A Study of College and University Counselors' and Counseling Psychologists' Level of Knowledge of Students Diagnosed with Learning Disabilities by Martin, Margaret Angela, PhD from University of Georgia, 1995, 158 pages http://wwwlib.umi.com/dissertations/fullcit/9540446

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A Study of College Students with and without Learning Disabilities in a Mainstream Foreign Language Class by Block, Lydia Susan, PhD from The Ohio State University, 1992, 246 pages http://wwwlib.umi.com/dissertations/fullcit/9218955

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A Study of Counseling Psychology Professors, Counseling Psychologists, and Professional Counselors: Their Education and Understanding of Clients with Learning Disabilities by Kiernan, Jo Ann, PhD from The University of Connecticut, 1996, 164 pages http://wwwlib.umi.com/dissertations/fullcit/9705019

140 Learning Disabilities

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A Study of Critical Incidents Affecting the Success of Learning-disabled Students in Higher Education (Dyslexia) by Howard, Priscilla Edwards, EDD from Lehigh University, 1992, 268 pages http://wwwlib.umi.com/dissertations/fullcit/9213002

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A Study of Dichotic Listening in Normal Children and Children with Verbal Learning Disabilities by Johnson, Doris Joan, PhD from Northwestern University, 1971, 136 pages http://wwwlib.umi.com/dissertations/fullcit/7207796

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A Study of Employment Outcomes for Students with Specific Learning Disabilities Who Received Single Agency, Interagency or Sequential Agency School-to-work Transition Services by Gamble, Linda, EDD from University of La Verne, 1993, 149 pages http://wwwlib.umi.com/dissertations/fullcit/9319720

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A Study of Evoked Cerebral Responses to Visual Stimuli in Normal Children and Children with Visual Learning Disabilities by Shields, Dianne Todd, PhD from Northwestern University, 1972, 147 pages http://wwwlib.umi.com/dissertations/fullcit/7232578

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A Study of Individual Education Plans for Students with Emotional Handicaps and Learning Disabilities in Inclusive and Resource Classrooms by Grotheer, Priscilla A.; PhD from University of South Florida, 1999, 198 pages http://wwwlib.umi.com/dissertations/fullcit/9943873

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A Study of Junior High School Learning Disabled Students' Satisfaction with Their Learning Disabilities Teachers and Social Studies Teachers' Problem Interaction Skills and the Mainstream Adjustment of These Students by Harden, Debra Morse, EDD from University of Georgia, 1982, 204 pages http://wwwlib.umi.com/dissertations/fullcit/8228693

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A Study of Learning Disabilities among Adult Male Legal Offenders by Lundak, Joel David, PhD from The University of Nebraska - Lincoln, 1988, 108 pages http://wwwlib.umi.com/dissertations/fullcit/8904497

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A Study of Primary Affective Characteristics of Pupils with Specific Learning Disabilities by Bumper, Lydian Lillie, PhD from The University of Southern Mississippi, 1984, 189 pages http://wwwlib.umi.com/dissertations/fullcit/8600732

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A Study of Recommendations and Role Expectations for School Psychologists in Regard to Learning Disabilities in Children. by Wegner, Evelyn Anne, PhD from The American University, 1975, 212 pages http://wwwlib.umi.com/dissertations/fullcit/7608943

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A Study of Research on the Effects of Food Additives on Children's Behavior As Evidenced by the Hyperactivity/learning Disabilities Syndrome by Turman, Mary Wolf, PhD from United States International University, 1978, 225 pages http://wwwlib.umi.com/dissertations/fullcit/8508424

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A Study of Social Competence Training, Maintenance, and Generalization in Preadolescent Learning Disabled Children (learning Disabilities, Mainstreaming) by Griffin, Mark Joseph, PhD from Fordham University, 1991, 95 pages http://wwwlib.umi.com/dissertations/fullcit/9136324

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A Study of the Concurrent Validity of Two Measures Used As Estimates of Potential: a Traditional Iq Test and a Test of Listening Comprehension (reading Potential,

Dissertations 141

Listening Comprehension Tests, Learning Disabilities) by Leavell, Alexandra Glaskowsky, PhD from University of Miami, 1993, 83 pages http://wwwlib.umi.com/dissertations/fullcit/9331517 •

A Study of the Congruence between the Transition Planning Process and First-year Outcomes for Students with Learning Disabilities by Sabel, Donna Marie; EDD from The College of William and Mary, 2001, 136 pages http://wwwlib.umi.com/dissertations/fullcit/9999056

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A Study of the Discriminative Function of Six Variables in 9-12-year-old Males with Learning Disabilities (nine-year-old, Twelve-year-old) by Hanig, Kenneth Matthew, PhD from Andrews University, 1989, 200 pages http://wwwlib.umi.com/dissertations/fullcit/9007144

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A Study of the Effect of Interactive Language in the Stimulation of Cognitive Functioning for Students with Learning Disabilities by Hopkins, Kathleen Ricards, EDD from The College of William and Mary, 1996, 184 pages http://wwwlib.umi.com/dissertations/fullcit/9622283

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A Study of the Effects of a Perceptual-motor Curriculum in Body Image, and Space and Directionality, for Kindergarteners Identified As Having Potential Learning Disabilities. by Sunal, Cynthia Szymanski, PhD from University of Maryland College Park, 1976, 153 pages http://wwwlib.umi.com/dissertations/fullcit/7713035

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A Study of the Effects of Activity Group Counseling on the Self-concepts, Teachers' Ratings of Student Behavior, and Achievement of Fourth and Fifth Grade Students with Learning Disabilities. by Ramage, Roger Lee, EDD from University of Miami, 1979, 255 pages http://wwwlib.umi.com/dissertations/fullcit/7921769

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A Study of the Effects of Ritalin (r) Intervention upon the Perceptual Competencies of Children Diagnosed As Giving Evidence of Psychoneurological Learning Disabilities. by Skorina, Jane Koepel, PhD from Wayne State University, 1973, 176 pages http://wwwlib.umi.com/dissertations/fullcit/7411157

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A Study of the Incidence of Learning Disabilities among Soldiers in the U.s. Army's Basic Skills Education Program (united States Army) by Walsh, Velma Joy, PhD from University of North Texas, 1989, 169 pages http://wwwlib.umi.com/dissertations/fullcit/8921260

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A Study of the Relationship between Academic Failure and Learned Helplessness in Students with and without Learning Disabilities by Hwang, Jinyuan, EDD from University of Northern Colorado, 1992, 149 pages http://wwwlib.umi.com/dissertations/fullcit/9231155

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A Study of the Relationship between Causal Attributions, Achievement Outcome, Learning Disabilities, and Mothers' Behavior in Learning-disabled and Non-learningdisabled Adolescents by Getzler-Kramer, Marian, PhD from New York University, 1988, 150 pages http://wwwlib.umi.com/dissertations/fullcit/8812505

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A Study of the Relationship between Perceived Matriarchal Family Structure and Learning Disabilities in Elementary School Children by Walker, Angus Don, PhD from East Texas State University, 1969, 171 pages http://wwwlib.umi.com/dissertations/fullcit/6921175

142 Learning Disabilities

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A Study of the Relationship between Personal and Environmental Factors Bearing on Self-determination and the Academic Success of University Students with Learning Disabilities by Sarver, Mary Duran; PhD from University of Florida, 2000, 179 pages http://wwwlib.umi.com/dissertations/fullcit/9984478

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A Study of the Relationship between Personality Factors and Achievement in the College Student with Learning Disabilities by Serebreni, Riqua Russell, EDD from University of Arkansas, 1991, 167 pages http://wwwlib.umi.com/dissertations/fullcit/9237398

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A Study of the Relationships between Persistent Immaturity of the Symmetric Tonic Neck Reflex and Learning Disabilities in Children by Bender, Miriam Latta, PhD from Purdue University, 1971, 125 pages http://wwwlib.umi.com/dissertations/fullcit/7201821

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A Study of the Troth-WALKER PCR Form As a Predictive Instrument for Identification of Elementary Pupils with Learning Disabilities by Barham, Jimmie Franklin, PhD from East Texas State University, 1969, 99 pages http://wwwlib.umi.com/dissertations/fullcit/7011279

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A Study of the Visual-motor Ability and Self-concepts of Children with Learning Disabilities in Two Instructional Situations: Regular Classes and Special Classes. by Mccombs, Charlotte Beck, EDD from The University of Alabama, 1975, 200 pages http://wwwlib.umi.com/dissertations/fullcit/7613924

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A Study to Determine Relationships Existing between Sensory Integration Syndromes and Psycholinguistic Abilities in Children with Learning Disabilities. by Sears, Carol Joyce, PhD from The American University, 1976, 193 pages http://wwwlib.umi.com/dissertations/fullcit/7709819

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A Study to Determine the Correlation in a Selected Test Battery Used by Learning Disabilities Teachers in an Illinois Suburban School District by Glinka, Donna M., EDD from Peabody College for Teachers of Vanderbilt University, 1980, 96 pages http://wwwlib.umi.com/dissertations/fullcit/8105440

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A Study to Explore the Effectiveness of a Teaching Procedure in Remediating Receptive and Expressive Language Disorders of First-grade Children with Learning Disabilities. by Illmer, Ruth L., PhD from University of Missouri - Kansas City, 1974, 196 pages http://wwwlib.umi.com/dissertations/fullcit/7423783

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A Survey of Factors Associated with Student Computer Use in Resource Specialist Programs (learning Disabilities) by Penso, Rebecca Ann, EDD from Pepperdine University, 1991, 153 pages http://wwwlib.umi.com/dissertations/fullcit/9136813

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A Survey of Transition Practices for Secondary Students with Learning Disabilities in South Carolina by Piazzola, Suzanne Sylvia, EDD from University of South Carolina, 1995, 130 pages http://wwwlib.umi.com/dissertations/fullcit/9541247

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A Systematic Analysis of the Peer Relations of Elementary-aged Students with Learning Disabilities by Ormsby, Diane Elizabeth, EDD from Northern Illinois University, 1989, 273 pages http://wwwlib.umi.com/dissertations/fullcit/9000534

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A Theoretical and Empirical Investigation of Formulas for Determining a Severe Discrepancy between Aptitude and Achievement Used As a Criterion in

Dissertations 143

Identification of Learning Disabilities by Cooley, Sidney A., PhD from University of Kansas, 1990, 475 pages http://wwwlib.umi.com/dissertations/fullcit/9110872 •

A Validation Study of the Planning-attention-simultaneous-successive Model of Cognitive Processing in Children with and without Learning Disabilities by Pelletier, Shelley Lancraft Frazier, PhD from University of Northern Colorado, 1996, 159 pages http://wwwlib.umi.com/dissertations/fullcit/9701968

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Academic Achievement over Time: Comparing Students with Emotional and Behavioral Disabilities and Students with Learning Disabilities by Anderson, Jeffrey Alvin, PhD from University of South Florida, 1998, 165 pages http://wwwlib.umi.com/dissertations/fullcit/9827807

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Academic Performance and Self-concept of Students with Learning Disabilities Attending Special Day Schools and Regular Mainstream Schools (inclusion) by Zubov, Lynn Roche, PhD from Vanderbilt University, 1996, 109 pages http://wwwlib.umi.com/dissertations/fullcit/9626307

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Academic Responding Time and Instructional Ecology As a Function of Student Sex, Teacher-perceived Academic Competence, and Learning Disabilities Classification by Graden, Janet Lee, PhD from University of Minnesota, 1984, 154 pages http://wwwlib.umi.com/dissertations/fullcit/8424695

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Acceptability and Usefulness Ratings for Traditional Vs. Alternative Vs. Integrated/alternative Assessment of Learning Disabilities by Schowalter, Diane Smith, PhD from The University of Wisconsin - Milwaukee, 1999, 190 pages http://wwwlib.umi.com/dissertations/fullcit/9927603

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Access to Rehabilitation Services by Adults with Learning Disabilities by Smith, Judith Osgood, PhD from The Pennsylvania State University, 1989, 135 pages http://wwwlib.umi.com/dissertations/fullcit/9018282

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Accommodation Strategies for Postsecondary Students with Learning Disabilities: a Survey of Faculty Attitudes and Use by Bigaj, Stephen James, PhD from The University of Connecticut, 1995, 195 pages http://wwwlib.umi.com/dissertations/fullcit/9605507

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Achievement and Affective Outcomes of Routinely-administered Curriculum-based Measurement in Reading among Middle School Students with Learning Disabilities (reading Assessment) by Glor-Scheib, Susan Jane, PhD from University of Pittsburgh, 1991, 106 pages http://wwwlib.umi.com/dissertations/fullcit/9129132

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Achievement Motivation and Locus of Control in Children with Learning Disabilities by Brophy, Sarah Elizabeth, PhD from Boston College, 1981, 67 pages http://wwwlib.umi.com/dissertations/fullcit/8203975

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Acoustic and Associative Variables in the Retention of Words by Children with Learning Disabilities. by Kramon, Daniel Louis, PhD from University of Southern California, 1974, 116 pages http://wwwlib.umi.com/dissertations/fullcit/7501065

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Acquiring New Vocabulary: the Fast Mapping Abilities of Students with Learning Disabilities by Kozminsky, Lea, PhD from University of Pittsburgh, 1992, 258 pages http://wwwlib.umi.com/dissertations/fullcit/9226498

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Adjusting to the Demands of College: Students with Learning Disabilities in a College's Learning Assistance Programs by May, Mark Stephen; PhD from Ohio University, 2002, 605 pages http://wwwlib.umi.com/dissertations/fullcit/3042235

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Administrator and Teacher Perceptions of the Inclusion of Students with Learning Disabilities in Regular Education Classrooms in Nebraska by Wanzenried, Linda Sue, EDD from University of Nebraska at Omaha, 1998, 123 pages http://wwwlib.umi.com/dissertations/fullcit/9826732

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Administrators' Perceptions of Selected Aspects of Specific Learning Disabilities Programs in Florida School Districts. by Taylor, Patricia Silke, EDD from University of Florida, 1975, 269 pages http://wwwlib.umi.com/dissertations/fullcit/7700132

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Adolescents with and without Learning Disabilities Make the Transition to Middle School by Forgan, James Wilson, PhD from University of Miami, 1997, 149 pages http://wwwlib.umi.com/dissertations/fullcit/9805912

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Adults with Learning Disabilities: Accommodation Use and Academic Persistence in Post-secondary Settings by Dunlop, David Norman; PhD from University of California, Los Angeles, 2002, 102 pages http://wwwlib.umi.com/dissertations/fullcit/3066451

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Adults with Learning Disabilities: Profiles in Survival by Shessel, Isabel Joan, EDD from University of Toronto (Canada), 1995, 245 pages http://wwwlib.umi.com/dissertations/fullcit/NN02910

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Affective Education: a Comparative Analysis of the Impact of a Social Skills Program on the Behavior of Mainstreamed Middle School Students with Learning Disabilities by Jacobs, Amanda Graham, PhD from Rutgers the State University of New Jersey New Brunswick, 1990, 302 pages http://wwwlib.umi.com/dissertations/fullcit/9034912

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An Evaluation of the Criteria Used in Establishing Teacher Training Programs in Learning Disabilities at Degree Granting Institutions in the United States by Minniear, Robert Lee, EDD from Northeast Louisiana University, 1973, 223 pages http://wwwlib.umi.com/dissertations/fullcit/7321119

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An Evaluation of the Effectiveness of a Learning Disabilities Center. by Baker, Susan Everett, EDD from Virginia Polytechnic Institute and State University, 1977, 275 pages http://wwwlib.umi.com/dissertations/fullcit/7720217

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An Evaluation of the Integrated Cognitive-behavioral Model for Improving Mathematics Performance and Attentional Behavior of Adolescents with Learning Disabilities and Attention-deficit Hyperactivity Disorders (attention Deficit Hyperactivity Disorder) by Friedman, Fredarica, EDD from Columbia University Teachers College, 1992, 154 pages http://wwwlib.umi.com/dissertations/fullcit/9228467

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An Evaluation of the Reading Knowledge of Selected Learning Disabilities Teachers by Saluzzi, Mary Elizabeth Dwyer, PhD from University of Missouri - Columbia, 1981, 73 pages http://wwwlib.umi.com/dissertations/fullcit/8205418

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An Evaluation Study of Project T.e.a.m.s.: Teaching Educators Alternatives for Mainstream Students (mainstream Students, Classroom Integration, Learning

Dissertations 145

Disabilities) by Deloach, Thurma Fulghum, PhD from University of Kansas, 1989, 135 pages http://wwwlib.umi.com/dissertations/fullcit/9009878 •

An Examination of Competing Models of Learning Disabilities Identification Through the Systematic Variation of Achievement Context by Peterson, Kristin M. H.; PhD from University of Oregon, 1999, 107 pages http://wwwlib.umi.com/dissertations/fullcit/9955922

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An Examination of State Definitions of Learning Disabilities and the Percentage of Students Identified with Adhd And/or Other Health Impairment by Collins, Susan A.; EDD from University of Nevada, Reno, 2000, 182 pages http://wwwlib.umi.com/dissertations/fullcit/9971380

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An Examination of the Differences in the Play Patterns of Three Groups of Preschool Children in Integrated Preschool Programs (learning Disabilities, at Risk) by Solomon, Laura Judith, EDD from The George Washington University, 1993, 220 pages http://wwwlib.umi.com/dissertations/fullcit/9318057

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An Examination of the Effect of Work-related Role Identification and Performance Skills on the Delinquent Behaviors of Youth with Learning Disabilities by Gregitis, Susan Theresa; EDD from American International College, 2003, 94 pages http://wwwlib.umi.com/dissertations/fullcit/3082025

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An Examination of the Predictive Validity in College Admission Criteria for Students with Learning Disabilities by Haubner, James Murry; PhD from Fordham University, 2000, 115 pages http://wwwlib.umi.com/dissertations/fullcit/9975350

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An Examination of Two Instructional Methods for Teaching Content-area Reading to Students with Learning Disabilities by Winchester, Katherine Adcox, PhD from Auburn University, 1996, 145 pages http://wwwlib.umi.com/dissertations/fullcit/9709154

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An Experimental Study Comparing Computer-assisted Instruction with the Traditional Lecture Method in an Introductory Learning Disabilities Course Given to Medical Students. by Karon, Lee Goldwasser, PhD from Northwestern University, 1975, 178 pages http://wwwlib.umi.com/dissertations/fullcit/7529672

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An Exploration of Cognitive Abilities between College Students with Learning Disabilities Diagnosed before and after College Admission by Lefebvre, Allison Marie; Psyd from Rutgers the State University of New Jersey, G.s.a.p.p., 1999, 93 pages http://wwwlib.umi.com/dissertations/fullcit/9945172

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An Exploration of Learner Characteristics of Students Labeled Learning Disabled Who Are Successful Second Language Learners (Learning Disabilities) by Mabbott, Ann Sax, PhD from University of Minnesota, 1995, 187 pages http://wwwlib.umi.com/dissertations/fullcit/9541339

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An Exploration of the Spelling Patterns of Second- and Third-grade Students with Language Learning Disabilities by Lewis, Angela, PhD from University of Alabama at Birmingham, 1996, 108 pages http://wwwlib.umi.com/dissertations/fullcit/9714871

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An Exploratory Study of the Relationships among Parental Involvement with School Learning at Home, Parental Emotions and Parental Values about School Achievement As Reported by Mothers of Children with Learning Disabilities by Matsopoulos,

146 Learning Disabilities

Anastassios Stefanou, PhD from State University of New York at Albany, 1995, 128 pages http://wwwlib.umi.com/dissertations/fullcit/9533097 •

An Exploratory Study on Student-Teacher and Pupil Question-asking Behavior in the Learning Disabilities Classroom. by Yanicke, Georgia Ann, PhD from The University of Wisconsin - Madison, 1975, 307 pages http://wwwlib.umi.com/dissertations/fullcit/7610697

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An Information Processing Approach to the Study of Learning Disabilities: the Effects of Cue Elaboration on the Maintenance and Generalization of Problem Solving Strategies. by Hall, Robert James, PhD from University of California, Los Angeles, 1979, 173 pages http://wwwlib.umi.com/dissertations/fullcit/8001376

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An Inquiry into College Students with Learning Disabilities: Why Are They Successful? by Branker, Cheryl Royster, EDD from North Carolina State University, 1997, 138 pages http://wwwlib.umi.com/dissertations/fullcit/9736813

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An Inservice Training Package for Teachers of Children with Learning Disabilities. by Wilson, Judith Ann, EDD from University of Kansas, 1975, 122 pages http://wwwlib.umi.com/dissertations/fullcit/7601328

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An Instructional Program for Children with Perceptually Related Learning Disabilities by Dawson, David Kenneth, PhD from The Ohio State University, 1966, 93 pages http://wwwlib.umi.com/dissertations/fullcit/6615079

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An Interpretive Inquiry into Psychosocial Development of Students with Learning Disabilities and How It Views Foreign Language Learning by Bailey, Patricia L., PhD from The University of North Carolina at Greensboro, 1995, 132 pages http://wwwlib.umi.com/dissertations/fullcit/9531823

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An Investigation into the Diagnostic Procedures and Remedial Approaches Utilized by Learning Disabilities Specialists in the State of Colorado. by Brown, Carroll Dean, EDD from University of Northern Colorado, 1978, 172 pages http://wwwlib.umi.com/dissertations/fullcit/7902810

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An Investigation into the Effects of an Inservice Program in Learning Disabilities by Fink, Judith, EDD from Peabody College for Teachers of Vanderbilt University, 1980, 199 pages http://wwwlib.umi.com/dissertations/fullcit/8105483

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An Investigation into the Effects of an Inservice Program in Learning Disabilities on Elementary School Teachers' Attitudes and Classroom Instructional Activities by Overline, Harry Martin, EDD from Temple University, 1972, 116 pages http://wwwlib.umi.com/dissertations/fullcit/7220205

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An Investigation into the School Counselor's Role with Students with Learning Disabilities by Fiorini, Jody Joanne; PhD from Syracuse University, 2001, 215 pages http://wwwlib.umi.com/dissertations/fullcit/3019110

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An Investigation of Conceptual Functioning in Learning Disabilities, Schizophrenic, and Normal Children by Reeves, Walter Harold, PhD from Northwestern University, 1972, 182 pages http://wwwlib.umi.com/dissertations/fullcit/7232551

Dissertations 147

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An Investigation of Educational Variables in the Light of a Neurological Screening Test for Learning Disabilities: Implications for Educational Theory by Crawford, Charles Slade, PhD from Graduate Theological Union, 1973, 171 pages http://wwwlib.umi.com/dissertations/fullcit/7323124

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An Investigation of Factors Associated with the Academic Success, Persistence, and Satisfaction of Community College Students with Learning Disabilities by Rattin, Sue Ellen; PhD from University of Illinois at Urbana-Champaign, 2001, 161 pages http://wwwlib.umi.com/dissertations/fullcit/3017191

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An Investigation of Factors Contributing to Misidentification and Incidence of Students Placed in Learning Disability Programs by Doelling, Jane, EDD from University of Missouri - Columbia, 1986, 157 pages http://wwwlib.umi.com/dissertations/fullcit/8701421

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An Investigation of Programs for Children with Learning Disabilities in Michigan by Johnson, Sandra Virginia, PhD from The University of Michigan, 1972, 180 pages http://wwwlib.umi.com/dissertations/fullcit/7311164

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An Investigation of Self-concept in Elementary School Age Students in Learning Disabilities Classrooms by Vallecorsa, Ada Lynn, PhD from University of Pittsburgh, 1979, 88 pages http://wwwlib.umi.com/dissertations/fullcit/8004840

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An Investigation of Self-concept in Urban, Suburban and Rural Students with Learning Disabilities. by Silverman, Rita G., PhD from University of Pittsburgh, 1977, 92 pages http://wwwlib.umi.com/dissertations/fullcit/7801877

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An Investigation of Teachers' Knowledge about Students with Learning Disabilities in Jordan and Their Teaching Strategies during Mathematics Instruction by AlNatour, Mayada M., PhD from The University of Nebraska - Lincoln, 1997, 115 pages http://wwwlib.umi.com/dissertations/fullcit/9725105

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An Investigation of the Application of Feuerstein's Learning Potential Assessment Device with School-identified Adolescents with Learning Disabilities (Feuerstein Reuven) by Brondi Smith, Kathleen, EDD from Temple University, 1993, 259 pages http://wwwlib.umi.com/dissertations/fullcit/9316531

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An Investigation of the Confidence Levels of Teachers Regarding Deaf and Hard of Hearing Students with Learning Disabilities by Asfaw, Annette Marie Bighley; PhD from University of Kansas, 2001, 131 pages http://wwwlib.umi.com/dissertations/fullcit/3050990

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An Investigation of the Effects of a Repeated Reading Intervention on the Fluency and Comprehension of Students with Language-learning Disabilities by Stout, Tamara Worrell, PhD from Georgia State University, 1997, 77 pages http://wwwlib.umi.com/dissertations/fullcit/9804400

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An Investigation of the Implementation of the Transition Requirements of the Individuals with Disabilities Education Act of 1997 for Early Adolescents with Learning Disabilities by Weidenthal, Corinne; EDD from The George Washington University, 2002, 212 pages http://wwwlib.umi.com/dissertations/fullcit/3045493

148 Learning Disabilities

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An Investigation of the Incremental Validity of Human Figure Drawings in the Diagnosis of Learning Disabilities by Hartman, Robert Kintz, PhD from The University of Connecticut, 1970, 63 pages http://wwwlib.umi.com/dissertations/fullcit/7115990

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An Investigation of the Relationship between Exercise and the Cognitive Function of Attention in Adult Students with Learning Disabilities and Attention Deficit Disorder by McKenzie, Diane Lary; PhD from The University of Wisconsin - Madison, 2000, 126 pages http://wwwlib.umi.com/dissertations/fullcit/9972924

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An Investigation of the Reliability and Validity of the 'Enderle-Severson Transition Rating Scale' (Adult Transition, Learning Disabilities, Emotional Disturbance, Mental Retardation) by Severson, Susan Janine, EDD from The University of North Dakota, 1993, 127 pages http://wwwlib.umi.com/dissertations/fullcit/9408439

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An Investigation of Two Types of Learning Disabilities among College Level Students by Williams, Henrietta Ellison, PhD from Southern Illinois University at Carbondale, 1980, 111 pages http://wwwlib.umi.com/dissertations/fullcit/8102440

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An Investigation of Word-finding Skills in Children with Learning Disabilities and Normal Learning Children. by German, Diane J. Newman, PhD from Northwestern University, 1977, 276 pages http://wwwlib.umi.com/dissertations/fullcit/7732305

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Analysis of Diagnostic and Recommendation Practices in a Neuro-Education Clinic (Learning Disabilities, Neuropsychology) by Braciszeski, Terry Lynn, PhD from The University of Michigan, 1985, 324 pages http://wwwlib.umi.com/dissertations/fullcit/8512370

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Analysis of Individualized Education Programs (IEPS) for Students with Behavioral Disorders and Learning Disabilities in Public School Self-contained and Resource Room Settings by Smith, Stephen W., PhD from University of Kansas, 1989, 156 pages http://wwwlib.umi.com/dissertations/fullcit/9009945

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Applied Behavior Analysis of Certain Reading Skills of Seven Boys with Learning Disabilities by Eaton, Marie Dodge, PhD from University of Washington, 1972, 178 pages http://wwwlib.umi.com/dissertations/fullcit/7313814

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Applying to Clinical and Counseling Psychology Programs: a Guide for People with Learning Disabilities by Paquette, Terrence Joseph, Psyd from California School of Professional Psychology - Berkeley/alameda, 1997, 180 pages http://wwwlib.umi.com/dissertations/fullcit/9734311

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Are There Diagnostic Alternatives of the Iq-reading Discrepancy? Evaluation of Assessment Techniques for Identifying Reading Disabled College Students (learning Disabilities) by Cisero, Cheryl Ann, PhD from University of Massachusetts, 1996, 156 pages http://wwwlib.umi.com/dissertations/fullcit/9619381

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Assessing the Potential Syntax Development of Third and Fourth Grade Writers (Learning Disability, Vygotsky, Sentence Combining) by Isaacson, Stephen L., PhD from Arizona State University, 1985, 137 pages http://wwwlib.umi.com/dissertations/fullcit/8513591

Dissertations 149

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Assessment of Learning Disabilities in Young Children with the McCarthy Scales. by Knack, Thomas Michael, PhD from The University of Michigan, 1978, 181 pages http://wwwlib.umi.com/dissertations/fullcit/7822937

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Asymmetrical Tonic Neck Reflex and Lateral Dominance in Children with Learning Disabilities by Connolly, Barbara Helton, EDD from Memphis State University, 1980, 110 pages http://wwwlib.umi.com/dissertations/fullcit/8101779

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Asymmetry of Selective Listening in Normal Children and in Children with Learning Disabilities by Schimelfenig, Arthur Charles, PhD from Arizona State University, 1980, 55 pages http://wwwlib.umi.com/dissertations/fullcit/8019316

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At-risk in Middle School: Definitions and Understandings of Support Practices for Students with Learning Disabilities in Two Integrated Grade 6 Language Arts Classrooms by Tobin, Ruthanne, PhD from University of Victoria (Canada), 1999, 234 pages http://wwwlib.umi.com/dissertations/fullcit/NQ37364

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Attention and Distraction in Children with Learning Disabilities by Mckenzie, Suzanne Wicks; PhD from Mcgill University (Canada), 1979 http://wwwlib.umi.com/dissertations/fullcit/NK42973

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Attentional Processes, Task Demands, and Learning Disabilities by Sona, Greg Harris, PhD from Yeshiva University, 1983, 162 pages http://wwwlib.umi.com/dissertations/fullcit/8405485

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Attitudes and Accommodation Practices of University Health Professions Faculty toward Students with Learning Disabilities by Foss, Joanne Jackson; PhD from University of Florida, 2002, 86 pages http://wwwlib.umi.com/dissertations/fullcit/3083992

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Attitudes and Temperament Traits among Mothers of Children with Learning Disabilities. by Shaw, Sally Kay, PhD from University of North Texas, 1979, 145 pages http://wwwlib.umi.com/dissertations/fullcit/8000804

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Attitudes of General, Bilingual/ESL, and Special Education Teachers toward the Inclusion of Students with Learning Disabilities and Students with Learning Disabilities Who Are Also English Language Learners by Cabello, Arturo, PhD from The Claremont Graduate University, 1999, 149 pages http://wwwlib.umi.com/dissertations/fullcit/9932555

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Attitudes of Remedial Reading, Learning Disabilities, and Classroom Teachers toward Job Roles. by McCoy, Linda Jones, EDD from University of Kansas, 1978, 214 pages http://wwwlib.umi.com/dissertations/fullcit/7910621

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Attrition among Students with Learning Disabilities in a Large Urban School District and the Potential Impact of an Occupational Diploma Curriculum Option on Dropout Rates by Rogers, Pen Lile; PhD from Clemson University, 2001, 53 pages http://wwwlib.umi.com/dissertations/fullcit/3031099

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Auditory Processing in Children with Learning Disabilities. by Ratcliff, Jo-Ann Kay, PhD from University of Southern California, 1977 http://wwwlib.umi.com/dissertations/fullcit/f2750166

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Automaticity and Written Language: an Investigation of the Written Language Performance of Second- and Fourth-grade Students with and without Learning

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Disabilities (second-grade) by Sharp, Susan Leclair, PhD from The University of Connecticut, 1994, 158 pages http://wwwlib.umi.com/dissertations/fullcit/9525684 •

Bannatyne's Recategorization of the Wisc-r Subtest Scores: Indicative of Learning Disabilities? by Glowa, Elizabeth Ann, PhD from The American University, 1982, 113 pages http://wwwlib.umi.com/dissertations/fullcit/8307104

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Because Clay Has a Memory: Conversations about Dyslexia, Ceramics and Success by Albertson, Constant Kathryn; PhD from Concordia University (Canada), 2001, 379 pages http://wwwlib.umi.com/dissertations/fullcit/NQ63994

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Behavioral Correlates of Social Skills Deficits in Children with Learning Disabilities by Ferris, Leah Marie, PhD from University of Georgia, 1996, 119 pages http://wwwlib.umi.com/dissertations/fullcit/9705421

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Beneficial Accommodations for Students with Learning Disabilities in Selected Iowa Colleges and Universities: a Descriptive Study by Finn, Laurie Lawler, PhD from The University of Iowa, 1997, 224 pages http://wwwlib.umi.com/dissertations/fullcit/9731791

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Beyond the Label: a Narrative Analysis of College Students with Learning Disabilities by Debeer, Elizabeth Rose; EDD from Rutgers the State University of New Jersey - New Brunswick, 2001, 342 pages http://wwwlib.umi.com/dissertations/fullcit/3009372

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Beyond the Wall: a Grounded Theory Exploration of College Students with Learning Disabilities by Troiano, Peter Francis; PhD from University of Maryland College Park, 1999, 207 pages http://wwwlib.umi.com/dissertations/fullcit/9942992

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Bilingualism and Learning Disabilities in Spanish-speaking Children. by Lijtmaer, Ruth Michkin, PhD from New York University, 1978, 128 pages http://wwwlib.umi.com/dissertations/fullcit/7824247

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Broken Promises, Fulfilled: a Partial-inclusion Program for Students with Severe Learning Disabilities at the Middle School Level by Nussbaum, Renee; PhD from Walden University, 2002, 430 pages http://wwwlib.umi.com/dissertations/fullcit/3068420

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Calculation Skills of Third-grade Children with Mathematics and Reading Difficulties (Learning Disabilities) by Montani, Teresa Oettinger, EDD from Rutgers the State University of New Jersey - New Brunswick, 1995, 115 pages http://wwwlib.umi.com/dissertations/fullcit/9524592

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California Psychological Inventory Profiles of Male Adolescents with Learning Disabilities: a Comparison with Norm Group Scores (Boys) by Starn, Richard Lee, PhD from Cleveland State University, 1993, 117 pages http://wwwlib.umi.com/dissertations/fullcit/9324930

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Career Attitudes and Self-Esteem among Boys with and without Specific Learning Disabilities. by Bingham, Grace D'agostino, EDD from Rutgers the State University of New Jersey - New Brunswick, 1974, 117 pages http://wwwlib.umi.com/dissertations/fullcit/7517340

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Career Maturity and Learning Disabilities at the Secondary Level by Brown, Lillien Sneed, EDD from Virginia Polytechnic Institute and State University, 1982, 172 pages http://wwwlib.umi.com/dissertations/fullcit/8316866

Dissertations 151

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Career Maturity in Students with Learning Disabilities and Their Non-disabled Peers: a Comparative Study by Ohler, Denise L., EDD from Indiana University of Pennsylvania, 1994, 228 pages http://wwwlib.umi.com/dissertations/fullcit/9510013

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Career Planning Workshop: a Counseling Strategy for Students with Learning Disabilities in Transition from School to Work by Ward, Doris Elizabeth, EDD from The George Washington University, 1990, 189 pages http://wwwlib.umi.com/dissertations/fullcit/9113982

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Case Studies of Postsecondary College Students with Learning Disabilities by Bradshaw, Yvonne Mary; EDD from Virginia Polytechnic Institute and State University, 2001, 248 pages http://wwwlib.umi.com/dissertations/fullcit/3006087

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Case Studies: Psychosocial Issues of Students with Learning Disabilities in Four Year Colleges by Upham, Dayle Ann, PhD from The University of Connecticut, 1994, 159 pages http://wwwlib.umi.com/dissertations/fullcit/9525690

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Causal Attributions, Personal Adjustment, and Marital Satisfaction of Parents with a Learning Disabled Child (learning Disabilities) by Spiegel, Lenore Susan, PhD from Temple University, 1991, 127 pages http://wwwlib.umi.com/dissertations/fullcit/9207901

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Challenges to Social Interactions As Perceived by Young High-ability Adults with Learning Disabilities: a Qualitative Research Design by Hathcock, Dana, PhD from The University of New Mexico, 1998, 169 pages http://wwwlib.umi.com/dissertations/fullcit/9911753

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Characteristics of Families of Children Having Difficulties Learning to Read (learning Disabilities) by Reed, Nedra E., PsyD from State University of New York at Albany, 1991, 168 pages http://wwwlib.umi.com/dissertations/fullcit/9123807

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Chemical Dependency in Learning- and Non-learning-disabled Students (learning Disabilities) by Karacostas, Demetra D., EDD from University of Nevada, Reno, 1992, 154 pages http://wwwlib.umi.com/dissertations/fullcit/9230126

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Child Learning Disabilities: Reported Levels of Incidence As a Function of Defining Criteria. by Pulliam, Robert, PhD from The Catholic University of America, 1975, 143 pages http://wwwlib.umi.com/dissertations/fullcit/7521270

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Child Rearing Attitudes, Perceived Parental Behavior Patterns, and Learning Disabilities in Adoptive and Natural Families. by Anderson, Judith Ann Barham, PhD from University of North Texas, 1978, 120 pages http://wwwlib.umi.com/dissertations/fullcit/7911062

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Children with Learning Disabilities from Divorced and Intact Family Systems: a Comparison of Personality Characteristics with Regard to Family Structure, Gender, and Age by Womack, Mark Allen, EDD from Peabody College for Teachers of Vanderbilt University, 1987, 136 pages http://wwwlib.umi.com/dissertations/fullcit/8723895

152 Learning Disabilities

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Classroom Discourse Communicative Competency of Bilingual Students with Learning Disabilities during Content Learning in Three Learning Environments by Reyes, Elba Iris, PhD from The University of Arizona, 1994, 149 pages http://wwwlib.umi.com/dissertations/fullcit/9426336

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Classroom Testing Accommodations for Postsecondary Students with Learning Disabilities: the Empirical Gap by Medina, Janet Gail; Psyd from Alfred University, 1999, 71 pages http://wwwlib.umi.com/dissertations/fullcit/9939751

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Coached Elaborations: Helping Students with Learning Disabilities Use Reasoning to Remember by Sullivan, G. Sharon, PhD from Purdue University, 1993, 288 pages http://wwwlib.umi.com/dissertations/fullcit/9403793

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Code-switching among Ld and Non-ld Chinese Bilingual Children (learning Disabilities) by Wu, Chih-ching, PhD from New York University, 1995, 121 pages http://wwwlib.umi.com/dissertations/fullcit/9609419

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Cognitive Abilities Test Score Patterns for Possible Utilization in Identifying Children with Learning Disabilities. by Lanier, Joe Harrison, EDD from Duke University, 1976, 96 pages http://wwwlib.umi.com/dissertations/fullcit/7701075

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Cognitive Behavioral Modification and Visual-spatial Perception in Children with Learning Disabilities and Turner Syndrome by Williams, Janet Karen Day, PhD from The University of Iowa, 1989, 111 pages http://wwwlib.umi.com/dissertations/fullcit/9019986

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Cognitive Correlates of Social Perception in Students with Learning Disabilities by Reiff, Henry B., PhD from University of New Orleans, 1988, 161 pages http://wwwlib.umi.com/dissertations/fullcit/8820388

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Cognitive Functioning and the Identification of Behavior Disorders and Specific Learning Disabilities. by Waits, Charles Hardy, EDD from University of Georgia, 1979, 149 pages http://wwwlib.umi.com/dissertations/fullcit/7915504

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Cognitive Functioning of Children with Phenylketonuria (Learning Disabilities) by Mollen, Eileen, PhD from The University of Michigan, 1984, 151 pages http://wwwlib.umi.com/dissertations/fullcit/8412212

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Cognitive Structuring of First and Second Grade Children with Learning Disabilities by Braught, Loran Ralph, PhD from Iowa State University, 1972, 96 pages http://wwwlib.umi.com/dissertations/fullcit/7226905

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Cognitive, Achievement, and Background Variables Predicting Diagnosis of the College Student with a Reading Based Learning Disability by Ritter, Suzanne Silcott; PhD from The Ohio State University, 2000, 102 pages http://wwwlib.umi.com/dissertations/fullcit/9962447

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College Admissions Examinations and Cognitive Ability Tests As Predictors of College Academic Performance for Students with Learning Disabilities by Lowrance, Jennifer Wyatt, PhD from Texas Woman's University, 1997, 76 pages http://wwwlib.umi.com/dissertations/fullcit/9733473

Dissertations 153

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College Faculty's and Staff's Attitude and Knowledge Concerning Learning Disabilities: Implications for Staff Development by Kleinsasser, Craig Lewis; EDD from University of South Dakota, 1999, 158 pages http://wwwlib.umi.com/dissertations/fullcit/9937383

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College Persistence of Freshman Students with Learning Disabilities at Four-year Colleges by Kalicki, Scott John, EDD from State University of New York at Albany, 1997, 145 pages http://wwwlib.umi.com/dissertations/fullcit/9733823

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College Students and Learning Disabilities: a Needs Assessment of Student and System Characteristics by Sweener, Kathleen Manupella, Psyd from State University of New York at Albany, 1997, 144 pages http://wwwlib.umi.com/dissertations/fullcit/9730124

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College Students with Learning Disabilities by Dunn, Caroline, PhD from The University of Texas at Austin, 1991, 246 pages http://wwwlib.umi.com/dissertations/fullcit/9128215

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College Students with Learning Disabilities and Textbooks on Tape by Keck, Martina, PhD from University of Denver, 1997, 332 pages http://wwwlib.umi.com/dissertations/fullcit/9804084

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College Students with Learning Disabilities: Perceptions of Academic Success by Ingersoll, Deborah Jeanne Hodge; PhD from The University of Arizona, 2000, 234 pages http://wwwlib.umi.com/dissertations/fullcit/9983919

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College Students with Learning Disabilities: Questioning the Deficit Model by Carter-davis, Marjorie Jayne; EDD from North Carolina State University, 2000, 266 pages http://wwwlib.umi.com/dissertations/fullcit/9974573

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College Students with Learning Disabilities: an Investigation of Differences between Those Identified Prior to Entering College and Those Identified While Attending College by Zwillinger, Lesley Sharon, PhD from University of California, Berkeley with San Francisco State Univ., 1995, 114 pages http://wwwlib.umi.com/dissertations/fullcit/9602825

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Combining Classwide Peer Tutoring with Constant Time Delay to Teach Vocabulary Skills to Students with Learning Disabilities by Hughes, Trudie Ann; PhD from Georgia State University, 2002, 139 pages http://wwwlib.umi.com/dissertations/fullcit/3069681

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Combining Collaborative Learning and Interactive Semantic Mapping to Enhance Learning Disabled Adolescents' Comprehension of Content Area Concepts (learning Disabilities) by Scanlon, David James, PhD from The University of Arizona, 1991, 275 pages http://wwwlib.umi.com/dissertations/fullcit/9210324

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Community College Performance of Students with Learning Disabilities: Transition Planning Implications by Harney, Jocelyn Y.; PhD from University of Illinois at Urbana-champaign, 1999, 158 pages http://wwwlib.umi.com/dissertations/fullcit/9944873

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Community College Students with Learning Disabilities: Percept of Emotional Selfefficacy by Jefferson-Wilson, Philicia; PhD from George Mason University, 1999, 161 pages http://wwwlib.umi.com/dissertations/fullcit/9948292

154 Learning Disabilities

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Comparative Effects for Learning Disability Assessment Using the Revised and Third Edition Wechsler Intelligence Scales for Children: Validity Issues by Simione, Peter Arno, PhD from The University of Texas at Austin, 1998, 231 pages http://wwwlib.umi.com/dissertations/fullcit/9905841

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Comparing Paper-based and Electronic Outlining As a Study Strategy for Mainstreamed Students with Learning Disabilities (Paper Based Outlining, Outlines) by Adams, Vesper Marianne, PhD from University of Oregon, 1992, 183 pages http://wwwlib.umi.com/dissertations/fullcit/9222542

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Comparing Three Repeated Reading Practice Approaches to Improve Automaticity in Students with Learning Disabilities by Hebert, Barbara (Bobbie) Marie; PhD from University of New Orleans, 2000, 146 pages http://wwwlib.umi.com/dissertations/fullcit/9970120

•

Comparison of a Verbal Mediation Strategy and a Preference Selection Strategy on the Cpt-2 to Diagnose Learning Disability Subtypes by Kayser, Krista Hennager, PhD from The University of Iowa, 1998, 109 pages http://wwwlib.umi.com/dissertations/fullcit/9904306

•

Comparison of Family Adaptability and Cohesion between Chinese Families of Children with and without Learning Disabilities by Hsu, Su-pin, PhD from Oklahoma State University, 1994, 111 pages http://wwwlib.umi.com/dissertations/fullcit/9525408

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Comparison of Group and Individual Written Attentional Responses to Enhance Observational Learning of Sight Words Using the Constant-time-delay Procedure (Learning Disabilities, Spelling) by Keel, Marie Crowell, EDD from University of Kentucky, 1993, 233 pages http://wwwlib.umi.com/dissertations/fullcit/9333026

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Comparison of Resource and Consultation Models on Reading and Spelling Achievement of Children with Learning Disabilities. by Wheatley, Freddie Wayne, EDD from The University of Alabama, 1977, 157 pages http://wwwlib.umi.com/dissertations/fullcit/7809881

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Comparison of Special and General Education Teachers' Opinions of Students with Learning Disabilities by Campos, David, PhD from The University of Texas at Austin, 1996, 216 pages http://wwwlib.umi.com/dissertations/fullcit/9719313

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Comparison of the Park Hill Class-within-a-class Service Delivery Model and a Traditional Pullout Program for Students with Learning Disabilities (service Delivery) by Papenfuhs, L. Rudolf, EDD from University of Kansas, 1990, 118 pages http://wwwlib.umi.com/dissertations/fullcit/9119106

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Comparison of the Perceptions of Employers, Service Providers, and Educable Mentally Retarded/learning-disabled Students As Related to Successful Employment (Mentally Retarded, Learning Disabilities) by Burnham, Sonja Linda Carlson, EDD from Mississippi State University, 1990, 114 pages http://wwwlib.umi.com/dissertations/fullcit/9120183

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Comparison of the Performance of L.d. Children on the Wisc-r and the Wisc-iii (Learning Disabilities) by Kogan, Sandra L., PhD from Temple University, 1995, 134 pages http://wwwlib.umi.com/dissertations/fullcit/9600039

Dissertations 155

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Comparison of the Performance of Students with Learning Disabilities in Inclusive Classrooms and in Pull-out Special Education Programs by Rea, Patricia Jordan, EDD from The College of William and Mary, 1997, 162 pages http://wwwlib.umi.com/dissertations/fullcit/9815249

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Comparison of Writing Instructional Approaches on Microcomputer-based Collaborative Writing by Learning Disabled, Linguistic Minority and Non-minority Junior High School Students (Learning Disabilities) by Lopez-Reyna, Norma Alicia, PhD from University of California, Santa Barbara, 1991, 187 pages http://wwwlib.umi.com/dissertations/fullcit/9208354

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Comparisons of Self-perception in Boys with Attention-deficit Hyperactivity Disorder, Learning Disabilities, and Non-referred Boys by Walters, Jill Anne, PhD from University of North Texas, 1994, 80 pages http://wwwlib.umi.com/dissertations/fullcit/9517656

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Compensating for Learning Disabilities While Testing College Students by Wilson, Tracie; Ma from Laurentian University of Sudbury (Canada), 2003, 153 pages http://wwwlib.umi.com/dissertations/fullcit/MQ75147

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Compensatory Attributes Useful to Students with Learning Disabilities in an Adaptive Postsecondary Environment by Poljanec, Donna M., PhD from University of Pittsburgh, 1991, 157 pages http://wwwlib.umi.com/dissertations/fullcit/9218844

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Competency Standards and In-service Training Needs of College Learning Disabilities Specialists: Implications for Professional Development by Frady, Lynn, EDD from Brigham Young University, 1982, 121 pages http://wwwlib.umi.com/dissertations/fullcit/8306255

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Competency Test Construction: Learning Disabilities Instructional Personnel. by Brook, Mona Stephanie, EDD from University of Kansas, 1976, 235 pages http://wwwlib.umi.com/dissertations/fullcit/7702196

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Components of Greenspan's 1979 Model of Social Intelligence with 18 to 24 Year Old Adults with Learning Disabilities by Cunningham, T. David, Jr., EDD from Auburn University, 1997, 88 pages http://wwwlib.umi.com/dissertations/fullcit/9720883

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Comprehension of Miranda Rights by 14-18 Year Old African-american and Caucasian Males with and without Learning Disabilities (fourteen-year-old, Eighteen-year-old) by Zaremba, Barbara Anne, EDD from The College of William and Mary, 1993, 177 pages http://wwwlib.umi.com/dissertations/fullcit/9326229

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Computer Assistance for the Diagnosis of Learning Disabilities by Anderson, David O'neil, PhD from Northwestern University, 1973, 147 pages http://wwwlib.umi.com/dissertations/fullcit/7330514

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Computer Assisted Instruction in Arithmetic for Specific Learning Disabilities Students in the Elementary School by Davidson, Millicent Squires, PhD from University of South Florida, 1984, 146 pages http://wwwlib.umi.com/dissertations/fullcit/8508846

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Computer Keyboarding Instruction for Students with Learning Disabilities: Computer-assisted Versus Traditional Versus Mnemonic Methods by Keddy, Betty Ann Schroeder, EDD from Columbia University Teachers College, 1990, 150 pages http://wwwlib.umi.com/dissertations/fullcit/9033863

156 Learning Disabilities

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Computer-assisted Vocabulary Instruction with Mildly Handicapped High School Students (Learning Disabilities, CAI) by Johnson, Gary L., PhD from University of Oregon, 1985, 112 pages http://wwwlib.umi.com/dissertations/fullcit/8529520

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Computerized Voice Recognition System Effects on Writing Skills of Community College Students with Learning Disabilities by Day, Sheryl Lee, PhD from The Florida State University, 1995, 181 pages http://wwwlib.umi.com/dissertations/fullcit/9544309

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Conceptualization, Testing, and Refinement of a Model of Self-advocacy for College Students with Learning Disabilities by Coolick, Anne Gause Hicks, PhD from University of Georgia, 1997, 156 pages http://wwwlib.umi.com/dissertations/fullcit/9817788

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Concurrent Validation of the Abbreviated McCarron-Dial System for Students with Mental Retardation and Learning Disabilities by Kimmel, Charlotte Mae, PhD from Texas A&m University, 1988, 163 pages http://wwwlib.umi.com/dissertations/fullcit/8913399

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Concurrent Validity of the Stanford-Binet, Fourth Edition in Discriminating Three Types of Learning Disability by Brown, Tina Love, PhD from Memphis State University, 1990, 59 pages http://wwwlib.umi.com/dissertations/fullcit/9102949

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Conflict Resolution Strategy Choices in Adolescents with Learning Disabilities by Mullet, Judy Hostetler; PhD from Kent State University, 2000, 151 pages http://wwwlib.umi.com/dissertations/fullcit/9980579

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Congruence of Behavioral Symptomatology in Children with Attention Deficit Disorder with Hyperactivity, Attention Deficit Disorder without Hyperactivity, and Children with Learning Disabilities by Stanford, Lisa D., PhD from University of Georgia, 1992, 89 pages http://wwwlib.umi.com/dissertations/fullcit/9235485

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Connecticut's 1983 Learning Disabilities Criteria: Factors in Implementation by Dyce, Alred Italee Martin, PhD from The University of Connecticut, 1988, 286 pages http://wwwlib.umi.com/dissertations/fullcit/8822925

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Consistency in Diagnosing Reading Problems and Prescribing Remedial Programs among Reading Specialists, Learning Disabilities Teachers, Title 1 Teachers, and Fourth Grade Classroom Teachers by Mchugh, Linda Marie, PhD from The University of Wisconsin - Madison, 1980, 121 pages http://wwwlib.umi.com/dissertations/fullcit/8020571

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Constraint Questions: How Can They Be Taught to Children with Special Needs? (learning Disabilities, Discovery, Language, Asking) by Mandelbaum, Susan Ellen, EDD from Boston University, 1985, 115 pages http://wwwlib.umi.com/dissertations/fullcit/8601356

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Constructing a Learning Identity: Students Who Have a Learning Disability Reflect on Their Learning at a University Learning Center by Marone, Denise Kathleen; PhD from University of Pennsylvania, 2001, 197 pages http://wwwlib.umi.com/dissertations/fullcit/3031693

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Consumers' Evaluation of Selected Competencies in Learning Disabilities. by Zaphiris, Alexander G., EDD from University of Northern Colorado, 1974, 146 pages http://wwwlib.umi.com/dissertations/fullcit/7409773

Dissertations 157

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Conversational Processes in Adolescents with Learning Disabilities by Hartas, Dimitria, PhD from University of Illinois at Chicago, 1995, 143 pages http://wwwlib.umi.com/dissertations/fullcit/9532393

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Cooperative Learning and Mainstreaming Students with Learning Disabilities by Phillips, Kathleen Marie, PhD from University of Southern California, 1992 http://wwwlib.umi.com/dissertations/fullcit/f599236

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Correlates of Adjustment among Children Referred for a Learning Disability Evaluation by Mittelmeier, Cynthia Marie, PhD from University of Rhode Island, 1987, 122 pages http://wwwlib.umi.com/dissertations/fullcit/8811565

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Correlates of Manifest Anxiety in Children with Learning Disabilities by Stein, Pamela Ann, PhD from The University of Arizona, 1989, 156 pages http://wwwlib.umi.com/dissertations/fullcit/9000781

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Correlates of Questionnaire Information Data and Test Instrument Data on a Learning Disabilities Population by Jani, Subhash Natwerlal, PhD from Purdue University, 1971, 186 pages http://wwwlib.umi.com/dissertations/fullcit/7207970

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Critical Factors Related to Dropout: a Retrospective Analysis of Middle School Students with Learning Disabilities and Emotional Disturbances by Bowman, Lisa Joy; PhD from University of Virginia, 2001, 111 pages http://wwwlib.umi.com/dissertations/fullcit/3020326

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Critical Thinking Skills Instruction for Postsecondary Students with and without Learning Disabilities: the Effectiveness of Icons As Part of a Literature Curriculum by Rose, Martha McCann, PhD from The University of Connecticut, 1997, 126 pages http://wwwlib.umi.com/dissertations/fullcit/9806188

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Decisions Concerning Underachieving Students As a Function of Present Placement: a Study of Group and Individual Decision Making (Committee on the Handicapped, Learning Disabilities, Pl94-142) by McMahon, Eugene Paul, EDD from Columbia University Teachers College, 1986, 94 pages http://wwwlib.umi.com/dissertations/fullcit/8611686

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Depression and Learning Disabilities by Freeman, Emily; PhD from Dalhousie University (Canada), 1986 http://wwwlib.umi.com/dissertations/fullcit/NL33154

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Depression and Locus-of-Control in College Students with Learning Disabilities by Stephens, Martha Craig, PhD from University of Georgia, 1989, 290 pages http://wwwlib.umi.com/dissertations/fullcit/9003465

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Depression and Right Hemisphere Dysfunction in Children with Learning Disabilities by Chaskelson, Marsha Ina, PhD from Boston College, 1985, 148 pages http://wwwlib.umi.com/dissertations/fullcit/8601576

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Depression in Students with Learning Disabilities As Examined by a Developmental Model and Influenced by Hemispheric Differences by Wright-Strawderman, Carol, PhD from The University of New Mexico, 1988, 149 pages http://wwwlib.umi.com/dissertations/fullcit/8905771

158 Learning Disabilities

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Depression, Learning Disabilities, and Social Competence in Prepubertal Children (Childhood Depression) by Acker, Haskell Brewington, PhD from Georgia State University, 1990, 158 pages http://wwwlib.umi.com/dissertations/fullcit/9102990

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Depressive Symptomatology in Learning Disabled and Non-learning Disabled Adolescents (learning Disabilities) by Small, David Michael, PhD from Marquette University, 1994, 136 pages http://wwwlib.umi.com/dissertations/fullcit/9517938

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Description and Evaluation of a French Immersion Learning Disabilities Program by Rousseau, Nadia, PhD from University of Alberta (Canada), 1998, 119 pages http://wwwlib.umi.com/dissertations/fullcit/NQ34827

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Determining Effects of Text-to-speech Synthesis in a Multimedia Learning Environment on Science Achievement for Students with Learning Disabilities in Reading by Scholz, Joseph Thomas, PhD from Virginia Polytechnic Institute and State University, 1995, 155 pages http://wwwlib.umi.com/dissertations/fullcit/9619005

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Determining the Validity of the Kaufman Assessment Battery for Children (k-abc) with Learning Disabilities by Antonetti, Roberto Carlos, PhD from University of North Texas, 1986, 109 pages http://wwwlib.umi.com/dissertations/fullcit/8626009

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Developing Critical Thinking Skills Through Microteaching for Spanish-Speaking Students with Learning Disabilities in a Western Massachusetts Urban School District by Gonzalez, Margarita, EDD from University of Massachusetts, 1993, 342 pages http://wwwlib.umi.com/dissertations/fullcit/9316654

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Development and Evaluation of an Intensive, Short-term Inservice Teacher-training Program on Learning Disabilities by Scharles, Winifred Warnat, PhD from The American University, 1971, 194 pages http://wwwlib.umi.com/dissertations/fullcit/7130015

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Development and Implementation of a Portfolio Assessment System: a Study of Portfolios and Their Uses with Middle School Students with Specific Learning Disabilities by Poel, Elissa Wolfe, PhD from New Mexico State University, 1998, 290 pages http://wwwlib.umi.com/dissertations/fullcit/9842352

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Development and Validation of an Instructional Program for Teaching Postsecondary Students with Learning Disabilities to Take and Study Notes by Berry, Gwen Carol; PhD from University of Kansas, 1999, 101 pages http://wwwlib.umi.com/dissertations/fullcit/9946088

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Developmental Output Failure: Identification in the Middle School Years (attention Deficit Disorder, Learning Disabilities, Hyperactivity) by Ward, Linda Ellen, PhD from University of Washington, 1995, 103 pages http://wwwlib.umi.com/dissertations/fullcit/9616690

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Dialogue Journals: Windows into the Written Language Development of Children with Learning Disabilities by Thode, Mary Lee Lopreto, EDD from Hofstra University, 1993, 283 pages http://wwwlib.umi.com/dissertations/fullcit/9410641

Dissertations 159

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Differences and Similarities of Students Referred for Academic Difficulties: an Investigation of Critical Variables in the Learning Disabilities Identification Process by Merrell, Kenneth Winston, PhD from University of Oregon, 1988, 115 pages http://wwwlib.umi.com/dissertations/fullcit/8825631

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Differences in Global and Academic Self-perception in Mexican-American SchoolAged Children with and without Learning Disabilities by Pirojnikoff, Stephanie Cathy; EDD from Pepperdine University, 2002, 104 pages http://wwwlib.umi.com/dissertations/fullcit/3061613

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Differences in Reading Comprehension between College Students with Learning Disabilities and College Students without Learning Disabilities on the Nelson Denny Reading Test As Related to Question Type and Length of Test by Jensen, Heidi Kay, PhD from The University of North Dakota, 1997, 82 pages http://wwwlib.umi.com/dissertations/fullcit/9807689

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Differences in Self-esteem and School Perceptions among Educational Placements of Elementary-age Students with Learning Disabilities (inclusion) by Easton-gholston, Joyce Camille, EDD from Illinois State University, 1995, 80 pages http://wwwlib.umi.com/dissertations/fullcit/9633393

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Differences in Self-perception and Acculturation among Hispanic Children with and without Learning Disabilities by Restrepo, Adriana, PhD from University of Miami, 1997, 56 pages http://wwwlib.umi.com/dissertations/fullcit/9805931

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Differences in Social Competence among Subtypes of Students with Learning Disabilities by Mcdonald, Eileen Rose, PhD from Fordham University, 1994, 305 pages http://wwwlib.umi.com/dissertations/fullcit/9511237

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Differences in Story Production between Students with Learning Disabilities and Normally Achieving Students under Two Modes of Production by Portilla Revollar, Clemente Charles Hernan, PhD from The University of Texas at Austin, 1994, 112 pages http://wwwlib.umi.com/dissertations/fullcit/9506079

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Differences in the Use of Tact in Messages Produced by Students with Learning Disabilities under Two Conditions: with and without Knowledge of Impact on the Listener by Price-larson, Marilyn Kay, PhD from The University of Utah, 1997, 95 pages http://wwwlib.umi.com/dissertations/fullcit/9720162

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Differences in Transfer Propensity and Learning Speed on Balance-scale Problems for Students with Learning Disabilities and Other Low-achieving Students by Brownell, Mary Teresa, PhD from University of Kansas, 1990, 278 pages http://wwwlib.umi.com/dissertations/fullcit/9119051

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Differences of Emotional and Behavioral Symptoms Related to Language, Nonverbal, and Mixed Developmental Learning Disabilities by Ryan, Susan Marie; PhD from The University of Iowa, 2002, 116 pages http://wwwlib.umi.com/dissertations/fullcit/3073395

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Differential Characteristics of Learning Disability Subtypes Classified According to Patterns of Academic Achievement by Davis, Jeremy Theophilus, EDD from Texas Tech University, 1993, 124 pages http://wwwlib.umi.com/dissertations/fullcit/9404094

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Differential Gain in Academic Achievement and Behavioral Adjustment of Children with Learning Disabilities among Three Administrative Arrangements: Implications

160 Learning Disabilities

for the Evaluation of Pupil Progress. by Randle, Kenneth Lewis, EDD from University of Illinois at Urbana-champaign, 1978, 205 pages http://wwwlib.umi.com/dissertations/fullcit/7821227 •

Differential Psychological Test Performance of Children with Tourette's Syndrome or Learning Disabilities by Trifiletti, Richard Michael, PhD from University of Florida, 1986, 122 pages http://wwwlib.umi.com/dissertations/fullcit/8716053

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Differentiating Elementary Children with Learning Disabilities Using the Illinois Test of Psycholinguistic Abilities by Kiniry, Martha Sue Murphy, EDD from East Texas State University, 1972, 89 pages http://wwwlib.umi.com/dissertations/fullcit/7224272

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Differing Perceptions among Special Education Professionals Regarding the Needs of Secondary Students with Learning Disabilities by Mellblom, Caron Ivy, EDD from University of Northern Colorado, 1992, 145 pages http://wwwlib.umi.com/dissertations/fullcit/9235584

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Digit Span: Forwards and Backwards, Cognition and Psychological Organization (learning Disabilities) by Plasner, Joseph, PhD from The Union Institute, 1991, 112 pages http://wwwlib.umi.com/dissertations/fullcit/9132532

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Discourse Skills in Formal Operations (learning Disabilities, Language Disorders, Cognitive Assessment) by Schneider, Phyllis, PhD from Northwestern University, 1984, 194 pages http://wwwlib.umi.com/dissertations/fullcit/8423299

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Discovering Voices/creating Knowledge: a Critical Approach to Bilingual Special Education (language Learning Disabilities) by Goldstein, Barbara Suzette Comoe, PhD from The Claremont Graduate University, 1996, 170 pages http://wwwlib.umi.com/dissertations/fullcit/9617440

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Discrepancy Evaluation of a Learning Disabilities Teacher Preparation Program. by Blackhurst, Eric Wilson, EDD from University of Northern Colorado, 1977, 123 pages http://wwwlib.umi.com/dissertations/fullcit/7805491

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Discriminating between Attention Deficit Hyperactivity Disorder and Learning Disabilities Through the Planning and Placement Team Process by Rowland, Holly E. Walton; PhD from The Pennsylvania State University, 2000, 120 pages http://wwwlib.umi.com/dissertations/fullcit/9966889

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Discrimination between Two Types of Learning Disabilities by Wechsler Intelligence Scale for Children Subtest Patterns. by Miller, Maurice Dean, PhD from Southern Illinois University at Carbondale, 1976, 92 pages http://wwwlib.umi.com/dissertations/fullcit/7706241

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Distance Education and Students with Learning Disabilities: Thoughts and Perspectives by Fitzpatrick, Michael Scott; Edspec from Central Missouri State University, 2002, 61 pages http://wwwlib.umi.com/dissertations/fullcit/1408914

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Do Parent Educational Aspirations Affect the Educational Aspirations of Adolescents with Learning Disabilities? by Poelma, Joy Nicole; Psyd from Alfred University, 2002, 60 pages http://wwwlib.umi.com/dissertations/fullcit/3024473

Dissertations 161

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Do the Smart Kids Always Get Picked? An Analysis of the Relationship between Academic Achievement and Social Competence in Early Adolescents with and without Learning Disabilities by Wozniak, Thomas M.; PhD from University of California, Berkeley with San Francisco State Univ., 2001, 83 pages http://wwwlib.umi.com/dissertations/fullcit/3044807

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Domain-specific Self-perceptions of University Students with and without Learning Disabilities by Moffatt Chase, Sharon E., EDD from University of Toronto (Canada), 1992, 118 pages http://wwwlib.umi.com/dissertations/fullcit/NN78828

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Domain-specific Self-perceptions, Achievement and Depressive Symptomatology in Children with and without Learning Disabilities by Heath, Nancy Lee, PhD from University of Toronto (Canada), 1992, 229 pages http://wwwlib.umi.com/dissertations/fullcit/NN78691

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Drawing, Painting and Learning Disability: an Investigation of the Drawings and Paintings of Young Adults with Pronounced Learning Problems by Moser, Joy L., EDD from New York University, 1981, 220 pages http://wwwlib.umi.com/dissertations/fullcit/8115519

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Early Identification of Learning Disabilities Using Multiple Regression Analysis and the Discrepancy Model by Horn, Wade Fredrick, PhD from Southern Illinois University at Carbondale, 1981, 259 pages http://wwwlib.umi.com/dissertations/fullcit/8206463

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Early Identification of Learning Disabilities: the Predictive Validity of the Meeting Street School Screening Test (kindergarten, First Grade, High Risk Children) by Rafoth, Mary Ann K., PhD from University of Georgia, 1984, 102 pages http://wwwlib.umi.com/dissertations/fullcit/8427562

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Early Identifiers of Learning Disabilities in Preschool Children by Rebouche, Richard Alton, EDD from University of Northern Iowa, 1988, 115 pages http://wwwlib.umi.com/dissertations/fullcit/8919071

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Educational Implications of Recurrent Otitis Media among Children at Risk for Learning Disabilities by Loose, Frances Fein, PhD from Michigan State University, 1984, 158 pages http://wwwlib.umi.com/dissertations/fullcit/8415236

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Educational Late Effects in Long-term Survivors of Acute Lymphocytic Leukemia in Childhood (Cancer, Learning Disabilities) by Peckham, Virginia Cronin, PhD from Temple University, 1986, 157 pages http://wwwlib.umi.com/dissertations/fullcit/8627496

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Effect of a Cognitive Strategy on the Writing Ability of College Students with Learning Disabilities (Pens Instruction, Developmental Writing, Gordon Rule Instruction) by Tulbert, Beth Lorene, PhD from University of Florida, 1992, 146 pages http://wwwlib.umi.com/dissertations/fullcit/9314304

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Effect of Middle School Transition on School Attitudes of Learning Disabled and Non-referred Students (Learning Disabilities) by Earnest, Sally Blair, EDD from East Texas State University, 1994, 79 pages http://wwwlib.umi.com/dissertations/fullcit/9510961

162 Learning Disabilities

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Effect of Story Mapping and Story Map Questions on the Story Writing Performance of Students with Learning Disabilities by Li, Daqi; EDD from Texas Tech University, 2000, 126 pages http://wwwlib.umi.com/dissertations/fullcit/9963504

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Effective Teaching Practices Identified for Class Within a Class by Program Participants (learning Disabilities) by Black, Mary Dell, EDD from University of Kansas, 1993, 162 pages http://wwwlib.umi.com/dissertations/fullcit/9425895

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Effectiveness of a Cognitive-behavioral Group Play Therapy Intervention on Selected Aspects of Social Skills of Third Through Sixth-Grade Students with Learning Disabilities (Third-Grade) by Utay, Joseph Martin, EDD from East Texas State University, 1991, 106 pages http://wwwlib.umi.com/dissertations/fullcit/9202167

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Effectiveness of Semantic Mapping As an Instructional Technique in English for Mainstreamed Learning Disabled Ninth Graders (Learning Disabilities, Ninthgraders) by Peterson, Nancy Ruth, PhD from University of Idaho, 1991, 151 pages http://wwwlib.umi.com/dissertations/fullcit/9122138

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Effectiveness of Special Education Programs on the Reading Achievement of Students with Learning Disabilities by Wleklinski, Martin H., PhD from Indiana State University, 1994, 164 pages http://wwwlib.umi.com/dissertations/fullcit/9506163

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Effectiveness of the Infusion of Reading Component Model Based Remedial Reading Instruction on the Reading Achievement of Students in Learning Disabilities and Title I Remedial Reading Programs by Frantz, Sonja O'lita Shirley; PhD from Indiana State University, 2000, 156 pages http://wwwlib.umi.com/dissertations/fullcit/9965708

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Effectiveness of the Neural Efficiency Analyzer in the Assessment of Learning Disabilities. by Henry, Gary Lee, EDD from Baylor University, 1974, 144 pages http://wwwlib.umi.com/dissertations/fullcit/7510778

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Effects of a Complex Cognitive Strategy on Locus of Control for Students with Learning Disabilities by Morin, Victoria A., PhD from University of Florida, 1993, 158 pages http://wwwlib.umi.com/dissertations/fullcit/9505803

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Effects of a General Problem Solving Strategy on Secondary Students with Learning Disabilities' Performance on Problem Identification, Representation, and Solution by Bright, Kimberly Louise; PhD from The Pennsylvania State University, 2002, 96 pages http://wwwlib.umi.com/dissertations/fullcit/3076934

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Effects of an After-school Physical Activity Program on Motor Proficiency and Social Skills of Learning Disabled Children Aged 8-11 Years (Learning Disabilities) by Bluechardt, Mary Helen Sinkins, PhD from University of Toronto (Canada), 1994, 330 pages http://wwwlib.umi.com/dissertations/fullcit/NN92604

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Effects of an Instructional Strategy Incorporating Concrete Problem Representation on the Introductory Algebra Performance of Secondary Students with Learning Disabilities by Maccini, Paula, PhD from The Pennsylvania State University, 1998, 155 pages http://wwwlib.umi.com/dissertations/fullcit/9836718

Dissertations 163

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Effects of Discrepancy Models and Eligibility Decisions on Student Selection in the Diagnosis of Learning Disabilities by Payette, Karen Ann, PhD from Michigan State University, 1993, 163 pages http://wwwlib.umi.com/dissertations/fullcit/9418051

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Effects of Explicit Instruction of Self-determination Skills on Postsecondary Students with Learning Disabilities by Blatz, Sharon L.; PhD from University of Florida, 2000, 123 pages http://wwwlib.umi.com/dissertations/fullcit/9997775

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Effects of Gender and Age on the Patterns of Intelligence Subtests Scaled Scores for Children with Learning Disabilities: an Overview of Bannatyne's Recategorization of WISC-R by Dashti, Sayeh G., PhD from University of Southern California, 1984 http://wwwlib.umi.com/dissertations/fullcit/f2171333

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Effects of Goal and Test-taking Strategies on Math Performance of Students with Learning Disabilities (goal Strategies) by Whinnery, Keith Wade, PhD from Vanderbilt University, 1991, 188 pages http://wwwlib.umi.com/dissertations/fullcit/9230942

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Effects of Information about Learning Disabilities for Learning Disabled Adjudicated Adolescents (Cognitive Training) by Kernan, Denise Joy, EDD from University of Massachusetts, 1992, 356 pages http://wwwlib.umi.com/dissertations/fullcit/9305848

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Effects of Inservice Training on Teachers' Knowledge and Applied Skills Related to Identification of Learning Disabilities (referrals) by Osantowski, Teddy Brodie, EDD from Illinois State University, 1993, 136 pages http://wwwlib.umi.com/dissertations/fullcit/9323740

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Effects of Matched and Mismatched Learning Style Conditions on Writing Performance of Students with Learning Disabilities by Bausmith, Shirley Carr; PhD from University of South Carolina, 2000, 92 pages http://wwwlib.umi.com/dissertations/fullcit/3006006

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Effects of Modifications on Attributions for Grades of Middle School Students with Learning Disabilities by Ring, Mary Emoline Milleret, EDD from University of South Dakota, 1997, 164 pages http://wwwlib.umi.com/dissertations/fullcit/9807603

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Effects of Online Inclusive Teacher Training on the Attitudes and Self-efficacy Beliefs of General Education Teachers towards Students with Learning Disabilities by Pryor, Marcy Levy; EDD from Columbia University Teachers College, 2003, 256 pages http://wwwlib.umi.com/dissertations/fullcit/3080071

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Effects of Self-monitoring and Self-evaluation on the Written Language Performance and On-task Behavior of Elementary Students with Learning Disabilities by Goddard, Yvonne Lynn, PhD from The Ohio State University, 1998, 249 pages http://wwwlib.umi.com/dissertations/fullcit/9911195

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Effects of Self-monitoring on the Academic Performance and On-task Behavior of Students with Learning Disabilities by Abbott, Susan R., PhD from The Ohio State University, 1990, 170 pages http://wwwlib.umi.com/dissertations/fullcit/9105067

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Effects of Social Skills Training and Cross-age Tutoring on Academic Achievement and Social Behaviors of Girls with Learning Disabilities by Hart, Virginia H., PhD from The Union Institute, 1996, 114 pages http://wwwlib.umi.com/dissertations/fullcit/9629568

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Effects of Software Equipped with Speech Feedback and Word Prediction on the Writing of Adolescents with Learning Disabilities by Williams, Sarah Carver, PhD from The University of North Carolina at Chapel Hill, 1998, 133 pages http://wwwlib.umi.com/dissertations/fullcit/9902530

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Effects of Story Mapping upon Oral Reading Fluency of Adolescents with Learning Disabilities by Arthaud, Tamara Jean, PhD from The University of Nebraska - Lincoln, 1998, 102 pages http://wwwlib.umi.com/dissertations/fullcit/9902943

•

Effects of Strategy Training and Classwide Peer Tutoring on the Reading Comprehension of Students with Learning Disabilities by Moore, Ann Rachelle, PhD from Indiana University, 1993, 177 pages http://wwwlib.umi.com/dissertations/fullcit/9410387

•

Effects of Talking Storybooks on Word Recognition Skills and Control Beliefs of Young Students with Learning Disabilities: an Exploratory Study by Hastings, Earlyne; PhD from Syracuse University, 2001, 236 pages http://wwwlib.umi.com/dissertations/fullcit/3018951

•

Effects of Teacher and Student-Constructed Graphic Postorganizers on Science Achievement for Students with Learning Disabilities by Kuehne, Carolyn Cannon, PhD from University of New Orleans, 1997, 201 pages http://wwwlib.umi.com/dissertations/fullcit/9807502

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Effects of Text Factors on the Vocabulary Comprehension of Secondary Students with Mild Learning Disabilities by Curtis, Mary Grace, PhD from University of Illinois at Chicago, 1993, 85 pages http://wwwlib.umi.com/dissertations/fullcit/9324271

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Effects of the Pause Procedure on the Lecture Notes and Retention of Secondary Students with Limited English Proficiency and Learning Disabilities by Barrera, Manuel Tomas, Iii, PhD from The Pennsylvania State University, 1997, 145 pages http://wwwlib.umi.com/dissertations/fullcit/9802582

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Effects of the Psychodiagnostic Approach to the Problem of Learning Disabilities for Purposes of Ability Gain and Academic Achievement by Hatt, Mary Jane, EDD from University of Houston, 1972, 77 pages http://wwwlib.umi.com/dissertations/fullcit/7315411

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Effects of Three Educational Placements for Children with Learning Disabilities in a Rural Area by Schrag, Judith Ann (Woelk), EDD from University of Idaho, 1972, 85 pages http://wwwlib.umi.com/dissertations/fullcit/7230518

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Effects of Training Students with Learning Disabilities in Organizational and Schoolrelated Skills (Organizational Skills) by Davis, Laura Benson, EDD from Peabody College for Teachers of Vanderbilt University, 1993, 157 pages http://wwwlib.umi.com/dissertations/fullcit/9412430

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Effects of Two Methods of Vocabulary Acquisition on Students with Mild Learning Disabilities by Foil, Carolyn Rainwater; PhD from The University of Southern Mississippi, 2001, 157 pages http://wwwlib.umi.com/dissertations/fullcit/3013759

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Effects of Using a Self Management Training Package on the Consistency of Classroom Survival Skills by Secondary Students with Learning Disabilities by Snyder, Mary Catherine, EDD from Lehigh University, 1993, 101 pages http://wwwlib.umi.com/dissertations/fullcit/9312333

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Efficacy and Generalization of Instruction in Sequential Expository Writing for Students with Learning Disabilities (writing Instruction) by Cole, Karen Brobst, EDD from Northern Illinois University, 1992, 147 pages http://wwwlib.umi.com/dissertations/fullcit/9236183

•

Efficacy of Drama-based Teaching on Children with Learning Disabilities by Poulsen, John Christian S., PhD from University of Calgary (Canada), 1998, 217 pages http://wwwlib.umi.com/dissertations/fullcit/NQ34693

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Electronystagmography in Children with Specific Learning Disabilities by Cheek, Claude Wallace, PhD from Wichita State University, 1970, 158 pages http://wwwlib.umi.com/dissertations/fullcit/7019998

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Elementary Learning Disabilities Resource Room Teacher Roles in Promoting Interaction with Regular Educators by Voltz, Deborah Louise, EDD from The University of Alabama, 1989, 220 pages http://wwwlib.umi.com/dissertations/fullcit/9008153

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Eligibility for Educable Mentally Retarded or Specific Learning Disability Services As Measured by the K-Abc or the WISC-R and WRAT (Mississippi) by Fontaine, John Eaton, Iv, PhD from Mississippi State University, 1985, 73 pages http://wwwlib.umi.com/dissertations/fullcit/8527752

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Eligibility for Learning Disabilities: a Comparison of the Woodcock-johnson Revised Achievement Test and the Wechsler Individual Achievement Test by Franklin, Linda L.; EDD from University of Missouri - Columbia, 2000, 92 pages http://wwwlib.umi.com/dissertations/fullcit/9988659

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Empirical Validation of Discrepancy Formulae in the Diagnosis of Learning Disabilities by Menefee, Kevin L., PhD from The University of Nebraska - Lincoln, 1988, 116 pages http://wwwlib.umi.com/dissertations/fullcit/8904501

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Empirical Validation of Nonverbal Learning Disabilities (Learning Disabilities) by Simmons, Ronnie Lee, PhD from University of Georgia, 1992, 134 pages http://wwwlib.umi.com/dissertations/fullcit/9301222

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English Language Learners with Learning Disabilities Interacting in a Science Class Within an Inclusion Setting by Ayala, Vivian Luz; PhD from The University of Connecticut, 2002, 217 pages http://wwwlib.umi.com/dissertations/fullcit/3054231

•

Enhancing Recall of Information Presented with Maps by Individuals with Learning Disabilities by Brigham, Frederick John, PhD from Purdue University, 1992, 291 pages http://wwwlib.umi.com/dissertations/fullcit/9229091

166 Learning Disabilities

•

Enhancing the Completeness and Accuracy of the Narrative Accounts of Children with Learning Disabilities As a Tool to Increase Witness Credibility by Ruegg, Erica Adrianne; EDD from Texas Tech University, 2000, 81 pages http://wwwlib.umi.com/dissertations/fullcit/9963515

•

Enhancing Thinking and Recall in African-American High School Students with Learning Disabilities by Hamilton, Sheri Lynette, PhD from Purdue University, 1996, 189 pages http://wwwlib.umi.com/dissertations/fullcit/9638168

•

Environmental Factors Related to At-risk Adolescents' Experiences in High School (Learning Disabilities) by Miller, Sandra Elizabeth, PhD from University of Pittsburgh, 1990, 332 pages http://wwwlib.umi.com/dissertations/fullcit/9106777

•

Error Patterns in Math Computation among Boys with Attention-deficit/hyperactivity Disorder and Learning Disabilities by Reysa, Anne Lauinger, PhD from The University of Texas at Austin, 1995, 283 pages http://wwwlib.umi.com/dissertations/fullcit/9617329

•

Essential Support Service Components for Students with Learning Disabilities at Postsecondary Institutions in North America: a Consensus-based Determination by Anderson, Patricia Lee, PhD from The University of Connecticut, 1998, 306 pages http://wwwlib.umi.com/dissertations/fullcit/9909099

•

Establishing a Multicultural Curriculum for Students with Learning Disabilities and Behavioral Disorders by Clarke, Donald Duhaney, PhD from The Union Institute, 1998, 161 pages http://wwwlib.umi.com/dissertations/fullcit/9829212

•

Evaluating Gender Differences with Experimental Planning, Attention, Simultaneous and Successive Neuropsychological Tasks in Participants with and without Learning Disabilities by Davis, Andrew S.; PhD from University of Northern Colorado, 2003, 176 pages http://wwwlib.umi.com/dissertations/fullcit/3085856

•

Evaluating the Congruence among Three Methods of Reading Disability Identification (Learning Disabilities) by Glaub, Vincent Emery, PhD from University of Georgia, 1992, 130 pages http://wwwlib.umi.com/dissertations/fullcit/9316340

•

Evaluating the Relationship among Memory, Attention and Intelligence with Elementary-age Children Who Have Learning Disabilities by Hoerig, Diane Christine, PhD from University of Northern Colorado, 1998, 129 pages http://wwwlib.umi.com/dissertations/fullcit/9902419

•

Evaluation of the Appropriateness of a Developmental Conception and Sequence in Teaching Some English Grammar Structures to Spanish Speaking Children with Learning Disabilities (Puerto Rico) by Rodriguez De Vidal, Eloina, PhD from The University of Wisconsin - Madison, 1983, 129 pages http://wwwlib.umi.com/dissertations/fullcit/8321770

•

Evaluation of the Effect of Four Procedures for Quantifying an Academic Discrepancy in the Identification of Children with Learning Disabilities by Allee, Terry D., EDD from University of Missouri - Columbia, 1984, 74 pages http://wwwlib.umi.com/dissertations/fullcit/8500551

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Evolution of an Inquiry: the Application of Reflection to My Practice (Phonemic Awareness, Socioeconomic Level, Learning Disabilities, Systemic Thinking) by Shapka, Brenda Ellen, EDD from University of Toronto (Canada), 1993, 172 pages http://wwwlib.umi.com/dissertations/fullcit/NN86340

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Examining Research to Practice Factors with Teachers' Use of Reading Comprehension Strategies for Middle School Students with Learning Disabilities by Bost, Loujeania Williams; PhD from The Pennsylvania State University, 2002, 91 pages http://wwwlib.umi.com/dissertations/fullcit/3076932

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Examining Services to Postsecondary Students with Learning Disabilities Through the Use of Ivey's Developmental Counseling and Therapy (DCT) Model by Strehorn, Kregg Charles, PhD from University of Massachusetts Amherst, 1998, 159 pages http://wwwlib.umi.com/dissertations/fullcit/9841926

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Examining the Effects of Method of Instruction and Task Specification of Writing Prompt on the Argumentative Writing of Students with Learning Disabilities by Landsom, David Alan, PhD from University of Oregon, 1995, 247 pages http://wwwlib.umi.com/dissertations/fullcit/9605222

•

Exclusion and Discrepancy As Criteria for Identifying Children with Learning Disabilities. by Ross, Irwin, EDD from University of Illinois at Urbana-Champaign, 1974, 96 pages http://wwwlib.umi.com/dissertations/fullcit/7414608

•

Executive Function and Cognitive Style in Adolescent College Students, Including Those with Learning Disabilities by Clyne, Sandra Effie, PsyD from Massachusetts School of Professional Psychology, 1999, 173 pages http://wwwlib.umi.com/dissertations/fullcit/9930433

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Executive Functioning in Middle School Students Who Have Learning Disabilities by Cutler, Susan Kay Winne, PhD from The University of New Mexico, 1992, 212 pages http://wwwlib.umi.com/dissertations/fullcit/9315930

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Exploring Relationships between Young Children's Phonological Awareness and Their Home Environments: Comparing Young Children Identified at Risk for Learning Disabilities and Young Children Not at Risk by Santos, Sarita Prospero, PhD from University of California, Santa Barbara, 1998, 203 pages http://wwwlib.umi.com/dissertations/fullcit/9840800

•

Exploring Story-writing Strategies with Students Diagnosed with Learning Disabilities: a Case-study Approach by Staal, Laura Annelle; PhD from The University of New Mexico, 2002, 187 pages http://wwwlib.umi.com/dissertations/fullcit/3041985

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Exploring the Effects of Individual Dramatherapy with a Child Diagnosed with Learning Disabilities: a Case Study by Armstrong, Jocelyn; Ma from Concordia University (Canada), 2002, 72 pages http://wwwlib.umi.com/dissertations/fullcit/MQ74862

•

Factors Contributing to the Academic Outcomes of University Students with Learning Disabilities by Hatzes, Nanette Marie, PhD from The University of Connecticut, 1996, 194 pages http://wwwlib.umi.com/dissertations/fullcit/9717515

168 Learning Disabilities

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Factors Correlating with Pennsylvania School Districts' Differing Rate of Learning Disability Identification and Placement by Hemberger, David R.; EDD from Widener University, 2002, 159 pages http://wwwlib.umi.com/dissertations/fullcit/3056390

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Factors Predicting Academic Adjustment among College Students with Learning Disabilities by Smitley, Bruce Landon; EDD from University of Miami, 2000, 110 pages http://wwwlib.umi.com/dissertations/fullcit/9992491

•

Factors Related to Conceptual Understanding and Solution Procedures for Two-digit Addition and Subtraction in Second-grade Average-math Achievers and Low-math Achievers At-risk for Learning Disabilities by Drueck, Jane V., PhD from Northwestern University, 1997, 147 pages http://wwwlib.umi.com/dissertations/fullcit/9814205

•

Factors Related to Disproportionate Representation of Hispanics in Programs for Students with Learning Disabilities by Rice, Laurence Stewart, PhD from The University of Texas at Austin, 1995, 357 pages http://wwwlib.umi.com/dissertations/fullcit/9617330

•

Factors Relating to African American Family Responses to Difficulties When Raising Children with Learning Disabilities by Hanshaw, Charnessa, PhD from Michigan State University, 1998, 83 pages http://wwwlib.umi.com/dissertations/fullcit/9922316

•

Factors Relating to College Achievement of a Group of Students with Learning Disabilities Attending a Private University (Success Factors) by Halper, Arline Rimmer, EDD from The George Washington University, 1991, 336 pages http://wwwlib.umi.com/dissertations/fullcit/9129238

•

Factors That Contribute to and Militate against Learning Experiences: Perspectives from College Students with Learning Disabilities by Heinrichs, Mary Elizabeth; PhD from The University of Wisconsin - Madison, 1999, 133 pages http://wwwlib.umi.com/dissertations/fullcit/9931069

•

Factors That Influence Adjustment to Postsecondary Institutions As Perceived by Students with Learning Disabilities in Virginia by Kincer, Karen Kay Dunkley, EDD from Virginia Polytechnic Institute and State University, 1991, 163 pages http://wwwlib.umi.com/dissertations/fullcit/9126882

•

Faculty Attitudes toward Persons with Disabilities and Faculty Willingness to Accommodate Students with Learning Disabilities in the Classroom by Lewis, Melinda Leah, PhD from Auburn University, 1998, 126 pages http://wwwlib.umi.com/dissertations/fullcit/9904758

•

Faculty Willingness to Use Accommodation Strategies for Students with Learning Disabilities by Zello, Joseph Kelly, EDD from Arizona State University, 1994, 126 pages http://wwwlib.umi.com/dissertations/fullcit/9424165

•

Family Correlates of Career Maturity Attitudes in Rural High School Students with Learning Disabilities by Midock, Randall L., PhD from Virginia Polytechnic Institute and State University, 1994, 155 pages http://wwwlib.umi.com/dissertations/fullcit/9520754

•

Family Relationships and Perceived Competence in Students with Learning Disabilities by Handel, Pamela Duchesne, EDD from University of Missouri - Saint Louis, 1999, 92 pages http://wwwlib.umi.com/dissertations/fullcit/9923913

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Family Therapy with Juvenile Delinquents: Impact of Learning Disabilities, Antisocial Attitudes, and Family Resources by Schreiner, Gary Blaine, PhD from Texas Tech University, 1993, 135 pages http://wwwlib.umi.com/dissertations/fullcit/9404075

•

Follow-up Study of 1992 Exiters with Learning Disabilities (new York City) by Jeanpierre, Paul, EDD from Columbia University Teachers College, 1995, 127 pages http://wwwlib.umi.com/dissertations/fullcit/9539821

•

Friendship Patterns of Children and Adolescents with Learning Disabilities and Attention Problems by Kuhne, Michael; PhD from University of Toronto (Canada), 1999, 151 pages http://wwwlib.umi.com/dissertations/fullcit/NQ41199

•

From the Inside Out: Adolescents with Learning Disabilities Think and Talk about Writing by Hallenbeck, Mark Jeffrey, PhD from Michigan State University, 1997, 433 pages http://wwwlib.umi.com/dissertations/fullcit/9808080

•

Function over Form: the Relative Efficacy of Self-instructional Strategy Training Alone and with Procedural Facilitation for Adolescent Students with Learning Disabilities by Thanhouser, Sally P., EDD from The Johns Hopkins University, 1994, 204 pages http://wwwlib.umi.com/dissertations/fullcit/9431723

•

Gains in Achievement for Children with Learning Disabilities Clustered Via the Distance Measure D. by Tatham, Elaine Lavalle Johnson, EDD from University of Kansas, 1971, 169 pages http://wwwlib.umi.com/dissertations/fullcit/7211718

•

Gender Differences in Long-Term Postschool Outcomes for Youth with Mild Mental Retardation, Learning Disabilities and No Disabilities: Myth or Reality? by Levine, Phyllis, PhD from University of Washington, 1993, 201 pages http://wwwlib.umi.com/dissertations/fullcit/9401447

•

General Education Teachers' Views of Academic Interventions for Students with Learning Disabilities by Lackaye, Timothy Donald, EDD from Columbia University Teachers College, 1997, 200 pages http://wwwlib.umi.com/dissertations/fullcit/9724838

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Generalization of Cognitive Strategies by Students with Learning Disabilities: an Instructional Model by Scott, Kristin Sheryl, PhD from University of Georgia, 1993, 149 pages http://wwwlib.umi.com/dissertations/fullcit/9416302

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Generalization Procedures for Articulation Training Using Children with Learning Disabilities by Milner-Davis, Penney Anne, PhD from The Ohio State University, 1985, 149 pages http://wwwlib.umi.com/dissertations/fullcit/8602988

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Gesture and Perspective-taking in Science Talk: When Learning Histories Vary (Learning Disabilities) by Crowder, Elaine M., PhD from Boston University, 1996, 267 pages http://wwwlib.umi.com/dissertations/fullcit/9622622

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Grammatic Closure As a Significant Factor in Learning Disabilities. by Dowd, Roy Frances Dickard, PhD from Texas Woman's University, 1975, 80 pages http://wwwlib.umi.com/dissertations/fullcit/7611137

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Graphic Organizers As an Aid in Fostering Comprehension of Expository Text (Comprehension Aids, Learning Disabilities) by DiCecco, Yvonne Marie, PhD from University of Oregon, 1992, 205 pages http://wwwlib.umi.com/dissertations/fullcit/9305191

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Group Therapy for Adolescents with Learning Disabilities and Related Psychosocial Problems: a Qualitative Analysis by Mishna, Faye, PhD from Smith College School for Social Work, 1994, 133 pages http://wwwlib.umi.com/dissertations/fullcit/9433215

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Guidance Counselors' Perceptions of Their Work with Students with Learning Disabilities by McConnell, Barbara J. Winters, PhD from The University of Toledo, 1992, 103 pages http://wwwlib.umi.com/dissertations/fullcit/9229633

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Having a Learning Disability: Its Effect on the Academic Decisions of College Students by Steenken, Elisabeth MacClarence; PhD from Virginia Polytechnic Institute and State University, 2000, 150 pages http://wwwlib.umi.com/dissertations/fullcit/3065461

•

Helping Children Understand Learning Disabilities: a Validation of the Learning Disabilities Awareness Program (Self-Esteem, Learned Helplessness) by Dlugacz, Natalia Judith, PhD from The University of North Carolina at Chapel Hill, 1992, 159 pages http://wwwlib.umi.com/dissertations/fullcit/9302520

•

Hidden Differences: Life Story Narratives of Adults with Learning Disabilities by Skolnikoff, Jessica Ann; PhD from The American University, 1999, 287 pages http://wwwlib.umi.com/dissertations/fullcit/9940005

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Higher Education Faculty and Students with Learning Disabilities: a Study of Attitude, Knowledge and Accommodation Compliance by Whisenhunt, Jannette Todd; PhD from The University of North Carolina at Greensboro, 2001, 225 pages http://wwwlib.umi.com/dissertations/fullcit/3017490

•

How College Students with Language-Based Learning Disabilities Cope with Heavy Reading Courses: a Qualitative Study by Ruzic, Roxanne Rita; EDD from Harvard University, 2002, 205 pages http://wwwlib.umi.com/dissertations/fullcit/3055883

•

How Middle School Students with Learning Disabilities Read and Respond to Literary Text by Blue, Elfreda V., PhD from State University of New York at Buffalo, 1998, 131 pages http://wwwlib.umi.com/dissertations/fullcit/9833582

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Hypermedia, Students with Learning Disabilities and Study Skills by Shaheen, Nanda; PhD from The American University, 2000, 149 pages http://wwwlib.umi.com/dissertations/fullcit/9983669

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Identification of Adequately-Achieving Children with Undetected Learning Disabilities. by Hasenjaeger, Kathryn C., PhD from Boston College, 1978, 145 pages http://wwwlib.umi.com/dissertations/fullcit/7813777

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Identification of Alternative Forms of Specific Learning Disabilities by Smith, Barbara Anne Murphy, EDD from University of Massachusetts, 1970, 348 pages http://wwwlib.umi.com/dissertations/fullcit/7105018

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Identification of Bilingual Subgroups among Navajo Adults Using Measures of Phonemic Discrimination and Reading Achievement (learning Disabilities) by Armentrout Abbott, Judith Irene, PhD from Northwestern University, 1986, 265 pages http://wwwlib.umi.com/dissertations/fullcit/8627317

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Identification of Learning Disabilities in Students Who Are Deaf or Hard of Hearing: a Bayesian Approach by Stryker, Deborah Sue, PhD from University of Kansas, 1998, 102 pages http://wwwlib.umi.com/dissertations/fullcit/9905477

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Identifying Competencies for Elementary School Instrumental Music Teachers in Planning Learning Experiences for Children with Learning Disabilities by Ansuini, Albert Maggiore, EDD from State University of New York at Buffalo, 1979, 119 pages http://wwwlib.umi.com/dissertations/fullcit/8008127

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Identifying Gifted Learning-disabled Children with the Learning Disability Index (LDI) (Intelligence Testing) by Hryekewicz, Barbara Joan Tenzi, PhD from Texas Woman's University, 1991, 257 pages http://wwwlib.umi.com/dissertations/fullcit/9219630

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Identifying Gifted/Learning-Disabled Students: Parent Perceptions and Their Impact on Educational Decisions Affecting Their Children (Learning Disabilities) by O'Boyle, Patricia Mcelhiney, PhD from University of Maryland College Park, 1994, 147 pages http://wwwlib.umi.com/dissertations/fullcit/9526277

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Identifying Learning Disabilities in the Deaf Population by Marlowe, Bruce Alan, PhD from The Catholic University of America, 1991, 87 pages http://wwwlib.umi.com/dissertations/fullcit/9117152

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Identity Formation in College Students with Giftedness and Learning Disabilities by Dole, Sharon Frances; PhD from University of Georgia, 1999, 198 pages http://wwwlib.umi.com/dissertations/fullcit/9949493

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Idiom Comprehension Assessment in Southern, Urban, Lower Socioeconomic Class African American and Caucasian Youth with Normal Achievement and Learning Disabilities by Jackson, Juaquita Elaine Harris; PhD from Vanderbilt University, 1999, 147 pages http://wwwlib.umi.com/dissertations/fullcit/9944560

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Impact of an Initial Learning Disabilities Diagnosis in College on an Adult's Sense of Self As a Lifelong Learner by Warren, Erica Marjorie, EDD from University of Georgia, 1998, 185 pages http://wwwlib.umi.com/dissertations/fullcit/9836355

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Implementing Co-Teaching As a Model of Inclusion of Students with Mild Learning Disabilities in General Education Classrooms by Westberg, Suzanne L.; EDD from Rutgers the State University of New Jersey - New Brunswick, 2001, 165 pages http://wwwlib.umi.com/dissertations/fullcit/3009383

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Implementing Michigan's State Endorsed Diploma Program for Students with Learning Disabilities: Legal, Educational, and Policy Perspectives by Henry, Gina Marie; PhD from University of Michigan, 2000, 85 pages http://wwwlib.umi.com/dissertations/fullcit/9977173

172 Learning Disabilities

Keeping Current Ask the medical librarian at your library if it has full and unlimited access to the ProQuest Digital Dissertations database. From the library, you should be able to do more complete searches via http://wwwlib.umi.com/dissertations.

173

CHAPTER 5. DISABILITIES

CLINICAL

TRIALS

AND

LEARNING

Overview In this chapter, we will show you how to keep informed of the latest clinical trials concerning learning disabilities.

Recent Trials on Learning Disabilities The following is a list of recent trials dedicated to learning disabilities.8 Further information on a trial is available at the Web site indicated. •

Comprehensive Program to Improve Reading and Writing Skills in At-Risk and Dyslexic Children Condition(s): Dyslexia; Learning Disorders Study Status: This study is currently recruiting patients. Sponsor(s): National Institute of Child Health and Human Development (NICHD) Purpose - Excerpt: This project is evaluating programs to improve reading and writing skills in children who have or are at risk for having reading disabilities. The project focuses on children who are at-risk for low achievement in school and on children with dyslexia. Study Type: Interventional Contact(s): see Web site below Web Site: http://clinicaltrials.gov/ct/show/NCT00061412

•

Therapy for Reading Problems in Adults After Brain Injury Condition(s): Dyslexia, Acquired; Brain Injuries; Cerebrovascular Accident Study Status: This study is currently recruiting patients. Sponsor(s): National Institute of Child Health and Human Development (NICHD)

8

These are listed at www.ClinicalTrials.gov.

174 Learning Disabilities

Purpose - Excerpt: Adults who sustain brain damage due to stroke, head injury, or traumatic surgery may develop difficulty reading. This study examines the effectiveness of behavior-based programs to improve reading ability in these individuals. Study Type: Interventional Contact(s): see Web site below Web Site: http://clinicaltrials.gov/ct/show/NCT00064805 •

Using fMRI to Evaluate Instructional Programs for Children With Developmental Dyslexia Condition(s): Developmental Dyslexia Study Status: This study is currently recruiting patients. Sponsor(s): National Institute of Child Health and Human Development (NICHD) Purpose - Excerpt: Dyslexia is a common reading disorder. Specialized instructional programs can improve reading ability in children with dyslexia. This study will use functional magnetic resonance imaging (fMRI) to examine changes in the brains of children who have taken part in these programs. Study Type: Interventional Contact(s): see Web site below Web Site: http://clinicaltrials.gov/ct/show/NCT00068835

•

Reading Problems in Children Living in Urban Areas Condition(s): Dyslexia Study Status: This study is no longer recruiting patients. Sponsor(s): National Institute of Child Health and Human Development (NICHD) Purpose - Excerpt: The first line of defense against reading disabilities is good classroom reading instruction. This study describes how characteristics of students, teachers, and instruction relate to academic achievement in inner-city kindergarten through Grade 4 classrooms. Phase(s): Phase III Study Type: Interventional Contact(s): see Web site below Web Site: http://clinicaltrials.gov/ct/show/NCT00065832

Keeping Current on Clinical Trials The U.S. National Institutes of Health, through the National Library of Medicine, has developed ClinicalTrials.gov to provide current information about clinical research across the broadest number of diseases and conditions. The site was launched in February 2000 and currently contains approximately 5,700 clinical studies in over 59,000 locations worldwide, with most studies being conducted in the United States. ClinicalTrials.gov receives about 2 million hits per month and hosts approximately

Clinical Trials 175

5,400 visitors daily. To access this database, simply go to the Web site at http://www.clinicaltrials.gov/ and search by “learning disabilities” (or synonyms). While ClinicalTrials.gov is the most comprehensive listing of NIH-supported clinical trials available, not all trials are in the database. The database is updated regularly, so clinical trials are continually being added. The following is a list of specialty databases affiliated with the National Institutes of Health that offer additional information on trials: •

For clinical studies at the Warren Grant Magnuson Clinical Center located in Bethesda, Maryland, visit their Web site: http://clinicalstudies.info.nih.gov/

•

For clinical studies conducted at the Bayview Campus in Baltimore, Maryland, visit their Web site: http://www.jhbmc.jhu.edu/studies/index.html

•

For cancer trials, visit the National Cancer Institute: http://cancertrials.nci.nih.gov/

•

For eye-related trials, visit and search the Web page of the National Eye Institute: http://www.nei.nih.gov/neitrials/index.htm

•

For heart, lung and blood trials, visit the Web page of the National Heart, Lung and Blood Institute: http://www.nhlbi.nih.gov/studies/index.htm

•

For trials on aging, visit and search the Web site of the National Institute on Aging: http://www.grc.nia.nih.gov/studies/index.htm

•

For rare diseases, visit and search the Web site sponsored by the Office of Rare Diseases: http://ord.aspensys.com/asp/resources/rsch_trials.asp

•

For alcoholism, visit the National Institute on Alcohol Abuse and Alcoholism: http://www.niaaa.nih.gov/intramural/Web_dicbr_hp/particip.htm

•

For trials on infectious, immune, and allergic diseases, visit the site of the National Institute of Allergy and Infectious Diseases: http://www.niaid.nih.gov/clintrials/

•

For trials on arthritis, musculoskeletal and skin diseases, visit newly revised site of the National Institute of Arthritis and Musculoskeletal and Skin Diseases of the National Institutes of Health: http://www.niams.nih.gov/hi/studies/index.htm

•

For hearing-related trials, visit the National Institute on Deafness and Other Communication Disorders: http://www.nidcd.nih.gov/health/clinical/index.htm

•

For trials on diseases of the digestive system and kidneys, and diabetes, visit the National Institute of Diabetes and Digestive and Kidney Diseases: http://www.niddk.nih.gov/patient/patient.htm

•

For drug abuse trials, visit and search the Web site sponsored by the National Institute on Drug Abuse: http://www.nida.nih.gov/CTN/Index.htm

•

For trials on mental disorders, visit and search the Web site of the National Institute of Mental Health: http://www.nimh.nih.gov/studies/index.cfm

•

For trials on neurological disorders and stroke, visit and search the Web site sponsored by the National Institute of Neurological Disorders and Stroke of the NIH: http://www.ninds.nih.gov/funding/funding_opportunities.htm#Clinical_Trials

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CHAPTER 6. PATENTS ON LEARNING DISABILITIES Overview Patents can be physical innovations (e.g. chemicals, pharmaceuticals, medical equipment) or processes (e.g. treatments or diagnostic procedures). The United States Patent and Trademark Office defines a patent as a grant of a property right to the inventor, issued by the Patent and Trademark Office.9 Patents, therefore, are intellectual property. For the United States, the term of a new patent is 20 years from the date when the patent application was filed. If the inventor wishes to receive economic benefits, it is likely that the invention will become commercially available within 20 years of the initial filing. It is important to understand, therefore, that an inventor’s patent does not indicate that a product or service is or will be commercially available. The patent implies only that the inventor has “the right to exclude others from making, using, offering for sale, or selling” the invention in the United States. While this relates to U.S. patents, similar rules govern foreign patents. In this chapter, we show you how to locate information on patents and their inventors. If you find a patent that is particularly interesting to you, contact the inventor or the assignee for further information. IMPORTANT NOTE: When following the search strategy described below, you may discover non-medical patents that use the generic term “learning disabilities” (or a synonym) in their titles. To accurately reflect the results that you might find while conducting research on learning disabilities, we have not necessarily excluded non-medical patents in this bibliography.

Patents on Learning Disabilities By performing a patent search focusing on learning disabilities, you can obtain information such as the title of the invention, the names of the inventor(s), the assignee(s) or the company that owns or controls the patent, a short abstract that summarizes the patent, and a few excerpts from the description of the patent. The abstract of a patent tends to be more technical in nature, while the description is often written for the public. Full patent descriptions contain much more information than is presented here (e.g. claims, references, figures, diagrams, etc.). We will tell you how to obtain this information later in the chapter. 9Adapted

from the United States Patent and Trademark Office: http://www.uspto.gov/web/offices/pac/doc/general/whatis.htm.

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The following is an example of the type of information that you can expect to obtain from a patent search on learning disabilities: •

Brain and nerve healing power apparatus and method Inventor(s): Schurig; Alma K. (870 E. Walnut Ave., Provo, UT 84604), Schurig; Janet L. S. (870 E. Walnut Ave., Provo, UT 84604) Assignee(s): none reported Patent Number: 5,092,835 Date filed: July 6, 1990 Abstract: An apparatus and method is provided for supplying healing power to the brain and nervous system which includes 1) applying a constant magnetic field in a cap or strap arrangement to the head or nervous system of a subject and 2) stimulating the nerves with electric signals applied to neural pathways to the brain located in the hands, feet and other parts of the body, with a view to A) aiding individuals suffering from nervous system disorders including i) serious disorders such as pervasive developmental disorder, autism, disorders caused by hypoxia, trauma and drugs, and some forms of schizophrenia, and also ii) mild disorders such as learning disabilities, and also B) heightening the mental and physical abilities of "normal" people. Excerpt(s): This invention relates to the simultaneous therapeutic applications of a constant or static magnetic field to the human brain (or nervous system) in combination with the application of electric pulses to the nervous system in the hands, feet, head or other parts of the body, for the purpose of stimulating operation and repair of damaged or inactive nerve cells. Certain types of neurological disorders (particularly in young children) are diagnosed as Pervasive Developmental Disorder or Autism, for which the cause is undetermined (or linked to sedative induced hypoxia, drowning or drug impairment) and for which no successful treatment is available leading to recovery. Symptoms may include speech impairment, central auditory processing disorder, central vision loss, perceptual motor impairment and other neurological and behavioral disorders including schizophrenia. Often EEG's or MRI scans do not show major macroscopic damage, indicating that the disorder is microscopic and pervasive in nature--in which some percentage of brain cells in associated functional areas of the brain are inactive, and/or neurotransmission is impaired. New instruments have been developed to study brain waves (See U.S. Pat. No. 4,736,751) by which it has been demonstrated by magnetoencephalograph that both electric and magnetic fields are generated by portions of the brain engaged in neurological activity. Magnetic fields arise both from individual axon and synapse transmission as well as from mass neuroelectric and neuro magnetic phenomena associated with processing stimuli and reacting thereto. Research in applying the instant method has shown that neurological phenomena produce an average constant or static magnetic field component of which the south pole is directed out of the head and the north pole inward. Web site: http://www.delphion.com/details?pn=US05092835__

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Diagnostic screening procedure for identifying dysmetric dyslexia Inventor(s): Levinson; Harold N. (600 Northern Blvd., Great Neck, NY 11021) Assignee(s): none reported Patent Number: 4,706,686 Date filed: October 27, 1986 Abstract: Subjects possibly suffering from dysmetric dyslexia are screened by providing a visual display consisting of a plurality of discrete objects moving in a continuous line between a pair of spaced stationary objects. The subject reads the display from a distance at which normal subjects being screened are capable of seeing not only the moving objects but both stationary objects within their field of vision, and failing to see the entire display are identified as possibly being dyslexic. Excerpt(s): The present invention relates to a screening procedure and apparatus for identifying children suffering from dysmetric dyslexia. For well over a decade I have employed a technique disclosed in my U.S. Pat. No. 3,842,822 dated Oct. 22, 1974 by which dysmetric dyslexia was attributed to a cerebellar-vestibular dysfunction which I found can be detected by creating a subclinical nystagmus or eye vibration which resulted in the blurring of moving images when engaged in a reading type activity, i.e. visual fixation, tracking and sequential scanning, which induces the corresponding eye vibration or back and forth reading type eye movement. This movement or eye vibration occurs at a frequency or number of beats per second which can be controlled, being more specifically a function of the speed of movement of the material being visualized or read by the subject. Such induced eye vibration is maintained below the normal threshold level producing blurred vision in normal subjects, but which in additive relation to the subclinical eye vibration noted to exist in dysmetric dyslexic subjects, results in a total eye vibration at a frequency or number of beats per second above the threshold level. Accordingly, those subjects experiencing blurred vision during the reading process are automatically identified as possibly being dysmetric dyslexic. After much experience I have discovered that contrary to the earlier thinking dysmetric dyslexic subjects have more than one blurring speed. While they have the same blurring speed as non-dyslexics do, i.e., a sequential blurring speed, in which a whole sequence of objects is seen as a panorama and the entire sequence blurs at once; they also have another blurring speed, which I call the single-targeting blurring speed. This latter phenomenon is a compensatory one, which takes over when the first, i.e., the reflexive, sequential tracking speed, is impaired. The single targeting blurring speed results from the observation that the subjects have an abnormally narrow lateral or peripheral span of vision. That is, they have practically no peripheral vision. This abnormality is observed when the subjects are forced to read a moving display and does not occur when reading a stationary display. For example, if the moving display is a continuous line of several discrete objects, the number of which in the field of vision always remaining the same, the subject would see less than the actual number displayed and when questioned as to the exact number seen, would provide an incorrect answer, since either the initial or the final members of the display (i.e. the peripheral members) would not be seen. Web site: http://www.delphion.com/details?pn=US04706686__

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Dysmetric dyslexia screening procedure administered on the internet Inventor(s): Levinson; Harold N. (15 Lake Rd., Great Neck, NY 11020) Assignee(s): none reported Patent Number: 6,398,729 Date filed: November 18, 1999 Abstract: For a dysmetric dyslexia-identifying test herebefore administered to a mixed audience of children, some being dyslexic and others not, the administration thereof now over the Internet to a dispersed audience preferably consisting of a child in the singular in facing relation to an Internet display module, to thereby obviate by this dispersion any audience-influencing behavior which heretofore affected the test results. Excerpt(s): The present invention relates generally to improvements in a known diagnostic screening procedure implemented by administering a reading or symbolrecognition test that effectively identifies children, even of pre-school age, as having cerebellar-vestibular dysfunctions and, in medical parlance, being affected with dysmetric dyslexia wherein the improvements, more particularly, retain the substantive validity of the test and are in the nature of the administration of the test to the end of contributing significantly to the accuracy of the test, as will be better understood as the description proceeds. It is already known, as set forth in U.S. Pat. No. 3,842,822 for "Dysmetric Dyslexia Screening Procedure", issued to Harold N. Levinson on Oct. 22, 1974, of the discoveries involving children, some possibly dysmetric dyslexic and others not, of an eye oscillation of a selected extent which is normally below the level which produces blurred vision in those children not affected with dysmetric dyslexia but, in those children affected with dysmetric dyslexia, the noted eye oscillation in response to a reading or symbol-recognition exercise is increased to a higher extent which produces blurred vision, while the non-susceptible children continue to read without reporting any blurring. To take full advantage of the benefits of the noted discoveries, it was administered heretofore to a classroom-filled audience since to the audience, it was like watching a movie and thus was a pleasant activity well known to each participant. The test results to a significant extent correlated with the conditions of those affected with dysmetric dyslexia and those not so affected but, in practice, there was noted a variation in successive testing of a child participant, the cause of which was not understood. Web site: http://www.delphion.com/details?pn=US06398729__

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Educational device for dyslexic children Inventor(s): Dickensheet; Janis A. (3313 E. Seminole, Springfield, MO 65804) Assignee(s): none reported Patent Number: 4,123,853 Date filed: April 27, 1977 Abstract: Disclosed is an educational device for dyslexic children which comprises a base, a shaft mounted on the base, a plurality of blocks mounted on the shaft for rotation relative to the base, and a mirror mounted on the base facing the shaft. Mirror-image and/or totally backwards indicia are carried by the blocks on at least one face of each of the blocks, whereby the blocks can be rotated to positions in which the indicia are reflected by the mirror.

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Excerpt(s): This invention relates to educational devices for dyslexic children. Dyslexia may be broadly defined as the loss of power to grasp the meaning of that which is read, Webster's New Twentieth Century Dictionary of the English Language (2d. ed. 1965), or as an inability to read understandably due to a central lesion. Dorland's Illustrated Medical Dictionary (1965). In particular, dyslexia is often characterized by perception of objects, including letters, either in mirror-image form or in what might be called totally backwards form -- that is, rotated about two separate orthogonal axes. The first of these conditions is referred to herein as partial dyslexia, and the second as total dyslexia. Various methods for treating dyslexia are known, and most of these methods employ various kinds of educational devices. Typically such devices employ one or more mirrors to rotate the image of objects, including letters, in a fashion contrary to the incorrect rotation perceived by the individual being treated. A need has remained, however, for such a device which is simple and sturdy, which can be used with very young children (or with children or adults who are retarded as well as dyslexic), and which can be used to teach basic manipulative skills as well as to treat dyslexia. Web site: http://www.delphion.com/details?pn=US04123853__ •

Educational device for teaching the proper placement of information Inventor(s): Hawkins; Patricia A. (Laurel, MD), Jones; Corey N. (Severn, MD) Assignee(s): PSI Associates, Inc. (Washington, DC) Patent Number: 4,533,329 Date filed: June 26, 1984 Abstract: This invention relates to an educational board teaching tool for teaching young children or persons with learning disabilities the skill of applying information in a specific, desired position to an envelope, letter, box, or other information-receiving element. The invention comprises a board having a top compartmentalized surface. Some of the compartments include templates which guide an information receiving element into its desired position. The templates also retain the element in position and guide the placement of information onto the element. The educational device of the present invention may also include retaining means for retaining the board on a work surface. Preferably, the retaining means includes a retaining rib on the bottom surface of the board which fits into a complementary groove on a work table or work station at which the board will be retained. Excerpt(s): This invention relates to an educational device for teaching basic, practical skills for a specific purpose. Specifically, this invention relates to an educational board teaching tool for teaching young children, handicapped persons or persons with learning disabilities the skill of applying information in a specific, desired position to an envelope, letter, box, or other information-receiving element. Educational devices for teaching various basic learning skills are well-known. For example, U.S. Pat. No. 2,415,342 discloses a block and base educational system for teaching reading and arithmatic in which the blocks have projections which fit into recesses on the base. The system of projections and recesses is arranged such that the blocks will fit only in a single position on the base, thus teaching proper numerical arrangement or spelling. U.S. Pat. No. 3,024,541 discloses a spelling board which includes a plurality of rectangular depressions formed on a base board. Rectangular sections of cardboard, or blocks, on which are printed individual letters of the alphabet and the corresponding numbers 1-26 are placed within the depressions. Other such educational teaching devices are also well-known. The present invention provides an educational device

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which may be used by young children, handicapped persons, or persons with a learning disability. The educational device of the present invention is intended to each a specific skill, that being the application of information, such as a return address and a mailing address, to a specific, desired position on an information-receiving element, for example, an envelope or letter. It will be appreciated, of course, that other types of information can be applied to other forms of information receiving elements. The term "information" is intended to include both written and graphic or pictorial information. The term "information-receiving element" is intended to include, without limitation, paper, envelopes, boxes, flyers, and the like. This skill, while seemingly simple, involves a number of complex motor skills and pattern recognition skills. For example, an envelope must be oriented properly so that the return address will be placed in the upper left-hand corner and the return address must be written or otherwise applied so that it is readable with the envelope so oriented. Then, while maintaining the same orientation, a mailing address must be written or otherwise applied in the center of the envelope so that it also is readable. The present invention not only teaches a basic skill, but, when used by handicapped or learning disabled persons, can be used for vocational training or as a tool for performing a work assignment. Web site: http://www.delphion.com/details?pn=US04533329__ •

Method and apparatus for determining magnocellular pathway defect and dyslexia Inventor(s): Galaburda; Albert M. (Andover, MA), Livingstone; Margaret S. (Chestnut Hill, MA) Assignee(s): President and Fellows of Harvard College (Cambridge, MA) Patent Number: 5,474,081 Date filed: November 18, 1993 Abstract: A method and apparatus determine defective magnocellular pathway in the visual system of a subject. Such determination of defective magnocellular pathway in turn is deterministic of dyslexia. The invention method and apparatus presents to a subject eye a series of patterns spatially varying in light intensity, such as a checkerboard pattern. Each pattern provides a certain respective degree of contrast between areas of varying light intensity. In displaying each checkerboard pattern, it is alternated with display of its contrast reverse pattern at a frequency between about 0.5 Hz and about 15 Hz. The temporal frequency from one checkerboard pattern to the next checkerboard pattern in the displayed series of patterns is in the range of about 30 patterns per minute to hundreds of patterns per minute. Response of the eye, such as the visually evoked potential, to each pattern is measured as the pattern is being displayed. And the measured responses are compared to a predetermined range of standard/normal responses for the given displayed patterns. Measured responses falling outside of the predetermined range of standard/normal responses indicate a magnocellular pathway defect, and hence dyslexia. Excerpt(s): In general, the human visual system is formed of two major processing pathways referred to as the magnocellular pathway and the parvocellular pathway. These two subdivisions or pathways remain largely segregated and independent throughout the visual system. The two pathways begin in the retina but are most apparent in the lateral geniculate nucleus (LGN). In the LGN, cells in the ventral or magnocellular layers are larger than cells in the dorsal or parvocellular layers. In the retina and LGN, the magno and parvo subdivisions differ physiologically in four major ways: color selectivity, contrast sensitivity, temporal resolution, and acuity. In

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particular, fast, low contrast visual information is carried by the magnocellular subdivision or pathway, and slow high contrast information is carried by the parvocellular subdivision/pathway. This functional segregation, begun in the retina, continues throughout the visual system, possibly even up through higher cortical association areas. Therefore, a problem specific to the magnocellular pathway could originate at any level from the retina to prestriate visual cortical areas, and it would be difficult, using behavioral tests, to localize such perceptual defects. For example, development dyslexia is the selective impairment of reading skills despite normal intelligence, sensory acuity, motivation and instruction. Several perceptual studies have suggested that dyslexic subjects process visual information more slowly than normal subjects. The flicker fusion rate, which is the fastest rate at which a contrast reversal of a stimulus can be seen, is abnormally slow in dyslexic children at low spatial frequencies and low contrast. When two visual stimuli are presented in rapid succession, the two images fuse and appear as a single presentation. The temporal separation necessary to distinguish two presentations measures visual persistence, and for dyslexic children the temporal separation is a hundred milliseconds longer than for normal children, particularly for low spatial frequency stimuli. Dyslexic subjects also have trouble distinguishing the order of two rapidly flashed visual stimuli. In contrast, dyslexics perform normally on test having prolonged stimulus presentations. Web site: http://www.delphion.com/details?pn=US05474081__ •

Method and apparatus for improving the reading efficiency of a dyslexic Inventor(s): Rowland; Linda C. (1410 Saddleback La., Lewisville, TX 75067) Assignee(s): none reported Patent Number: 5,584,698 Date filed: May 15, 1995 Abstract: A teaching aid for increasing the reading efficiency of a dyslexic. The teaching aid comprises a transparent sheet of material having a plurality of horizontal color gradient that is placed over an area of text to be read. Preferably, each color gradient covers a single line of text. When the color gradient covers the text area, a less distracting environment is created and allows the dyslexic reader to more readily focus and concentrate on the lines of text. Excerpt(s): Dyslexia is defined as the severely impaired ability to read, presumed to be caused by a central nervous system dysfunction. The National Joint Committee on Learning Disabilities (1988) refers to a central nervous system dysfunction as some brain or neurological damage that impedes motor and/or learning abilities. Although dyslexia is addressed as a disability in numerous special education textbooks, little emphasis is placed on the fact that most people suffering from dyslexia eventually compensate and learn to read well. The existence of dyslexic doctors, lawyers, politicians and scientists confirm the possibility of success. However, today's world demands more of our children and educators. Children need to read more quantity at a higher level than compared to the past. Consequently, the compensation or adaptation skills are lacking, as the child has yet to have had the time to build these skills. Thus, it is desirable to provide the tools necessary to allow the dyslexic child to adapt and compensate so that they may reach their potential and independence with fewer modifications. To solve the foregoing problems, the invention is directed to a method and apparatus for improving the reading efficiency of a dyslexic. In the preferred embodiment of the invention, a transparent sheet of material covers an area of text to be

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read. The transparent sheet of material has a plurality of horizontally graduated colors disposed thereon. Each horizontally graduated color covers at least a portion of one line of text and allows the attention of the dyslexic to be directed to the at least one line of text. Web site: http://www.delphion.com/details?pn=US05584698__ •

Method and apparatus for teaching dyslexic children Inventor(s): Lyons; Dorothy Flentie (646 Morongo Rd., Palm Springs, CA 92262) Assignee(s): none reported Patent Number: 4,090,311 Date filed: June 7, 1976 Abstract: A teaching method and device for teaching dyslexic children to form correct mental images of symbols such as letters, numbers and words. In accordance with the method of the invention, the child is encouraged to study a card having imprinted thereon a symbol such as a letter. The child is given an elongated member formed of an easily bendable pliant material and, using the card as a pattern, is encouraged to bend the member into the shape of the letter. In this way, the child's sense of sight is coupled with the important sense of feel to form in the child's mind the correct mental concept of the letter. Excerpt(s): This invention relates generally to a method and apparatus for teaching reading and writing. More particularly, the invention relates to a method and device for teaching children suffering from dyslexia or "word blindness". Approximately onefourth of all children today enter school with the problem of dyslexia or "word blindness". Dyslexia, as used herein, refers to an inability to deal with and effectively interpret letters, numbers, words and other symbols with the resultant diminished ability to integrate the meaningfulness of written material. Dyslexia, which is also sometimes called "mixed dominance", may be caused by localized malfunction of or injury to the brain, by difficulties in visual perception or motor control, or by various other physical, neurological, or psychoneurological disorders. Dyslexia is exhibited by children in various ways. Often the dyslexic child can see words, but for him, some words and letter shapes do not have perceptual consistency; that is, they are perceived differently in differing positions. For example, in certain words the child may correctly interpret a "cr" sound, while in others, such as "cream", the "cr" sound may change to a "cl" sound. Frequently, the dyslexic child will mix up letters such as "b" and "d". Similarly, with words such as "was" and "bid", the child suffering from dyslexia will reverse the letters and read the words as "saw" and "dip". Often, vowels are also incorrectly pronounced, i.e., "bag" "big", etc. As with letters, the dyslexic child will also frequently confuse numbers such as "6" and "9". All of these difficulties make learning to read extremely difficult and often bright children are classified as retarded simply because they cannot see what others see. Web site: http://www.delphion.com/details?pn=US04090311__

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Method and apparatus for the amelioration of visual stress and dyslexia Inventor(s): Mumford; Robin B. (29 S. Bay Ave., Highlands, NJ 07732) Assignee(s): none reported Patent Number: 5,420,653 Date filed: January 6, 1992 Abstract: A quantitative visual test measures the rate at which an individual is able to complete a defined visual task, either on paper or on a self illuminated screen. The task involves comparing a plurality of similar appearing numbers to determine if they are an exact match within predetermined levels of time. Inability to complete the test within the predetermined level of time indicates the likelihood that the individual will exhibit visual stress and dyslexia. Individuals under such stress are then remediated by the use of adjusted lighting environments sometimes including other visual aids. Excerpt(s): The term dyslexia is used in the context of this disclosure to describe an individual who persistently reads inaccurately and one who has a lower than average recall or comprehension of the contents of what the individual has recently read. In some cases, the individuals are unable to count more than five symbols due to the level of visual confusion. This condition creates a great deal of frustration for such individuals, and is frequently incorrectly perceived as a lack of intelligence. Accordingly, there is a continuing need for and interest in improved methods for the detection and treatment of this and other similar visual conditions. The prior art discloses various different vision tests and screening methods. These tests typically define an individual's ability to read known letters or numbers of different sizes at various distances. The 100 year old Snellen test, which is an example of this type of test, reports an acuity such as 20/10 or 20/20 etc., reflecting the ratio of the distance at which the letters are recognized by a particular individual compared with the standard 20 feet. Screening systems such as the one practiced utilizing the testing machine known by the trademark TITMUS, and other similar systems, attempt to measure the ability of an individual to see gaps which are rotated in successive images viewed by the individual under test. Such tests detect abnormalities in vision, for instance astigmatism or lack of focus. Web site: http://www.delphion.com/details?pn=US05420653__

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Method and apparatus for treating dyslexia Inventor(s): Lawson; Alison Marie ("Rotherfield", Holly Road, Burradoo, NSW 2576, AU) Assignee(s): none reported Patent Number: 6,443,572 Date filed: September 27, 1999 Abstract: A method for treating Dyslexia in a patient, the method comprising the step of employing techniques to achieve a stable fixation of both eyes. Excerpt(s): The present invention relates to a method and device for the treatment of conditions such as Dyslexia. Dyslexia is a term used to denote a condition of reduced ability to read and write, in the presence of adequate intelligence, conventional instruction and sociocultural opportunity and without any opthalmoscopically detectable retinal abnormality. A proportion of those with this condition also display an

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inability to listen in the absence of any impairment in their hearing. The condition was first noticed in the 1860's in some patients who had suffered a brain injury. It was later uncovered that the condition was more typically present without brain injury and in far greater numbers than expected. Web site: http://www.delphion.com/details?pn=US06443572__ •

Method and means for detecting dyslexia Inventor(s): Pavlidis; George (Park Lane Apt. 9E, New Brunswick, NJ 08901) Assignee(s): none reported Patent Number: 4,838,681 Date filed: May 4, 1987 Abstract: The specification discloses a diagnostic device and method for detecting various neurological conditions, particularly dyslexia. Eye movement patterns of the subject to be tested are separated into saccadic movement (both progressive and regressive) vergence, pursuit movements and fixations, and the subject's specific eye movement pattern, as evaulated against a specific stimulus, and normal patterns is used for diagnostic purposes. A variety of eye movement detectors is disclosed, together with a sampling means which evaluates the eye position at intervals of less than 10 milliseconds. A data processing means is used to isolate the significant samples and categorizes the retained data samples into the foregoing eye movements. The eye movement patterns are then evaluated against a statistical data base to determine the kind and severity of the diagnosed condition. For example, dyslexic individuals exhibit a high number of regressive saccades, while drug and alcohol impaired individuals are unable follow a stimulus with a pursuit movement, but must relay on a series of short saccades. Excerpt(s): The present invention is a diagnostic method and device for detecting various neurological conditions, including dyslexia. The device is particularly useful for diagnostic tests of dyslexia based on non-reading tasks, which are independent of reading skills. Dyslexia affects the lives of millions of people world-wide and often has devastating psychological, social and educational consequences. It is also one of the most controversial topics in the fields of developmental neurology, psychology, and education. The controversy arises from the incomplete definition of the syndrome of dyslexia and from contradictory theories that surround its etiology. A major difference between dyslexia and other reading disabilities is that, unlike dyslexia, other categories of reading failure can be predicted on the basis of neurological, intelligence, socioeconomic, educational and psychological (motivational, emotional) factors known to adversely affect the reading process. If, for instance, a child has problems in one or more of the above-mentioned areas, he is expected to have reading problems. The extent of the reading disability is determined by the severity and number of factors that are involved. Web site: http://www.delphion.com/details?pn=US04838681__

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Method and testing instrument for assessing skills of an individual Inventor(s): Catto; Loretta (3330 Cumberland, Olympia Fields, IL 60461) Assignee(s): none reported Patent Number: 6,139,326 Date filed: October 16, 1998 Abstract: A method for assessing the readiness skills of a child between the ages of two and six years is disclosed. To assess the child's skills, a set of specially designed cards is provided. Each card displays one or more predetermined symbols. The cards are displayed to the child according to a predefined protocol. As the cards are displayed, a testing specialist asks the child questions about each card and records the child's responses. The child's responses are then scored to assess his or her skill level. The cards are organized into color-coded subsets. Each subset can be used to test a child's mastery of a certain task. In addition, the cards can be asymmetrically-shaped to facilitate sorting and presentation. The unique design of the cards permits the testing specialist to quickly screen young children with possible learning disabilities. Excerpt(s): A portion of the disclosure of this patent document contains material which is subject to copyright protection. The copyright owner has no objection to the facsimile reproduction by anyone of the patent document or the patent disclosure, as it appears in the Patent and Trademark Office patent file or records, but otherwise reserves all copyright rights whatsoever. The present invention relates generally to methods of testing individuals, and in particular, to an improved method for quickly assessing individual skill levels using a set of specially designed cards. Skill testing involves presenting one or more tasks to an individual and then assessing his/her ability to perform those tasks. Skills that are frequently tested include academic skills, such as reading, writing, and mathematics, as well as mental and physical skills, such as memorization, manual dexterity, and the like. Skill tests are often administered to identify children that may be experiencing learning problems. Typically, a child experiencing problems is identified at an early age by parents or teachers. The child is then referred to a testing specialist, such as a child psychologist or special education teacher, who administers a screening test to ascertain the child's mastery of certain preacademic/academic skills, collectively known as readiness skills. Readiness skills are generally those skills that a child should learn during their first few years in school to insure a healthy educational environment. Readiness skills include, but are not limited to, the ability to recognize and name letters, numbers and shapes, to correctly perform simple comparisons, and in some cases, to form simple words. Web site: http://www.delphion.com/details?pn=US06139326__

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Method of and apparatus for multi-modal information presentation to computer users with dyslexia, reading disabilities or visual impairment Inventor(s): Kiraly; Jozsef (San Martin, CA), Ridge; Peter M. (San Jose, CA) Assignee(s): Mindmaker, Inc. (San Jose, CA) Patent Number: 6,324,511 Date filed: October 1, 1998 Abstract: A method of providing language assistance to a computer user with dyslexia, reading disabilities or visual impairment by presenting text-based information via

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multiple media channels. The method of the present invention includes the steps of: accessing a source of text-based data that can originate from a computer text document, displaying text-based data in a text window with a standard font size, displaying the text-based data in another text window with a magnified font size, sequentially highlighting the text-based data in the magnified text window one word at a time; generating synthesized speech signals representative of the highlighted text; rendering the synthesized speech signals audible synchronously with the displaying of the highlighted text; displaying images that correspond to the context of the highlighted text; and generating sound effects that are pertinent to the context of the highlighted text such that text-based information and corresponding graphical and audible information can be perceived simultaneously by the user. This technique effectively provides multiple channels of information to a user. The present invention is particularly useful for displaying text-based information to users having reading disabilities such as dyslexia, or for increasing the entertainment value of viewing a text document. The present invention may be used for assisting users in editing documents and in retrieving information from the World Wide Web. Excerpt(s): The present invention generally relates to the field of computer systems. More specifically, the present invention relates to the field of computer aided systems for computer users with dyslexia, reading disabilities, or visual impairment. Development in software technology has allowed computers to perform a wide variety of useful operations. Depending on the software which is installed within their particular memory storage devices, computers can be used to manage numerous financial transactions of a bank, control the fabrication of items ranging from automobiles down to integrated circuit chips, store addresses and telephone numbers of acquaintances, analyze scientific and engineering data, produce and edit documents, along with transmitting and receiving data. The World Wide Web (also called the "Web") has also been made possible by recent advances in hardware and software technology. By way of background, the World Wide Web is an internet facility that links documents locally and remotely. A Web document is called a Web page, and hyperlinks in the page allow users to "jump" from page to page whether the pages are stored on the same server or on other servers around the world. Since its genesis in the late 1980's, the Web has become extremely popular. Millions and millions of Web pages are now available on the Web, and millions of people access those Web pages daily. One of the primary reasons for the Web's success is that, Web pages, containing both text and graphics, are probably the largest collection of on-line information known to humankind. And, that vast amount of information is easily accessible via a Web browser such as Netscape.RTM. Navigator.TM. or Microsoft.RTM. Internet Explorer.TM. Web site: http://www.delphion.com/details?pn=US06324511__ •

Method of and means for improved reading efficiency of persons with specific dyslexia Inventor(s): Nelson; Eileen M. (71 Cathryn Ct., Fox Lake, IL 60020) Assignee(s): none reported Patent Number: 4,379,699 Date filed: October 3, 1980 Abstract: A method of and structure for improving the reading efficiency of persons with specific dyslexia. The method of effecting such improvement includes providing to the dyslexiac reading material wherein the reading matter has a brightness substantially

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greater than that of the background on which the reading matter is provided. In the illustrated embodiment, the ratio of the brightness of the reading matter to the background is at least approximately 10 to 1. In a preferred form, the background is black and the reading matter is white. The treatment of the reading problem is advantageously adapted for increasing the reading speed of persons with specific dyslexia. Excerpt(s): This invention relates to the diagnosing and treating of reading problems in dyslexiacs and, in particular, to methods and means for increasing the reading efficiency of persons with specific dyslexia. Teaching persons with specific dyslexia to read with at least minimum efficiency is difficult and time consuming. Conventionally, such teaching has been done on a one-to-one basis with the dyslexiac and involves going over and over simple minimum reading material in an effort to build up the vocabulary and reading facility of the dyslexiac. One method of assisting the dyslexiac in gaining reading efficiency is to utilize tactile print means in conjunction with visual reading matter. Web site: http://www.delphion.com/details?pn=US04379699__ •

Method of improving ocular fixation, sequential scanning and reading activity in dysmetric dyslexic children Inventor(s): Frank; Jan (45 E. 42nd St., New York, NY 10028), Levinson; Harold N. (15 Lake Road, Great Neck, NY 11020) Assignee(s): none reported Patent Number: 3,955,564 Date filed: January 6, 1975 Abstract: The use of an eye exercise to induce a mild and tolerable nystagmus in a dysmetric dyslexic child having a cerebellar-vestibular dysfunction, and in so doing call forth compensating mechanisms in the child which are effective in improving the child's ocular fixation, sequential scanning and reading activity.The aforesaid calling forth of said compensating mechanisms beneficially provides a reflex reduction of the cerebellar-vestibular induced dysfunction of the dyslexic child. It is analogous to what occurs in amblyopia, in which compensation in the form of central functional suppression of vision in one eye is restored to in order to avoid double vision and the discomfort it gives rise to. Also, like amblyopia, if the dysfunctioning of the cerebellarvestibular is not detected early and corrected, as by the compensation referred to, it might become irreversible in time.In one preferred form the eye exercise is one which requires dysmetric dyslexic children to track sequential stimuli moving across their line of vision at a speed just below their blurring threshold. In another form, the dysmetric dyslexic children are required to identify selected static, fixation foreground objects and figures while the background, which has a distracting influence of a controllable degree, is moved at a speed at or below the "distraction" or blurring threshold. Excerpt(s): The present invention relates to a method of improving the ocular fixation and sequential scanning skills of dysmetric dyslexic children, and more particularly to achieving this improvement by overcoming the dysfunction in ocular fixation and sequential scanning which exists in dysmetric dyslexic children. As disclosed in U.S. Pat. No. 3,842,822, published on Oct. 22, 1974, our research has revealed that a cerebellar-vestibular dysfunction and sub-clinical nystagmus results in an impairment of ocular fixation and sequential scanning which in turn leads to dyslexia. This is

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contrary to the more widely accepted belief in the medical profession that the condition of organically determined dysmetric dyslexia is due solely or at least primarily to a dysfunction of the cortex. We have also discovered that dysmetric dyslexic children sacrifice "seeing" a significant part of the moving visual field during tracking, in order to see a part of it clearly. That is, they fixate a third of the field clearly rather than blur the whole. This scomotization or field narrowing is a compensation against blurring. Web site: http://www.delphion.com/details?pn=US03955564__ •

Method of measuring dynamic (a) auditory and (b) tactile sequencing or tracking, and diagnosing cerebellar-vestibular dysfunction and dysmetric dyslexia Inventor(s): Frank; Jan (45 E. 82nd St., New York, NY 10028), Levinson; Harold N. (15 Lake Road, Great Neck, NY 11020) Assignee(s): none reported Patent Number: 3,952,728 Date filed: February 24, 1975 Abstract: The discovery that the condition of dysmetric dyslexia results from dysfunctioning of the cerebellar-vestibular underlies the method of U.S. Pat. No. 3,842,822 issued on Oct. 22, 1974, which method uses blurring and scrambling of sequential visual stimuli to identify and measure ocular motor coordination, i.e. ocular fixation and sequential scanning abilities.As an improvement and/or alternative to the above method, the within methods, which also are useful in identifying dysmetric dyslexic children in an examination group, use response to acoustical and/or tactile stimulation, rather than response to visual stimuli, to identify said condition. Excerpt(s): The present invention relates to conveniently administered methods of identifying members of an examination group who are possibly dysmetric dyslexic, and more particularly monitors the response to acoustical and tactile stimulation of the group members so as to both provide the identification being sought, and also to obtain a measurement of the impairment or extent of dysfunctioning of the cerebellarvestibular of those members who are identified as dysmetric dyslexic. An impaired cerebellar-vestibular apparatus cannot neutralize or inhibit or "slow down" rapid or fast moving incoming sequential stimuli of a visual nature and thus leads to cortical or perceptual confusion or scrambling. In a screening method using incoming visual stimuli, of U.S. Pat. No. 3,842,822, issued on Oct. 22, 1974, the impairment of the cerebellar-vestibular is manifested by a blurring or scrambling of the visual stimuli under conditions at which "normal" children do not similarly experience these effects. Underlying the present invention is the recognition that a dysmetric dyslexic child, because of his cerebellar-vestibular dysfunction, also responds in a characteristically different way to non-visual sensory input, and so may also be effectively indentified by such response. The methods hereof are practiced using (a) acoustical or auditory material, and (b) tactile stimulation, as said non-visual sensory input. Since the reason for the effectiveness of the inventive methods is the same for both aforesaid forms of non-visual sensory input, the explanation thereof which follows, although specifically related to acoustical or auditory material, is suffice to provide a complete understanding of the present invention. Web site: http://www.delphion.com/details?pn=US03952728__

Patents 191

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Monitoring attention and cognition and the effect of sensory motor, nutritional, and other biochemical factors thereon Inventor(s): Candelaria; Ken (201 W. Prospect Ave., Mount Prospect, IL 60056), Mazeski; Conrad A. (201 W. Prospect Ave., Mount Prospect, IL 60056) Assignee(s): none reported Patent Number: 4,332,566 Date filed: September 4, 1979 Abstract: A method of analyzing learning abilities and disabilities and administering learning therapy to students and other subjects. They are tested for reading ability while their behavior response patterns are being tested by instrumental means including instruments able to detect alpha brain wave patterns and physiological stress, and, where the instrument indicates that the test subject is undergoing a brain wave or stress pattern indicative of brain wave or stress patterns typically manifested by those having learning disabilities, general or specific therapy is administered to reduce the occurrence frequency and duration of high amplitude alpha waves and to reduce the stress patterns within the test subject by sensory motor therapy, print size variation reading therapy and nutritional therapy. The sensory motor therapy includes developing desirable eye movement patterns and sequences by training non-eye muscles and performing exercises in rhythm with reading exercises; the nutritional therapy includes treatment to normalize the amounts and proportions of minerals present in the body of the test subject as well as administering low molecular weight Lamino acids to suppress undue fluctuations in the alpha brain waves of the subject, and the print size variation therapy includes displaying reading matter to the subject in extremely small type during the initial phase of therapy to cause print matter to lie within a reduced angular lateral span and increasing the type size only when the student shows reading improvement. Excerpt(s): The present invention relates generally to educational testing, testing methods, apparatus for use in such testing, and interpretation, analysis and management of educational test results. More specifically, the invention is concerned with the teaching and testing of reading skills, with insuring that subjects to be tested are not suffering from physiologically adverse circumstances when being tested, and that persons suffering from physiologically adverse circumstances or conditions have an opportunity to have such circumstances or conditions monitored, and perhaps favorably modified, in the interest of creating favorable learning and testing environments. Even more specifically, the invention relates to analysis of test subjects by electroencephalographic (E.E.G.) methods to determine brain wave pattern as an indication of attention span and the potential condition for attention, and the application of various other methods, including trace mineral assays, for determining whether the adverse brain wave patterns indicative of predictable learning disability might be corrected by dietary methods and whether adverse physiological effects on brain wave patterns indicative of potential learning disability can be suppressed before the teaching and testing of reading are carried out with a subject. Additionally, myographic and galvanic skin responses are correlative tools to indicate the presence and effect of stress in learning situations. These and the physiological stress evaluation for voice purposes present a comprehensive monitoring system for evaluating the learning (cognitive), sensory motor, and biochemical factors which affect student achievement or progress, and indicate the need for therapy according to the invention. At present, and referring specifically to lower education, namely, the education of children in kindergarten and through grade or grammar school, there is considerable concern with

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learning ability, and particularly, the ability of students to read and understand. It is a common practice in schools today to conduct periodically various types of intelligence tests, with such intelligence tests commonly including major portions in which the abilities to read or to attend successfully are controlling or at least very important factors in determining the so-called intelligence quotient or "I.Q." of the subject. Consequently, a person who is unable to attend or to read in an effective manner is severely handicapped in presenting the appearance of having average or above average intelligence as determined by I.Q. tests. According to the present invention, there are at least two distinctly different problems which commonly occur in today's educational process, a major portion of which is intended to be carried out in the public and private schools of the United States. Web site: http://www.delphion.com/details?pn=US04332566__ •

Portable electronic device for assisting persons with learning disabilities and attention deficit disorders Inventor(s): Herron; Lois J. (15905 Bent Tree Forest Cir. #2032, Dallas, TX 75248) Assignee(s): none reported Patent Number: 6,042,383 Date filed: May 26, 1998 Abstract: A portable electronic device assists persons with learning disabilities and attention deficit disorders in performing daily living tasks. These tasks can include, e.g., making a bed, applying makeup, brushing teeth, getting dressed, and eating a meal, or hundreds of other tasks. The device is designed to allow users to develop a personal schedule of these tasks and special events. It alerts users at predetermined times to perform scheduled tasks and coaches and motivates the user in completing the tasks through text, audio and animation. The user is given a predetermined period of time to complete the task and rewarded with points if the task is completed on time. The device also records the user's performance of tasks and creates a task log of the user's performance over a given period of time. Excerpt(s): The present invention relates generally to devices for assisting persons with learning disabilities and attention deficit disorders. More specifically, it relates to a portable electronic device for assisting such persons to more independently manage their lives. Persons suffering from disorders such as learning disabilities (LD), attention deficit disorders (ADD) or attention deficit hyperactive disorders (ADHD) generally experience difficulty in independently performing routine daily tasks such as making a bed, applying makeup, brushing teeth, getting dressed, and eating a meal. Sufferers of these disorders often fail to remember sequencing of activities, to be on time, and to keep up. They are frequently easily distracted and fail to complete tasks, often switching from one task to another without completing any of them. As a result, persons with these disorders, particularly children, are often criticized and ridiculed by others, causing low self-esteem. Several devices have been proposed to assist persons with LD, AD, and ADHD perform routine tasks. For instance, U.S. Pat. No. 5,288,233 issued to Green discloses a wall mounted cabinet that dispenses chips to reward children for performing specified tasks. However, these devices are of limited use since they lack features to properly coach users through tasks. The devices are also cumbersome and are not portable, making them impractical for general use. Web site: http://www.delphion.com/details?pn=US06042383__

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System and method for dyslexia detection by analyzing spoken and written words Inventor(s): Reitano; Carmen T. (192 N. End Blvd., Salisbury, MA 01952) Assignee(s): none reported Patent Number: 6,535,853 Date filed: August 14, 2002 Abstract: A dyslexia detection system displays a test word, either alone, or within a sentence. The test subject is asked to pronounce the test word, and to write it on a handwriting input device, such as a tablet. The system analyzes the spoken words, comparing them to sound records in a library of properly pronounced phonemes which make up the test word. The system also analyzes the characters written by the subject, and detects whether any of the characters correspond to a member of a distorted character set containing distortions commonly produced by dyslexics. A summary of errors in pronunciation shows errors in pronunciation as mispronounced phonemes, and errors in writing are displayed as erroneously written characters. Excerpt(s): The present invention relates to systems and advanced methods for the detection of various forms of dyslexia, and more particularly to such systems and methods incorporated in existing handwriting and speech recognition systems. Dyslexia is a general term for a family of learning disabilities. Its symptoms include problems in expressive or receptive oral or written language. Derived from the Greek words "dys" (poor or inadequate) and "lexis" (words or language). Dyslexia affects reading, spelling, writing, memory and concentration, and sometimes math, music, foreign languages and self-organization. Dyslexia and other related learning disabilities affect about 15% of the population. Later than expected learning to speak clearly. Web site: http://www.delphion.com/details?pn=US06535853__

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Teaching device for the correction of reading, spelling and writing learning disabilities Inventor(s): Zand; Frances Lee (1247 Hillside, Northbrook, IL 60062) Assignee(s): none reported Patent Number: 4,045,884 Date filed: March 18, 1976 Abstract: Serious learning disabilities that are encountered by students learning to read, write and spell include the mirror image reversal of letters, the writing of letters upside down and letter reversals in words. Corrections of these disabilities is achieved by providing a correct or standard version of the letter or word symbol, a matching element with the correct version of the letter or word symbol and indicia thereon which indicate proper orientation of the matching element for testing the match of the standard symbol with a series of test symbols aligned along a row, a majority of which are identical to the matching symbol on the matching element. The standard symbol and the test symbols that are used may be printed on a sheet or card and the matching symbol may be printed on a transparent overlay. Excerpt(s): A prior teaching device that was directed to teaching problems of the general type noted above is shown in U.S. Pat. No. 2,723,465 which issued Nov. 15, 1955, to Esther Silverstein. This device consisted of a series of characters that were either of the cut-out type so that they could be placed into conforming or matching grooves in a

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board or were printed on a transparent overlay which was matched with an underlying printed character. The version of this device, which utilized matching cut-out characters and grooves in a master board, is relatively expensive to produce: and in addition, is overly complex and, therefore, can be quite confusing to students who are already experiencing confusion. This confusion can arise from the fact that the grooves that are supplied in the board of the Silverstein device, allow for both the incorrect and correct orientation of the cut-out character. Moreover, with the Silverstein device, the student will not learn to deal with the correct orientation of each and every letter of the alphabet per se, but instead he is learning to match the letters of a given word in a letter-by-letter fashion. This approach, of course, increases the difficulty of learning to read, write and spell for the student, and it is generally not satifactory, expecially for younger children, since it is highly desirable to initially isolate the problem of letter form discrimination from the problem of character association in the building of words, and to handle the problem of letter reversals in words thereafter as a separate problem. The transparent overlay of the Silverstein device is noteworthy, however, despite the fact that the Silverstein patent notes that this version is not the preferred embodiment of the patent. The Silverstein device contemplates a matching of a letter printed on the transparent overlay and a printed correct or incorrect versions of the character appearing on an underlying board. With the Silverstein device, however, the matching element itself was subject to misorientation because it could be placed on the pegs 30 upside down. In addition, the matching of characters as described in the patent was accomplished in a manner which did not serve to teach the reader to read the normal from left to right scan for reading English and other languages. Furthermore, the principle of learning reinforcement, which is recognized today as being a great importance in most learning activities, was not employed when the Silverstein device was used. Web site: http://www.delphion.com/details?pn=US04045884__

Patent Applications on Learning Disabilities As of December 2000, U.S. patent applications are open to public viewing.10 Applications are patent requests which have yet to be granted. (The process to achieve a patent can take several years.) The following patent applications have been filed since December 2000 relating to learning disabilities: •

Learning disabilities diagnostic system Inventor(s): Dietrich, Diane; (Old Bridge, NJ) Correspondence: Mathews, Collins, Shpherd & Gould, P.A.; Suite 306; 100 Thanet Circle; Princeton; NJ; 08540; US Patent Application Number: 20030088159 Date filed: April 18, 2001 Abstract: The present invention relates to a learning disabilities diagnostic system in which a remote station includes a visual assessment component and an auditory assessment component. A diagnostic station is coupled by a communication interface to the remote station. The diagnostic station receives the visual assessment component and auditory assessment component and prepares an assessment based on the information received. Accordingly, the diagnostic system allows a user to complete visual

10

This has been a common practice outside the United States prior to December 2000.

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assessment tests and auditory assessment tests in their own environment for prescreening of learning disabilities. Excerpt(s): The present invention relates to a learning disabilities diagnostic system in which a remote visual assessment component and an auditory assessment component are forwarded to the system and the system prepares an assessment based on the visual assessment component and auditory assessment component. Nearly 20% (1 in 5) of the nation's children between the ages of 5 and 12 may be challenged by one or more learning disabilities. This is an astonishingly large number of children, vastly beyond the capabilities and resources of most school systems to properly identify learning disabilities or to adequately provide for them. Many teachers, already burdened by classroom overcrowding and sheer class size, are simply unable to offer the time and attention required to help these children when they need it most, i.e., while they are still young enough to be aided without stigma or social labeling. Accordingly, it is desirable for parents to have options to test for learning disabilities outside of the school system. Conventionally trained medical personnel have performed tests at their offices to assess children with learning disabilities. However, the provided medical tests can be expensive and the children are often uncomfortable in the medical surroundings leading to impaired performance on the tests. It is desirable to provide an easily-administerable remote testing environment to inexpensively provide pre-screening of learning disabilities. Web site: http://appft1.uspto.gov/netahtml/PTO/search-bool.html •

Method and system for delivering homework management solutions to a designated market Inventor(s): Scheirer, Lois R.; (Lexington, MA) Correspondence: E-vantage International, INC.; 230 Waltham Street; Lexington; MA; 02421; US Patent Application Number: 20020055089 Date filed: October 18, 2001 Abstract: Consistent with principles of the present invention, a method and system for delivering homework management solutions to a designated market is disclosed. For each user, the disclosed system generates a user-profile that is consistent with, for teenage student-user's learning disabilities and required learning modifications or accommodations in response to user information and external regulatory requirements, and for teacher-users with, authorities. The disclosed system may further operate to determine appropriate intervention strategies and associated resource tools for a user, consistent with regulatory requirements, and process a request for an intervention tool or strategy from the user. Various interventions and modifications may be obtained and/or utilized through the disclosed system, relative to homework assignments for tests and related output, reading and related output, as well as projects and related output. Resources required for utilizing these various interventions may also be obtained and/or utilized through the disclosed system. The disclosed system also provides training, motivating, compliance and reporting features. By utilizing the disclosed system, the designated market is provided with methods and systems to help bypass, work around, and/or compensate for specific learning difficulties. Excerpt(s): This application claims priority under 35 U.S.C.sctn.119(e) to provisional patent application Ser. No. 60/238,270 filed Oct. 5, 2000. This present invention

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generally relates to providing an end-to-end personalized homework management service to a target educational market capable of educating, predicting needs, analyzing alternative solutions, matching service solutions to need, initiating solutions, and reporting and communicating the outcomes. In particular, the present invention relates to an Internet based application designed to provide these functions. The World Wide Web ("WWW" or "Internet") has rendered the Internet and other interactive online computer networks accessible to educators and students everywhere. Concomitant with the emergence of this new communication medium, the opportunity for educators to provide online interactive services including computer assisted instruction (such as drills, quizzes, and practices), computer supported activities (such as tutoring, audio books), computer managed instruction (such as scheduling and grading), and computer assisted learning environments (such as manipulation) has motivated the development of new technologies. The demand for such online systems is estimated to be growing at a rapid rate, and such systems may be especially useful to learning disabled and otherwise disadvantaged students and their teachers. Web site: http://appft1.uspto.gov/netahtml/PTO/search-bool.html •

Novel human gene functionally related to dyslexia Inventor(s): Kaminen, Nina; (Helsinki, FI), Kere, Juha; (Espoo, FI), Nopola-Hemmi, Jaana; (Helsinki, FI), Taipale, Mikko; (Heidelberg, DE) Correspondence: Birch Stewart Kolasch & Birch; PO Box 747; Falls Church; VA; 220400747; US Patent Application Number: 20030219787 Date filed: February 12, 2003 Abstract: The present invention describes a novel human gene, DYXC1, which is functionally related to dyslexia. DYXC1 gene encodes a 420-amino acid residue protein. DYXC1 is expressed in several tissues, including the brain, and is localized in the nucleus. In addition, four single nucleotide polymorphisms (SNPs) in DYXC1 mRNA have been characterized in this invention. The invention provides diagnostic methods and materials for analysing allelic variation in DYXC1 gene. This invention also provides polypeptides encoded by DYXC1 gene and antibodies binding to said polypeptides. Excerpt(s): The present invention relates to a novel human gene functionally related to dyslexia, especially variant forms (e.g. alleles) thereof that predispose an individual to develop dyslexia. Thus, this invention also relates to the polymorphism of said gene as well as diagnostic methods and materials for analysing allelic variation in said gene. This invention also provides polypeptides encoded by said gene and antibodies binding to said polypeptides. The materials of the invention can be used to study the brain processes such as reading, phonological processing, rapid naming and verbal short term memory. Dyslexia, or specific reading disability, is the most common childhood learning disorder. It is estimated that about 3-10% of people have specific difficulties in reading, despite adequate intelligence, education and social environment. Several different theories have been put forth to account for the diverse symptoms seen in dyslexic subjects. At present, it is thought that dyslexia is primarily a phonological deficit, emphasizing the linguistic basis of this condition (1-3). However, it is possible that dyslexia is not specific to language. Rather, it may result from a deficit in processing fast temporal data, be it visual or auditory. This temporal processing deficit would, consequently, manifest itself primarily as dyslexia (4). Available evidence

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suggests that dyslexia is a neurological disorder with a genetic basis. Functional brain imaging studies have illustrated that dyslexia has universal neurobiological correlates (5). There is extensive evidence of genetic factors which contribute to dyslexia. There are significant differences, however, in the heritability of different components of dyslexia (6). Linkage and association studies have pinpointed several loci for dyslexia. In particular, two loci have been promising. DYX1 in chromosome 15q21 was the first locus to be associated with dyslexia (7), and the results have been replicated in three independent studies thereafter (8-10). The presence of a second dyslexia locus, DYX2, in chromosome 6p21 has also been established (11). Web site: http://appft1.uspto.gov/netahtml/PTO/search-bool.html

Keeping Current In order to stay informed about patents and patent applications dealing with learning disabilities, you can access the U.S. Patent Office archive via the Internet at the following Web address: http://www.uspto.gov/patft/index.html. You will see two broad options: (1) Issued Patent, and (2) Published Applications. To see a list of issued patents, perform the following steps: Under “Issued Patents,” click “Quick Search.” Then, type “learning disabilities” (or synonyms) into the “Term 1” box. After clicking on the search button, scroll down to see the various patents which have been granted to date on learning disabilities. You can also use this procedure to view pending patent applications concerning learning disabilities. Simply go back to http://www.uspto.gov/patft/index.html. Select “Quick Search” under “Published Applications.” Then proceed with the steps listed above.

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CHAPTER 7. BOOKS ON LEARNING DISABILITIES Overview This chapter provides bibliographic book references relating to learning disabilities. In addition to online booksellers such as www.amazon.com and www.bn.com, excellent sources for book titles on learning disabilities include the Combined Health Information Database and the National Library of Medicine. Your local medical library also may have these titles available for loan.

Book Summaries: Federal Agencies The Combined Health Information Database collects various book abstracts from a variety of healthcare institutions and federal agencies. To access these summaries, go directly to the following hyperlink: http://chid.nih.gov/detail/detail.html. You will need to use the “Detailed Search” option. To find book summaries, use the drop boxes at the bottom of the search page where “You may refine your search by.” Select the dates and language you prefer. For the format option, select “Monograph/Book.” Now type “learning disabilities” (or synonyms) into the “For these words:” box. You should check back periodically with this database which is updated every three months. The following is a typical result when searching for books on learning disabilities: •

Learning Disabilities and ADHD: A Family Guide to Living and Learning Together Source: New York, NY: John Wiley and Sons, Inc. 1997. 228 p. Contact: Available from John Wiley and Sons, Inc. Distribution Center, 1 Wiley Drive, Somerset, NJ 08875-1272. (800) 225-5945 or (732) 469-4400. Fax (732) 302-2300. E-mail: [email protected]. Website: www.wiley.com. PRICE: $14.95 plus shipping and handling. ISBN: 0471155101. Summary: In this book, parents are offered expert guidance and insight to help cope with learning disabilities in their children and to learn to serve as their child's advocate. Topics covered in the ten chapters include the early signs and symptoms of learning disabilities and attention deficit hyperactivity disorder (ADHD), the latest advances in educational, medical and psychological treatments (including drug and behavior therapies), how learning problems affect the whole family, social problems and social

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skills, the homework issue, strategies to help the child succeed both in and out of school, the transition to adult life, emotional issues (learned helplessness, anxiety disorders, depression, behavior disorders), and resources and treatment approaches. Practical strategies and checklists are offered throughout the book; case scenarios help to illustrate the concepts under discussion. The book includes five appendices: the evaluation process, the legal rights of children with disabilities, diagnostic criteria for ADHD, diagnostic tests and instruments, and resources. A glossary of terms, a list of recommended reading, and a subject index conclude the volume. •

Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management Source: Baltimore, MD: Paul H. Brookes Publishing Co. 2001. 397 p. Contact: Available from Paul H. Brookes Publishing Co. P.O. Box 10624, Baltimore, MD 21285. (800) 638-3775. Fax (410) 337-8539. Website: www.brookespublishing.com. PRICE: $44.95 plus shipping and handling. ISBN: 1557665001. Summary: In this book, the authors propose a model called the Building Blocks of Learning, to explain why some children experience learning and behavior problems in the classroom and to detail the ways to help these students. The model includes 10 building blocks important to learning success, divided into three levels: the foundational level, the symbolic level, and the conceptual level. The model includes an assessment Building Blocks questionnaire, used to identify a student's strengths and limitations. The book includes 11 chapters that cover a framework for understanding classroom learning and behavior; the theoretical foundations of the Building Blocks model; understanding and managing attention deficit hyperactivity disorder (ADHD); understanding and managing emotional and behavioral problems; strategies to promote self esteem and reliance; the school environment; visual, auditory, and motor skills; instruction in decoding and encoding, reading fluency, calculating, and handwriting; thinking with language, images, and strategies; instruction in reading comprehension, written expression, and math problem solving; and the classroom environment as a microcosm of the world. The text is designed for teaching preservice educators and specialists to understand how specific developmental, behavioral, and academic problems influence school success. The book concludes with a list of additional resources, a reference list, and a subject index. 741 references.

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Communication and Adults with Learning Disabilities: New Map of an Old Country Source: London, England: Whurr Publishers. 1993. 282 pp. Contact: Available from Singular Publishing Group, Inc. 401 West 'A' Street, Suite 325, San Diego, CA 92101-7904. (800) 521-8545 or (619) 238-6777. Fax (800) 774-8398 or (619) 238-6789. E-mail: [email protected]. Website: www.singpub.com. PRICE: $49.95 plus shipping and handling. ISBN: 156593248X. Summary: The authors of this book explore connections between ideas and concepts from related fields of communication and put them into the context of learning disabilities. Some chapters are written for those new to working with adults, while others are designed to reinforce and affirm ideas that have already been put to use by practitioners. Chapters focus on current issues in assessment, current issues in management, issues in service delivery, and future directions, including an integrated model of communication assessment. The authors focus on the theme that any assessment or intervention process used to enhance or to understand communication skills in adults with learning disabilities must be multidimensional in its approach. The

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book offers a British perspective to the field of communication disorders, including a list of relevant resource organizations. A subject index concludes the volume. 14 appendices. 248 references. (AA-M). •

Learning Disabilities, Literacy, and Adult Education Source: Baltimore, MD: Paul H. Brookes Publishing Co. 1998. 400 p. Contact: Available from Paul H. Brookes Publishing Co. P.O. Box 10624, Baltimore, MD 21285. (800) 638-3775. Fax (410) 337-8539. Website: www.brookespublishing.com. PRICE: $49.95 plus shipping and handling. ISBN: 1557663475. Summary: This book deals with the long neglected problem of learning disabilities (LD) and the relationship of LD to difficulties in the acquisition of literacy. The book includes 17 sections in five sections; each section begins with a preview that helps the reader to identify the main themes and content of each chapter in that section. The chapters in Section I address some of the most basic questions surrounding LD, including the definition, cause, prevalence, and characteristics of the disorder. This Section also covers legal factors, the educational attainment of adults with LD, and information for teachers about adult literacy education. The chapters in Section II address, from various vantage points, the basic questions of whether and how adult education students with LD should be identified. Topics include standards, criteria and procedures used to evaluate screening measures, informal assessment, screening measures that use computer assisted procedures, and examples of real world screening procedures. The chapters in Section III address the question of how adult education students with LD should be taught; topics include reading instruction, mathematics, and using assistive technology to augment basic skills. The chapters in Section IV address various important issues beyond the classroom for adults with LD: career counseling, job training, and transition to employment. The final Section features one chapter that reviews the complete book from an adult literacy perspective and concludes with various recommendations for future directions in research, policy, and practice. Following Section V are three appendices: a list of accommodations that may be helpful when a student has a suspected or identified learning disability; a product resource list of technology for adults with LD; and an information resource and clearinghouse list of major sources of information in the fields of LD, literacy, and adult education.

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Tackling Dyslexia: The Bangor Way Source: San Diego, CA: Singular Publishing Group, Inc. 1993. 144 p. Contact: Available from Singular Publishing Group, Inc. 401 West 'A' Street, Suite 325, San Diego, CA 92101-7904. (800) 521-8545 or (619) 238-6777. Fax (800) 774-8398 or (619) 238-6789. E-mail: [email protected]. Website: www.singpub.com. PRICE: $29.99 plus shipping and handling. ISBN: 1565933702. Book Code: 429. Also available from Whurr Publishers, Ltd. 196 Compton Terrace, London, N1 2UN, England. Summary: This book outlines the Bangor Dyslexia Teaching System, focusing on providing readers with the tools necessary to help dyslexic children. Ten chapters cover the dyslexia difficulty and the literacy task; the phonological approach, the phonic program, and testing and monitoring work; approaches and procedures for teaching; teaching the phonic program at different stages, including beginning pupils, students who are struggling, and working with poor spellers; lesson planning and sample lessons; reading skills and reading instruction; transfer of skills from individual lesson to curriculum work; dyslexic pupils and the National Curriculum (England); handwriting; special topics, including listening, speech, calendar, alphabet, and

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dictionary skills; and computers in lessons with dyslexic children, including appropriate software. Appendices list materials, games, and books for teaching, and checklists for recording progress. A subject index concludes the volume. 17 references. •

Dyslexia: An Introductory Guide Source: San Diego, CA: Singular Publishing Group, Inc. 1996. 226 p. Contact: Available from Singular Publishing Group, Inc. 401 West 'A' Street, Suite 325, San Diego, CA 92101-7904. (800) 521-8545 or (619) 238-6777. Fax (800) 774-8398 or (619) 238-6789. E-mail: [email protected]. Website: www.singpub.com. PRICE: $39.95 plus shipping and handling. ISBN: 1565936043. Summary: This British textbook provides an overview of dyslexia in children. The child with dyslexia has difficulty with learning to read. He or she is also likely to have other associated difficulties such as poor spelling, slow or immature handwriting or an inability to deal with numbers, but the reading difficulty is the principal reason for concern. Fifteen chapters in the text cover the measurement of reading, the types of reading difficulties that may be encountered, the influence of intelligence, the importance of mental age, the teaching of reading, the components of dyslexia, the dyslexic child, assessment of the child with dyslexia, the role of the brain and vision problems as causative factors for dyslexia, the role of phonemic awareness in dyslexia, help for the child with dyslexia, advice for the parents of a child with dyslexia, useful resources and suggestions, and a history of dyslexia. An appendix of definitions, a glossary of terms, and a subject index conclude the volume.

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Collective perspectives on issues affecting learning disabilities: Position papers and statements Source: Austin, TX: Pro-Ed. 1994. 110 pp. Contact: Available from Pro-Ed, 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Telephone: (512) 451-3246 / fax: 512-451-8542. Summary: This monograph presents a collection of position papers of the National Joint Committee on Learning Disabilities (NJCLD), a national committee of representatives of organizations committed to the education and welfare of individuals with learning disabilities. Each paper provides a response to national issues concerning learning disabilities. In addition to the papers, the monograph provides a comprehensive overview of the NJCLD: its history, primary objectives, and the procedures used to accomplish its goals.

Book Summaries: Online Booksellers Commercial Internet-based booksellers, such as Amazon.com and Barnes&Noble.com, offer summaries which have been supplied by each title’s publisher. Some summaries also include customer reviews. Your local bookseller may have access to in-house and commercial databases that index all published books (e.g. Books in Print). IMPORTANT NOTE: Online booksellers typically produce search results for medical and non-medical books. When searching for “learning disabilities” at online booksellers’ Web sites, you may discover non-medical books that use the generic term “learning disabilities” (or a synonym) in their titles. The following is indicative of the results you might find when searching for

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“learning disabilities” (sorted alphabetically by title; follow the hyperlink to view more details at Amazon.com): •

A Kid Just Like Me : A Father and Son Overcome the Challenges of ADD and Learning Disabilities by Bruce Roseman M.D. (2001); ISBN: 0399526862; http://www.amazon.com/exec/obidos/ASIN/0399526862/icongroupinterna

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Academic Success Strategies for Adolescents With Learning Disabilities and Adhd by Esther Ph.D. Minskoff, et al (2002); ISBN: 1557666253; http://www.amazon.com/exec/obidos/ASIN/1557666253/icongroupinterna

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Annals of Dyslexia: 1993 (1994); ISBN: 9993732958; http://www.amazon.com/exec/obidos/ASIN/9993732958/icongroupinterna

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Attention Deficit Disorder and Learning Disabilities: Reality, Myths, and Controversial Treatments by Barbara D. Ingersoll, Sam Goldstein (Contributor) (1993); ISBN: 0385469314; http://www.amazon.com/exec/obidos/ASIN/0385469314/icongroupinterna

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Basic Manuals for Friends of the Disabled : I Have a Friend With Learning Disabilities by Hannah Carlson (Editor), et al (1995); ISBN: 1884158110; http://www.amazon.com/exec/obidos/ASIN/1884158110/icongroupinterna

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Basic Topics in Mathematics For Dyslexics by Anne Henderson, Elaine Miles (2001); ISBN: 186156211X; http://www.amazon.com/exec/obidos/ASIN/186156211X/icongroupinterna

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Brilliant Idiot: An Autobiography of a Dyslexic by Abraham Schmitt, Mary Lou Hartzler Clemens (1994); ISBN: 1561481084; http://www.amazon.com/exec/obidos/ASIN/1561481084/icongroupinterna

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Brothers, Sisters and Learning Disability: A Guide for Parents by Rosemary Tozer (1996); ISBN: 1873791879; http://www.amazon.com/exec/obidos/ASIN/1873791879/icongroupinterna

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College Guide for Students With Learning Disabilities (College Guide for Students With Learning Disabilities, 15th Ed) by Annette Joy Sclafani (2003); ISBN: 0933243138; http://www.amazon.com/exec/obidos/ASIN/0933243138/icongroupinterna

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Colleges for Students With Learning Disabilities or Add (Peterson's Colleges for Students With Learning Disabilities or Add, 7th Ed) by Petersons, Peterson's (2003); ISBN: 0768912687; http://www.amazon.com/exec/obidos/ASIN/0768912687/icongroupinterna

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Communication and Adults With Learning Disabilities by Anna Van Der Gaag (1993); ISBN: 187033227X; http://www.amazon.com/exec/obidos/ASIN/187033227X/icongroupinterna

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Complete Learning Disabilities Handbook: Ready-to-Use Strategies & Activities for Teaching Students with Learning Disabilities, New Second Edition by Joan M. Harwell (Author) (2002); ISBN: 0130325627; http://www.amazon.com/exec/obidos/ASIN/0130325627/icongroupinterna

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Counseling Secondary Students With Learning Disabilities: A Ready-To-Use Guide to Help Students Prepare for College and Work by Michael Koehler, et al (1998); ISBN: 0876282729; http://www.amazon.com/exec/obidos/ASIN/0876282729/icongroupinterna

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Counselling Adults With Learning Disabilities by Sally Hodges (Author) (2003); ISBN: 0333962958; http://www.amazon.com/exec/obidos/ASIN/0333962958/icongroupinterna

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Developing Cognitive and Creative Skills Through Art: Programs for Children With Communication Disorders or Learning Disabilities by Rawley A. Silver (2000); ISBN: 0595088864; http://www.amazon.com/exec/obidos/ASIN/0595088864/icongroupinterna

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Dramatherapy for People With Learning Disabilities: A World of Difference (Arts Therapies) by Anna Chesner (1995); ISBN: 185302208X; http://www.amazon.com/exec/obidos/ASIN/185302208X/icongroupinterna

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Dyslexia : A Practitioner's Handbook by Gavin Reid (Author) (2003); ISBN: 0470848510; http://www.amazon.com/exec/obidos/ASIN/0470848510/icongroupinterna

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Dyslexia and Effective Learning in Secondary and Tertiary Education by Morag Hunter Carsch (Editor), et al (2003); ISBN: 1861560168; http://www.amazon.com/exec/obidos/ASIN/1861560168/icongroupinterna

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Dyslexia and Other Learning Difficulties: The Facts by Mark Selikowitz (1998); ISBN: 0192626612; http://www.amazon.com/exec/obidos/ASIN/0192626612/icongroupinterna

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Dyslexia in Adults: Taking Charge of Your Life by Kathleen Nosek (1997); ISBN: 0878339485; http://www.amazon.com/exec/obidos/ASIN/0878339485/icongroupinterna

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Dyslexia: How Would I Cope? by Michael Ryden, Derek Copley (Introduction) (1996); ISBN: 185302385X; http://www.amazon.com/exec/obidos/ASIN/185302385X/icongroupinterna

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Emotional Disorders and Learning Disabilities in the Elementary Classroom : Interactions and Interventions by Jean Cheng Gorman (Author) (2001); ISBN: 0761976205; http://www.amazon.com/exec/obidos/ASIN/0761976205/icongroupinterna

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Employment for Individuals With Asperger Syndrome or Non-Verbal Learning Disability: Stories and Strategies by Yvona (2004); ISBN: 184310766X; http://www.amazon.com/exec/obidos/ASIN/184310766X/icongroupinterna

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Exceeding Expectations: Successful Adults With Learning Disabilities by Henry B. Reiff, et al (1997); ISBN: 0890797056; http://www.amazon.com/exec/obidos/ASIN/0890797056/icongroupinterna

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Facing Learning Disabilities in the Adult Years by Joan Shapiro, Rebecca Rich (1999); ISBN: 0195113357; http://www.amazon.com/exec/obidos/ASIN/0195113357/icongroupinterna

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Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues by G. Reid Lyon (Editor) (1994); ISBN: 1557661383; http://www.amazon.com/exec/obidos/ASIN/1557661383/icongroupinterna

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Handbook of Learning Disabilities by H. Lee Swanson (Editor), et al (2003); ISBN: 1572308516; http://www.amazon.com/exec/obidos/ASIN/1572308516/icongroupinterna

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Helping Adolescents with ADHD & Learning Disabilities : Ready-to-Use Tips, Tecniques, and Checklists for School Success by Judith Greenbaum (Author),

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Geraldine Markel (Author) (2001); ISBN: 0130167789; http://www.amazon.com/exec/obidos/ASIN/0130167789/icongroupinterna •

Helping People With a Learning Disability Explore Choice by Eve Jackson, et al (1999); ISBN: 1853026948; http://www.amazon.com/exec/obidos/ASIN/1853026948/icongroupinterna

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Helping Your Dyslexic Child: A Step-By-Step Program for Helping Your Child Improve Reading, Writing, Spelling, Comprehension, and Self-Esteem by Eileen M. Cronin (1997); ISBN: 0761510044; http://www.amazon.com/exec/obidos/ASIN/0761510044/icongroupinterna

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How Dyslexic Benny Became a Star: A Story of Hope for Dyslexic Children & Their Parents by Joe Griffith, et al (1998); ISBN: 0965937909; http://www.amazon.com/exec/obidos/ASIN/0965937909/icongroupinterna

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How to Teach Your Dyslexic Child to Read: A Proven Method for Parents and Teachers by Bernice H. Baumer (1998); ISBN: 0806519819; http://www.amazon.com/exec/obidos/ASIN/0806519819/icongroupinterna

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Identification of Learning Disabilities: Research to Policy by Renee Bradley (Editor), et al (2002); ISBN: 0805844481; http://www.amazon.com/exec/obidos/ASIN/0805844481/icongroupinterna

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In the Mind's Eye: Visual Thinkers, Gifted People With Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity by Thomas G. West (1997); ISBN: 1573921556; http://www.amazon.com/exec/obidos/ASIN/1573921556/icongroupinterna

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Inclusive Research With People With Learning Disabilities: Past, Present, and Futures by Jan Walmsley, et al (2003); ISBN: 1843100614; http://www.amazon.com/exec/obidos/ASIN/1843100614/icongroupinterna

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Invisible Victims: Crime and Abuse Against People With Learning Disabilities by Christopher Williams (1995); ISBN: 1853023094; http://www.amazon.com/exec/obidos/ASIN/1853023094/icongroupinterna

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K & W Guide to Colleges for Students with Learning Disabilities or AttentionDeficit Disorder, 7th Edition by Imy F. Wax, Marybeth Kravets (2003); ISBN: 0375763570; http://www.amazon.com/exec/obidos/ASIN/0375763570/icongroupinterna

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Laughing Allegra: The Inspiring Story of a Mother's Struggle and Triumph Raising a Daughter with Learning Disabilities by Anne Ford, John-Richard Thompson (Contributor) (2003); ISBN: 155704564X; http://www.amazon.com/exec/obidos/ASIN/155704564X/icongroupinterna

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Learning a Living: A Guide to Planning Your Career and Finding a Job for People With Learning Disabilities, Attention Deficit Disorder, and Dyslexia by Dale S. Brown (2000); ISBN: 0933149875; http://www.amazon.com/exec/obidos/ASIN/0933149875/icongroupinterna

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Learning Disabilities : A Neuropsychological Perspective by Byron P. Rourke (Author), Jerel E Del Dotto (Author) (1994); ISBN: 0803953542; http://www.amazon.com/exec/obidos/ASIN/0803953542/icongroupinterna

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Learning Disabilities and ADHD : A Family Guide to Living and Learning Together by Betty B. Osman (Author) (1997); ISBN: 0471155101; http://www.amazon.com/exec/obidos/ASIN/0471155101/icongroupinterna

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Learning Disabilities and Brain Function: A Neuropsychological Approach by William H. Gaddes, Dorothy Edgell (Contributor) (1993); ISBN: 0387940413; http://www.amazon.com/exec/obidos/ASIN/0387940413/icongroupinterna

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Learning Disabilities from a Parent's Perspective: What You Need to Know to Understand, Help & Advocate for Your Child by Kim E. Glenchur (2003); ISBN: 1930074077; http://www.amazon.com/exec/obidos/ASIN/1930074077/icongroupinterna

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Learning Disabilities in Adulthood: Persisting Problems and Evolving Issues by Paul Jay Gerber, Henry B. Reiff (1994); ISBN: 1563720663; http://www.amazon.com/exec/obidos/ASIN/1563720663/icongroupinterna

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Learning Disabilities in India : Willing the Mind to Learn by Joe Rozario (Editor), Pratibha Karanth (Editor) (2003); ISBN: 076199677X; http://www.amazon.com/exec/obidos/ASIN/076199677X/icongroupinterna

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Learning Disabilities in Older Adolescents and Adults: Clinical Utility of the Neuropsychological Perspective (Critical Issues in Neuropsychology) by Lynda J. Katz, et al (2001); ISBN: 0306466333; http://www.amazon.com/exec/obidos/ASIN/0306466333/icongroupinterna

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Learning Disabilities Sourcebook: Basic Consumer Health Information About Learning Disorders (Health Reference Series) by Dawn D. Matthews (Editor) (2003); ISBN: 0780806263; http://www.amazon.com/exec/obidos/ASIN/0780806263/icongroupinterna

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Learning Disabilities Sourcebook: Basic Information About Disorders Such As Dyslexia, Visual and Auditory Processing Deficits, Attention Deficit/Hyperactivity Disorder, and Autism, alo (Health Reference Series, Vol 33) by Linda M. Shin (Editor), Linda M. Ross (Editor) (1998); ISBN: 0780802101; http://www.amazon.com/exec/obidos/ASIN/0780802101/icongroupinterna

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Learning Disabilities Spectrum: Add, Adhd, and Ld by Arnold J. Capute, et al (1994); ISBN: 0912752335; http://www.amazon.com/exec/obidos/ASIN/0912752335/icongroupinterna

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Learning Disabilities, Literacy, and Adult Education by Susan A. Vogel (Editor), et al (1998); ISBN: 1557663475; http://www.amazon.com/exec/obidos/ASIN/1557663475/icongroupinterna

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Learning Disabilities: The Ultimate Teen Guide by Penny Hutchins Paquette, Cheryl Gerson Tuttle (2003); ISBN: 0810842610; http://www.amazon.com/exec/obidos/ASIN/0810842610/icongroupinterna

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Learning Disabilities: There is a Cure--A Guide for Parents, Educators and Physicians by Addie Cusimano (2002); ISBN: 0615120539; http://www.amazon.com/exec/obidos/ASIN/0615120539/icongroupinterna

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Learning Disability in Focus: The Use of Photography in the Care of People With a Learning Disability by Eve Jackson, et al (1999); ISBN: 185302693X; http://www.amazon.com/exec/obidos/ASIN/185302693X/icongroupinterna

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Learning Disability: The Imaginary Disease by Thomas G. Finlan (Author) (1994); ISBN: 089789345X; http://www.amazon.com/exec/obidos/ASIN/089789345X/icongroupinterna

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Learning How to Learn: Getting into and Surviving College When You Have a Learning Disability by Joyanne Cobb (2003); ISBN: 0878688781; http://www.amazon.com/exec/obidos/ASIN/0878688781/icongroupinterna

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Learning Strategies for Adults : Compensations for Learning Disabilities by Sandra Crux (1991); ISBN: 1895131049; http://www.amazon.com/exec/obidos/ASIN/1895131049/icongroupinterna

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Legacy of the Blue Heron: Living with Learning Disabilities by Harry Sylvester (2002); ISBN: 1881929205; http://www.amazon.com/exec/obidos/ASIN/1881929205/icongroupinterna

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Mathematics for Dyslexics: A Teaching Handbook by Stephen J. Chinn, J. Richard Ashcroft (1993); ISBN: 1565932501; http://www.amazon.com/exec/obidos/ASIN/1565932501/icongroupinterna

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Maximum Solutions for Add, Learning Disabilities and Autism: Natural Treatments for Add, Adhd and Autism by Ted Broer (2002); ISBN: 0884197190; http://www.amazon.com/exec/obidos/ASIN/0884197190/icongroupinterna

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Meeting the Challenge of Learning Disabilities in Adulthood by Arlyn J., Ph.D. Roffman (Editor), Larry B. Silver (2000); ISBN: 1557664307; http://www.amazon.com/exec/obidos/ASIN/1557664307/icongroupinterna

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Music and Dyslexia: Opening New Doors by T. R. Miles (Editor), et al (2001); ISBN: 1861562055; http://www.amazon.com/exec/obidos/ASIN/1861562055/icongroupinterna

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Neuropsychological Foundations of Learning Disabilities : A Handbook of Issues, Methods, and Practice by John Obrzut (Author), George Hynd (Author) (1996); ISBN: 0125240392; http://www.amazon.com/exec/obidos/ASIN/0125240392/icongroupinterna

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Nolo's Iep Guide: Learning Disabilities by Lawrence Siegel (2003); ISBN: 0873379845; http://www.amazon.com/exec/obidos/ASIN/0873379845/icongroupinterna

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Non-verbal Learning Disabilities: Diagnosis and Treatment within an Educational Setting by Marieke Molenaar-Klumper (2002); ISBN: 1843100665; http://www.amazon.com/exec/obidos/ASIN/1843100665/icongroupinterna

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Parents on Dyslexia by Saskia Van Der Stoel (Editor), et al (1990); ISBN: 1853590770; http://www.amazon.com/exec/obidos/ASIN/1853590770/icongroupinterna

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Performance Breakthroughs for Adolescents With Learning Disabilities or Add: How to Help Students Succeed in the Regular Education Classroom by Geraldine Markel, Judith Greenbaum (2000); ISBN: 0878223495; http://www.amazon.com/exec/obidos/ASIN/0878223495/icongroupinterna

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Peterson's Colleges With Programs for Students With Learning Disabilities or Attention Deficit Disorders (Peterson's Colleges With Programs for Students With Learning Disabilities oR Attention Deficit Disorders, 6th Ed) by Peterson's Guides (Editor), et al (2000); ISBN: 0768904552; http://www.amazon.com/exec/obidos/ASIN/0768904552/icongroupinterna

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Psychiatry in Learning Disability by Stephen G. Read (1997); ISBN: 0702021199; http://www.amazon.com/exec/obidos/ASIN/0702021199/icongroupinterna

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Reading David: A Mother and Son's Journey Through the Labyrinth of Dyslexia by Lissa, Ph.D. Weinstein, David Siever (2003); ISBN: 0399529349; http://www.amazon.com/exec/obidos/ASIN/0399529349/icongroupinterna

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Ready-to-Use Information & Materials for Assessing Specific Learning Disabilities : Complete Learning Disabilities Resource Library by Joan M. Harwell (Author) (2003); ISBN: 0787972320; http://www.amazon.com/exec/obidos/ASIN/0787972320/icongroupinterna

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Ready-to-Use Tools & Materials for Remediating Specific Learning Disabilties : Complete Learning Disabilities Resource Library by Joan M. Harwell (Author), Colleen Duffey Shoup (Author) (2003); ISBN: 0787972339; http://www.amazon.com/exec/obidos/ASIN/0787972339/icongroupinterna

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Seminars in the Psychiatry of Learning Disabilities (College Seminars) by Oliver Russell (Editor) (1997); ISBN: 1901242021; http://www.amazon.com/exec/obidos/ASIN/1901242021/icongroupinterna

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Smart But Feeling Dumb: New Research On Dyslexia--And How it May by M.D. Harold N. Levinson (Author) (2003); ISBN: 0446691178; http://www.amazon.com/exec/obidos/ASIN/0446691178/icongroupinterna

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Smart but Stuck: Emotional Aspects of Learning Disabilities and Imprisoned Intelligence by Myrna Orenstein (2001); ISBN: 078901467X; http://www.amazon.com/exec/obidos/ASIN/078901467X/icongroupinterna

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Social Skills for People With Learning Disabilities: A Social Capability Approach (Therapy in Practice Series, 48) by Mark Burton, et al (1996); ISBN: 041243380X; http://www.amazon.com/exec/obidos/ASIN/041243380X/icongroupinterna

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Something's Not Right: One Family's Struggle With Learning Disabilities by Nancy Lelewer (1994); ISBN: 0964108917; http://www.amazon.com/exec/obidos/ASIN/0964108917/icongroupinterna

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Straight Talk About Learning Disabilities by Kay Marie Porterfield (1999); ISBN: 0816038651; http://www.amazon.com/exec/obidos/ASIN/0816038651/icongroupinterna

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Success for College Students With Learning Disabilities by Pamela B. Adelman (Editor), Susan Ann Vogel (1994); ISBN: 0387977635; http://www.amazon.com/exec/obidos/ASIN/0387977635/icongroupinterna

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Teaching Adolescents With Learning Disabilities: Strategies and Methods by Donald D. Deshler, et al (1996); ISBN: 0891082417; http://www.amazon.com/exec/obidos/ASIN/0891082417/icongroupinterna

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Teaching Adults With Learning Disabilities (Professional Practices in Adult Education and Human Resource Development seRies) by Dale R., PhD Jordan (1996); ISBN: 0894649108; http://www.amazon.com/exec/obidos/ASIN/0894649108/icongroupinterna

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Teaching Learning Strategies to Adolescents and Adults With Learning Disabilities by B. Keith Lenz, et al (1995); ISBN: 0890796505; http://www.amazon.com/exec/obidos/ASIN/0890796505/icongroupinterna

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Teaching Mathematics to Students With Learning Disabilities by Nancy S. Bley, Carol A. Thornton (2001); ISBN: 0890798575; http://www.amazon.com/exec/obidos/ASIN/0890798575/icongroupinterna

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Teaching Students With Learning Disabilities: Strategies for Success by Karen A. Waldron (1992); ISBN: 1879105403; http://www.amazon.com/exec/obidos/ASIN/1879105403/icongroupinterna

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The ABCs of Learning Disabilities by Bernice Wong (Author) (1996); ISBN: 0127625453; http://www.amazon.com/exec/obidos/ASIN/0127625453/icongroupinterna

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The Adult Dyslexic: Interventions and Outcomes by David McLoughlin, et al (2002); ISBN: 1861560451; http://www.amazon.com/exec/obidos/ASIN/1861560451/icongroupinterna

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The Complete Learning Disabilities Directory 2001 (Complete Learning Diabilities Directory, 8th Ed) by Grey House Publishing (2000); ISBN: 1891482904; http://www.amazon.com/exec/obidos/ASIN/1891482904/icongroupinterna

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The Complete Learning Disabilities Directory 2003 (Complete Learning Disabilities Directory, 10th Ed) (2003); ISBN: 1930956797; http://www.amazon.com/exec/obidos/ASIN/1930956797/icongroupinterna

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The Dyslexic Adult in a Non-dyslexic World by Ellen Morgan, Cynthia Klein (2000); ISBN: 1861562071; http://www.amazon.com/exec/obidos/ASIN/1861562071/icongroupinterna

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The Encyclopedia of Learning Disabilities (The Facts on File Library of Health and Living) by Carol Turkington, et al (2002); ISBN: 0816040753; http://www.amazon.com/exec/obidos/ASIN/0816040753/icongroupinterna

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THE LCP SOLUTION: The Remarkable Nutritional Treatment for ADHD, Dyslexia, and Dyspraxia by B. Jacqueline, Ph.D. Stordy, et al (2000); ISBN: 0345438728; http://www.amazon.com/exec/obidos/ASIN/0345438728/icongroupinterna

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The Misunderstood Child: Understanding and Coping With Your Child's Learning Disabilities by Larry B. Silver (1998); ISBN: 081292987X; http://www.amazon.com/exec/obidos/ASIN/081292987X/icongroupinterna

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The Secret Life of the Dyslexic Child by Robert Frank, Kathryn E. Livingston (Contributor) (2002); ISBN: 1579545785; http://www.amazon.com/exec/obidos/ASIN/1579545785/icongroupinterna

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The Sexuality and Sexual Rights of People with Learning Disabilities: Considerations for Staff and Carers by Paul Cambridge (1996); ISBN: 1873791739; http://www.amazon.com/exec/obidos/ASIN/1873791739/icongroupinterna

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The Social Dimensions of Learning Disabilities: Essays in Honor of Tanis Bryan (Volume in the Special Education and Exceptionality Series) by Bernice Y. L. Wong (Editor), et al (2002); ISBN: 0805839186; http://www.amazon.com/exec/obidos/ASIN/0805839186/icongroupinterna

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To a Different Drummer: Helping Children With Learning Disabilities by Mary Ann Dockstader (Editor), et al (1999); ISBN: 0966875109; http://www.amazon.com/exec/obidos/ASIN/0966875109/icongroupinterna

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Understanding and Managing Learning Disabilities in Adults by Dale R. Jordan (1999); ISBN: 1575241080; http://www.amazon.com/exec/obidos/ASIN/1575241080/icongroupinterna

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Understanding Learning Disabilities: The Sourcebook for Causes, Disorders, and Treatments (Facts for Life) by Carol Turkington, Joseph R., Ph.D. Harris (2003); ISBN: 081605181X; http://www.amazon.com/exec/obidos/ASIN/081605181X/icongroupinterna

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Vocational Entry Skills: For Secondary and Adult Students With Learning Disabilities by Winifred V. Washburn (2001); ISBN: 0878791280; http://www.amazon.com/exec/obidos/ASIN/0878791280/icongroupinterna

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What's Wrong With Me?: Learning Disabilities at Home and School by Regina Cicci (1995); ISBN: 0912752386; http://www.amazon.com/exec/obidos/ASIN/0912752386/icongroupinterna

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Yoga for the Special Child: A Therapeutic Approach for Infants and Children With Down Syndrome, Cerabral Palsy, and Learning Disabilities by Sonia Sumar, et al (1998); ISBN: 096580240X; http://www.amazon.com/exec/obidos/ASIN/096580240X/icongroupinterna

The National Library of Medicine Book Index The National Library of Medicine at the National Institutes of Health has a massive database of books published on healthcare and biomedicine. Go to the following Internet site, http://locatorplus.gov/, and then select “Search LOCATORplus.” Once you are in the search area, simply type “learning disabilities” (or synonyms) into the search box, and select “books only.” From there, results can be sorted by publication date, author, or relevance. The following was recently catalogued by the National Library of Medicine:11 •

A programmed primer in learning disabilities. Author: Kroth, Jerome A.; Year: 1971; Springfield, Ill., Thomas [c1971]

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A word or two about learning disabilities. Author: Kronick, Doreen.; Year: 1973; San Rafael, Calif., Academic Therapy Publications, 1973; ISBN: 0878790705 http://www.amazon.com/exec/obidos/ASIN/0878790705/icongroupinterna

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Behavior modification of learning disabilities. Author: Bradfield, Robert H.; Year: 1971; San Rafael, Calif., Academic Therapy Publications [c1971]; ISBN: 0878790209 http://www.amazon.com/exec/obidos/ASIN/0878790209/icongroupinterna

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Children with learning disabilities; a five year follow-up study. Author: Koppitz, Elizabeth Munsterberg,; Year: 1971; New York, Grune; Stratton [c1971]; ISBN: 0808907263 http://www.amazon.com/exec/obidos/ASIN/0808907263/icongroupinterna

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Children with specific learning disabilities act of 1969; report to accompany H. R. 13310. Author: United States. Congress. House. Committee on Education and Labor.; Year: 1969; [Washington] 1969

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Designing for the handicapped: the mentally retarded, the mentally ill, the maladjusted, the blind, the deaf, those with learning disabilities, the gifted or exceptional child. Edited by Kenneth Bayes and Sandra Francklin. Author: Bayes, Kenneth.; Year: 1971; London, Godwin [c1971]; ISBN: 0712134018 http://www.amazon.com/exec/obidos/ASIN/0712134018/icongroupinterna

11

In addition to LOCATORPlus, in collaboration with authors and publishers, the National Center for Biotechnology Information (NCBI) is currently adapting biomedical books for the Web. The books may be accessed in two ways: (1) by searching directly using any search term or phrase (in the same way as the bibliographic database PubMed), or (2) by following the links to PubMed abstracts. Each PubMed abstract has a "Books" button that displays a facsimile of the abstract in which some phrases are hypertext links. These phrases are also found in the books available at NCBI. Click on hyperlinked results in the list of books in which the phrase is found. Currently, the majority of the links are between the books and PubMed. In the future, more links will be created between the books and other types of information, such as gene and protein sequences and macromolecular structures. See http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=Books.

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Educational perspectives in learning disabilities, edited by Donald D. Hammill and Nettie R. Bartel. Author: Hammill, Donald D.,; Year: 1971; New York, Wiley; Sons [c1971]; ISBN: 0471347256 http://www.amazon.com/exec/obidos/ASIN/0471347256/icongroupinterna

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Introduction to learning disabilities: a psycho-behavioral approach Author: Hallahan, Daniel P.,; Year: 1976; Englewood Cliffs, N. J., Prentice-Hall c1976; ISBN: 0134855248 http://www.amazon.com/exec/obidos/ASIN/0134855248/icongroupinterna

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Language and learning disabilities; bibliography. 292 references: 1962-1973; period of search: January 1969-May 1973. Author: Information Center for Hearing, Speech, and Disorders of Human Communication.; Year: 1974; Baltimore, 1973

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Language, reading, and learning disabilities; psychology, neuropsychology, diagnosis, and remediation. Author: Bannatyne, Alexander.; Year: 1971; Springfield, Ill., Thomas [c1971]

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Learning disabilities: a practical office manual Author: Crichton, John.; Year: 1972; Victoria, B. C.: Canadian Paediatric Society, c1972

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Learning disabilities: history & examination supplement. Author: Canadian Paediatric Society.; Year: 1972; [Victoria? B. C.]: Canadian Paediatric Society, [1972?]

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Learning disabilities [by] James J. McCarthy [and] Joan F. McCarthy. Author: McCarthy, James J.; Year: 1971; Boston, Allyn and Bacon [1971, c1969]

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Learning disabilities and related disorders: facts and current issues Author: Millichap, J. Gordon.; Year: 1977; Chicago: Year Book Medical Publishers, c1977; ISBN: 0815159137 http://www.amazon.com/exec/obidos/ASIN/0815159137/icongroupinterna

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Learning disabilities and the educationally-handicapped child. Author: Loehner, Conrad A.,; Year: 1971; Upland, Calif., Phalarope Pub. Co., 1971

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Learning disabilities due to minimal brain dysfunction. Author: National Institute of Neurological Diseases and Stroke.; Year: 1970; Bethesda, Md., For sale by the Supt. of Docs., U. S. Govt. Print. Off., Washington, 1970]

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Learning disabilities handbook for teachers. by Robert R. Blackwell and Robert R. Joynt. Author: Blackwell, Robert B.; Year: 1972; Springfield, Ill., Thomas [c1972]; ISBN: 0398022348 http://www.amazon.com/exec/obidos/ASIN/0398022348/icongroupinterna

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Learning disabilities: activities for remediation, by Joan Marie Warner, under the supervision of James C. Chalfant. Author: Warner, Joan Marie.; Year: 1973; Danville, Ill., Interstate Printers; Publishers [c1973]

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Learning disabilities: educational strategies. Author: Gearheart, Bill R.; Year: 1973; St. Louis, Mosby 1973; ISBN: 0801617669 http://www.amazon.com/exec/obidos/ASIN/0801617669/icongroupinterna

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Learning disabilities; a book of readings. Author: Faas, Larry A.; Year: 1972; Springfield, Ill., Thomas [c1972]; ISBN: 0398022763 http://www.amazon.com/exec/obidos/ASIN/0398022763/icongroupinterna

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Learning disabilities; educational principles and practices [by] Doris J. Johnson and Helmer R. Myklebust. Author: Johnson, Doris J.; Year: 1967; New York, Grune; Stratton [c1967]

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Learning disabilities; introduction to educational and medical management. Author: Tarnopol, Lester.; Year: 1969; Springfield, Ill., Thomas [c1969]

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Physical education for children with perceptual-motor learning disabilities. Author: Harvat, Robert W.; Year: 1971; Columbus, Ohio, Merrill [c1971]; ISBN: 0675099013

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http://www.amazon.com/exec/obidos/ASIN/0675099013/icongroupinterna •

Psycholinguistic learning disabilities: diagnosis and remediation [by] Samuel A. Kirk [and] Winifred D. Kirk. Author: Kirk, Samuel A. (Samuel Alexander),; Year: 1971; Urbana, Univ. of Illinois Press [c1971]; ISBN: 0252001702

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Readings for the psychology of the exceptional child: emphasis on learning disabilities. Author: Denburg, Marvin L.; Year: 1972; New York, MSS Information Corp. [c1972]; ISBN: 0842250158 http://www.amazon.com/exec/obidos/ASIN/0842250158/icongroupinterna

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Something's wrong with my child; a parents' book about children with learning disabilities [by] Milton Brutten, Sylvia O. Richardson [and] Charles Mangel. Author: Brutten, Milton.; Year: 1973; New York, Harcourt Brace Jovanovich [c1973]; ISBN: 0151837376 http://www.amazon.com/exec/obidos/ASIN/0151837376/icongroupinterna

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Structured dramatics for children with learning disabilities [by] Lotte Kaliski, Robert Tankersley [and] Ruth Logha. Author: Kaliski, Lotte.; Year: 1971; San Rafael, Calif., Academic Therapy Publications [c1971]; ISBN: 0878790306 http://www.amazon.com/exec/obidos/ASIN/0878790306/icongroupinterna

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The educator's enigma; the adolescent with learning disabilities. Author: Schloss, Ellen.; Year: 1971; San Rafael, Calif., Academic Therapy Publications [1971]; ISBN: 0878790217 http://www.amazon.com/exec/obidos/ASIN/0878790217/icongroupinterna

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The orthomolecular approach to learning disabilities Author: Cott, Allan,; Year: 1977; San Rafael, Calif.: Academic Therapy Publications, c1977; ISBN: 0878791744 http://www.amazon.com/exec/obidos/ASIN/0878791744/icongroupinterna

Chapters on Learning Disabilities In order to find chapters that specifically relate to learning disabilities, an excellent source of abstracts is the Combined Health Information Database. You will need to limit your search to book chapters and learning disabilities using the “Detailed Search” option. Go to the following hyperlink: http://chid.nih.gov/detail/detail.html. To find book chapters, use the drop boxes at the bottom of the search page where “You may refine your search by.” Select the dates and language you prefer, and the format option “Book Chapter.” Type “learning disabilities” (or synonyms) into the “For these words:” box. The following is a typical result when searching for book chapters on learning disabilities: •

Working with the High-Functioning Dyslexic Source: in Birsh, J.R., ed. Multisensory Teaching of Basic Language Skills. Baltimore, MD: Paul H. Brookes Publishing Co. 1999. p. 449-464. Contact: Available from Paul H. Brookes Publishing Co. P.O. Box 10624, Baltimore, MD 21285. (800) 638-3775. Fax (410) 337-8539. Website: www.brookespublishing.com. PRICE: $59.00 plus shipping and handling. ISBN: 1557663491. Summary: The population of high functioning adults with dyslexia is a specific but quite diverse group of individuals. This chapter on working with this population is from a textbook that focuses on multisensory language (MSLE). It provides teaching strategies for teachers working with students who have dyslexia and other students who struggle with reading, writing, and spelling. The author of this chapter notes that many high

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functioning adults with dyslexia seek to move on in their academic work or careers, yet suffer from chronic feelings of inadequacy, stress, and low self esteem in relation to their inability to learn, read, and write. Among them, difficulty in the early grades and inconsistant performance throughout school are common experiences. The author outlines how remedial specialists can work with these individuals on a one to one basis, starting with an assessment that includes tests and a writing sample from the individual that recounts school memories. This written passage provides a rich source of diagnostic information and a way to get to know the client. The chapter includes excerpts from four adults' writing samples that illustrate the painful experiences and feelings arising from early schooling that have had an impact on these four adults to this day. The author explains the areas in which high functioning dyslexic adults often need help and names goals of remediation: helping the individual perceive him or herself as a person who can learn, teaching the individual awareness of his or her thinking process, and reducing learning related anxiety. The chapter gives pointers on how to achieve these goals and concludes with two case studies. 13 references. •

Learning Disabilities Source: in Batshaw, M.L., ed. Children with Disabilities. 4th ed. Baltimore, MD: Paul H. Brookes Publishing Company. 1997. p. 471-497. Contact: Available from Paul H. Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285-0624. (800) 638-3775 or (410) 337-9580. Fax (410) 337-8539. E-mail: [email protected]. Website: www.brookespublishing.com. PRICE: $49.95 plus shipping and handling. ISBN: 1557662932. Summary: This chapter on learning disabilities is from a textbook that addresses the impact of disabilities on child development and function. The authors define learning disability as a disorder in which a healthy child with typical intelligence fails to learn adequately in one or more subjects. The authors discuss impairments associated with learning disabilities, methods of early identification, various intervention strategies, and outcomes for children with learning disabilities. Two sections discuss the causes and neuroanatomy of specific reading disability, the most common form of learning disability. Impairments associated with learning disabilities include impairments in executive functions, memory impairments, attention deficit or hyperactivity disorder, social skills impairments, and emotional and behavior disorders. The authors emphasize that early detection of a specific learning disability is important because, if untreated, the child may develop secondary emotional and behavioral problems that hinder progress. The chapter concludes with illustrative case studies of a child with dyslexia and a child with dysgraphia and dyscalculia. As medical terms are introduced in the text, they appear in bold type; definitions for these terms are provided in a glossary at the end of the book. 1 figure. 2 tables. 191 references.

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Nonverbal Learning Disabilities and Asperger Syndrome Source: in Klin, A.; Volkmar, F.R.; Sparrow, S.S., eds. Asperger Syndrome. New York, NY: Guilford Press. 2000. p. 231-253. Contact: Available from Guilford Publications. 72 Spring Street, New York, NY 10012. (800) 365-7006. Fax (212) 966-6708. E-mail: [email protected]. Website: www.guilford.com. PRICE: $45.00 plus shipping and handling. ISBN: 1572305347. Summary: This chapter on nonverbal learning disabilities and Asperger syndrome (AS) is from a comprehensive text on this autistic spectrum disorder. The authors present an overview of the Nonverbal Learning Disabilities (NLD) syndrome and consider its

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relationship to AS. In pursuing an understanding of the NLD syndrome, the authors' aim has been to develop and refine a comprehensive theoretical model of the brainbehavior relationships that might underlie its developmental course. In the first sections of the chapter, the authors review the background and content of their laboratory's investigative effort with respect to NLD. This review is followed by a description of the model developed to explain the syndrome's dynamics. In part, the purpose of this presentation is to consider whether and to what extent these formulations might also apply to an understanding of AS. Following these sections, the authors next present a comparison of the two disorders, with evidence to suggest a correspondence in the clinical manifestation of NLD and AS. The authors propose that the processes involved in integrative and adaptive activity, that are central to the dynamics of NLD, may also be especially relevant to a consideration of AS. 2 figures. 83 references. •

Parenting the Child with Dyslexia Source: in Birsh, J.R., ed. Multisensory Teaching of Basic Language Skills. Baltimore, MD: Paul H. Brookes Publishing Co. 1999. p. 465-490. Contact: Available from Paul H. Brookes Publishing Co. P.O. Box 10624, Baltimore, MD 21285. (800) 638-3775. Fax (410) 337-8539. Website: www.brookespublishing.com. PRICE: $59.00 plus shipping and handling. ISBN: 1557663491. Summary: This chapter on parenting the child with dyslexia is from a textbook that focuses on multisensory language (MSLE). It provides teaching strategies for teachers working with students who have dyslexia and other students who struggle with reading, writing, and spelling. This chapter deals with issues relating to parenting a youngster with dyslexia, including the similarities to and the differences from raising a nondyslexic child. The author stresses the desperate need that parents of children with dyslexia have for sound, realistic guidance. The author also addresses the language problems that often accompany dyslexia. The author covers enhancing communication; working with parents who may also have dyslexia; helping families with organization, time management, and prioritization; and helping parents who feel overwhelmed. Also included in the chapter are a suggested training regimen for professionals, including the knowledge and experience needed to work effectively with parents and families, and a recommended library of key books and resources. 2 figures. 29 references.

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Early Signs and Symptoms of Learning Disabilities Source: in Osman, B.B. Learning Disabilities and ADHD: A Family Guide to Living and Learning Together. New York, NY: John Wiley and Sons, Inc. 1997. p. 3-30. Contact: Available from John Wiley and Sons, Inc. Distribution Center, 1 Wiley Drive, Somerset, NJ 08875-1272. (800) 225-5945 or (732) 469-4400. Fax (732) 302-2300. E-mail: [email protected]. Website: www.wiley.com. PRICE: $14.95 plus shipping and handling. ISBN: 0471155101. Summary: This chapter on the early signs and symptoms of learning disabilities is from a book written to help parents cope with learning disabilities in their children and to learn to serve as their child's advocate. Topics include the definitions of learning disabilities, diagnostic criteria of attention deficit hyperactivity disorder (ADHD), learning differences (including symptoms of language and concept development, perceptual skills, and attentional and behavioral problems), the causes of learning disabilities (including considerations of intelligence, sensory deficits, activity level and attention span, genetic factors, prenatal, birth or postnatal trauma, immaturity or maturational lag, emotional factors, environmental factors, and educational factors), and

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strategies for parents who are concerned that their child may have a learning problem. The author stresses that parents and teachers usually can do much to help a young child in areas of development in which he or she lags behind, without labels or stigmas. Professionals and parents need to communicate and collaborate to find a positive approach to helping a child who is struggling. A youngster with a learning difference needs special understanding from the supportive people in his or her life. Practical strategies and checklists are offered throughout the chapter; case scenarios help to illustrate the concepts under discussion. 1 figure. •

People with Learning Disabilities Source: in Griffiths, J. and Boyle, S. Colour Guide to Holistic Oral Care: A Practical Approach. Mosby-Year Book Europe. 1993. p. 151-161. Contact: Available from Mosby-Year Book Europe. Lynton House, 7-12 Tavistock Square, London WC1H 9LB, England. Telephone 0171-391 4471. Fax 0171-391 6598. ISBN: 0723417792. Summary: This chapter, from a textbook that outlines the role of the nurse in oral health care, discusses oral care for people with learning disabilities. The authors use the term 'learning disabilities' to refer to people with mental disabilities. Topics covered include barriers to dental care; oral and dental health; risk factors; Down syndrome; cerebral palsy; epilepsy; autism; oral self-mutilation; medicines and drugs; and preventive measures. The authors stress that caregivers, whether family, professional, or volunteer, need to know the risks to oral health and to know about various preventive techniques, so that their charges' oral health and dignity can be maintained. 4 tables. 14 references. (AA-M).

Directories In addition to the references and resources discussed earlier in this chapter, a number of directories relating to learning disabilities have been published that consolidate information across various sources. The Combined Health Information Database lists the following, which you may wish to consult in your local medical library:12 •

Directory of Grants for Organizations Serving People with Disabilities. 10th ed Source: Margate, FL: Research Grant Guides, Inc. 1997. 152 p. Contact: Available from Research Grant Guides, Inc. Department 3A, P.O. Box 1214, Loxahatchee, FL 33470. (561) 795-6129; Fax (561) 795-7794. PRICE: $59.50 per copy, plus $6.00 for shipping and handling. ISBN: 094507817X. Summary: Designed to help nonprofit organizations identify and obtain grants, this directory profiles 800 foundations that support services for people with disabilities. Each profile identifies the areas of support, geographic restrictions, grant range, and previously awarded grants. The foundations are listed geographically (by state). The

12

You will need to limit your search to “Directory” and “learning disabilities” using the "Detailed Search" option. Go directly to the following hyperlink: http://chid.nih.gov/detail/detail.html. To find directories, use the drop boxes at the bottom of the search page where “You may refine your search by.” For publication date, select “All Years.” Select your preferred language and the format option “Directory.” Type “learning disabilities” (or synonyms) into the “For these words:” box. You should check back periodically with this database as it is updated every three months.

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introductory material presents three instructional essays to help readers write more competitive grant proposals. The appendices describe two centers that can provide assistance for grant writers: the Foundation Center and the Grantsmanship Center. The directory includes an alphabetical index and a subject index. The subject index includes the following subjects: accessibility projects, blindness and visual impairments, cultural programs, deafness and hearing impairments, education, independent living programs, learning disabilities, mental health, mentally disabilities, physical disabilities, recreation, rehabilitation, speech impairments, vocational training, and youth. •

Parent Resources: Agencies, Organizations, Support Groups Source: in DeFeo, A.B., ed. Parent Articles 2. San Antonio, TX: Communication Skill Builders. 1995. p. 213-234. Contact: Available from Communication Skill Builders. Customer Service, 555 Academic Court, San Antonio, TX 78204-2498. (800) 211-8378; Fax (800) 232-1223. PRICE: $55.00 plus shipping and handling. Order Number 076-163-0732. Summary: This appendix section is from a parent education skill builders textbook. The appendix lists agencies, organizations, and support groups that parents might want to contact as they work with developing communication skills in and with their child. National information and advocacy groups are listed, including groups for consumer information, education, financial aid, home care, legal assistance, nonoral communication, orthotics and prosthetics, psychiatry, psychology, rare disorders, rehabilitation, residential placement, self-help, severe disabilities, sibling support, social workers, and telephone usage for persons with disabilities. Also listed are national organizations for specific disabilities and conditions, including acoustic neuroma, autism, birth defects, chronic dizziness and balance disorders, cleft palate and craniofacial disorders, developmental disabilities, Down's syndrome, dyslexia, dystonia, genetic conditions, head injuries, hearing impairments, learning disabilities, mental retardation, neurofibromatosis, neurological disorders, stuttering, Tourette syndrome, and voice disorders and laryngectomies. The address and telephone number for each organization are noted.

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How Can I Help My Child?: Early Childhood Resource Directory for Parents and Professionals Caring About Children Ages 2 Through 5 in the Washington Metro Area Source: Silver Spring, MD: Early Childhood Consultation Center. 1997. 313 p. Contact: Available from Early Childhood Consultation Center. Resource Directory Order, 11506 Michale Court, Silver Spring, MD 20904-2704. (301) 593-5992. PRICE: $25.00 plus shipping and handling. ISBN: 0965824403. Summary: This directory lists a wealth of resources serving the needs of families with young children in the Washington, D.C. metropolitan area. The resource includes more than 1500 local listings and more than 400 national listings. The manual includes six sections of information for parents, health care professionals, and educators. The General Resources section covers agencies and associations related to young children; catalogs and stores for children's books, magazines and audiovisual materials; educational videos for adults; computer online services and software for adults and children; conferences and speaker series for adults; government resources; helplines, hotlines, newsletters and newspapers about young children; play equipment and playgrounds; toys and craft supplies; and educational supplies. The second section, Health Resources, includes pediatric CPR and first aid courses; pediatric dental care;

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hospitals and clinics; health helplines; pediatric nutritionists and nutritional resources; pediatric optometrists; pediatricians; and pediatric speech and hearing specialists. The Mental Health Resources section includes counseling centers for families; mental health centers, agencies and associations for families; child psychiatrists and psychologists; helplines; social workers; and specialists in special needs, testing, and assessment. The Child Care and School Resources section offers referral sources, special needs information, Head Start information, nanny agencies, insurance, and babysitting services. The Parent Resources section covers child safety, computer online services, family consultants, parent helplines, parent education classes, and information and support groups (for adoption, allergy, ADD, disabilities, divorce, fathers, gay parents, grandparents, learning disabilities, mothers, multicultural families, playgroups, single parents, special needs children). The final section offers Early Childhood Professional Resources, including business management resources, educational resources and curriculum, catalogs and stores for professional books and audiovisual materials, conferences, consultants, continuing education, job clearinghouses, professional organizations, and professional publications. Most entries include the name, address, and telephone number of the resource listing. A glossary of terms and a brief subject index conclude the directory. •

Brain Connections: Your Source Guide to Information on Brain Diseases and Disorders. 5th ed Source: New York, NY: Dana Alliance for Brain Initiatives. 2000. 49 p. Contact: Available from Dana Press. Charles A. Dana Foundation, 745 Fifth Avenue, Suite 700, New York, NY 10151. Fax (212) 593-7623. Website: www.dana.org. PRICE: Single copy free. Summary: This guide lists organizations that assist people with a brain-related disorder or disease as well as those organizations that assist caregivers and health care providers in these areas. The guide lists more than 275 organizations alphabetically by disease or disorder. Listings of particular relevance to communication disorders include: acoustic neuroma, aphasia, ataxia, attention deficit hyperactivity disorder, autism, deafness and hearing loss, disability and rehabilitation, dizziness, dyslexia, dystonia, head injury, learning disabilities, neurofibromatosis, smell and taste (chemosensory) disorders, spasmodic dysphonia, stuttering, tinnitus, Tourette syndrome, and vestibular disorders. Emphasis is placed on organizations that have a national focus, however, many of these groups sponsor local chapters or affiliates and make referrals to local medical professionals and organizations. For each organization listed, the guide notes mailing address, telephone numbers, e-mail and web sites; also provided are symbols which indicate that the organization offers support groups, referrals to doctors, referrals to other sources of information, regional chapters, availability of literature, availability of speakers, and volunteer opportunities. The guide also describes the publishing body, the Dana Alliance for Brain Initiatives, and provides a list of ways in which readers can support and further brain research.

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Self-Help Sourcebook: Finding and Forming Mutual Aid Self-Help Groups. 4th ed Source: Denville, NJ: American Self-Help Clearinghouse. 1992. 226 p. Contact: Available from American Self-Help Clearinghouse. Attn: Sourcebook, St. Clares-Riverside Medical Center, 25 Pocono Road, Denville, NJ 07834. Voice (201) 6257101; TTY (201) 625-9053. PRICE: $9.00 book rate; $10.00 first class mail. ISBN: 0963432206.

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Summary: This sourcebook lists self-help groups in a wide variety of topic areas, including addictions and dependencies, bereavement, disabilities, health, mental health, parenting and family, physical and/or emotional abuse, and miscellaneous categories. Topics relevant to deafness and communication disorders include acoustic neuroma, alternative/augmentative communication, autism, cleft palate and cleft lip, cochlear implants, developmental disabilities, developmentally delayed children, Down syndrome, dystonia, ear anomalies, elective mutism, hearing impairment, inner ear problems, laryngectomy, late-deafened adults, learning disabilities, Meniere's disease, neck-head-oral cancer, parents of children with hearing impairment, speech dysfunction, speech impairments, stuttering, tinnitus, Tourette syndrome, and Usher's syndrome. In addition to basic information about the self-help groups, the sourcebook lists self-help clearinghouses, toll-free helplines, resources for rare disorders, resources for genetic disorders, housing and neighborhood resources and resources for the homeless, how-to ideas for developing self-help groups, and using a home computer for mutual help. The book includes a bibliography and key word index.

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CHAPTER 8. MULTIMEDIA ON LEARNING DISABILITIES Overview In this chapter, we show you how to keep current on multimedia sources of information on learning disabilities. We start with sources that have been summarized by federal agencies, and then show you how to find bibliographic information catalogued by the National Library of Medicine.

Video Recordings An excellent source of multimedia information on learning disabilities is the Combined Health Information Database. You will need to limit your search to “Videorecording” and “learning disabilities” using the “Detailed Search” option. Go directly to the following hyperlink: http://chid.nih.gov/detail/detail.html. To find video productions, use the drop boxes at the bottom of the search page where “You may refine your search by.” Select the dates and language you prefer, and the format option “Videorecording (videotape, videocassette, etc.).” Type “learning disabilities” (or synonyms) into the “For these words:” box. The following is a typical result when searching for video recordings on learning disabilities: •

Discovering Cued Speech Instructional Video Source: Cleveland, OH: National Cued Speech Association. 2000. (instructional package). Contact: Available from National Cued Speech Association. 23970 Hermitage Road, Cleveland, OH 44122-4008. Voice/TTY (800) 459-3529 or (216) 292-6213. E-mail: [email protected]. PRICE: $90.25 for members; $95.00 for nonmembers, plus shipping and handling. ISBN: 1892917084. Summary: Cued Speech is a sound based visual communication system which, in English, uses eight handshapes in four locations (cues) in combination with natural mouth movements of speech to make all the sounds of spoken language look different. This instructional package features a video and workbook that can be used to learn and practice Cued Speech. Cued Speech enhances the processing of auditory information and has been adapted for use in more than 50 languages and dialects. Cued Speech can

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be used for phonics instruction, for articulation therapy, and to address a number of learning disabilities. Each lesson in the workbook includes a brief review of the corresponding section on the videotape, practice exercises, and suggestions for introducing or extending the use of the lesson to very young children, older children, and adults. Instructional materials include basic rules for successful learning, correct posture and side location, cuescript, lipreading chart, accuracy in cueing, cueing different sounds, and phoneme discrimination practice. The first video covers lessons 1 through 4 (including the round vowels and the invisible consonants); the second video covers lessons 5 through 10 (including dipthongs, little words, and chit chat starters). The last two pages of the workbook are printed on cardstock and feature cue cards to be cut out and used for flash card practice. Simple line drawings illustrate the workbook. The contact information for the National Cued Speech Association is also provided (www.cuedspeech.org). •

Breaking the Silence Barrier Source: Princeton, NJ: Films for the Humanities and Sciences. 1996. (videocassette). Contact: Available from Films for the Humanities and Sciences. P.O. Box 2053, Princeton, NJ 08543-2053. (800) 257-5126 or (609) 275-1400. Fax (609) 275-3767. E-mail: [email protected]. Website: www.films.com. PRICE: $99.00 plus shipping and handling. Item number BVL6244. Summary: Stereotypes and misconceptions can often create the most daunting obstacles for people with disabilities. This videotape program is one in a series of programs demonstrating how technology is reshaping the lives of people with disabilities and transforming society's attitudes about who they are and what they can do. This videotape program reports on creative technologies that are being used to help people with autism, traumatic brain injuries, and learning and speech disabilities. Temple Grandin, an autistic woman with a Ph.D. in animal science, explains her 'squeeze machine' which uses deep pressure therapy to help ease the hyperacute sensory dysfunction that often accompanies autism. Neurologist Oliver Sacks shares his views on how people with autism can find meaning in their own distinctive way. Also profiled is Bob Williams, who is the first person with a significant speech disability to hold a major Federal office, and several people with learning disabilities and traumatic brain injuries who have improved their lives by using multimedia software programs.

Bibliography: Multimedia on Learning Disabilities The National Library of Medicine is a rich source of information on healthcare-related multimedia productions including slides, computer software, and databases. To access the multimedia database, go to the following Web site: http://locatorplus.gov/. Select “Search LOCATORplus.” Once in the search area, simply type in learning disabilities (or synonyms). Then, in the option box provided below the search box, select “Audiovisuals and Computer Files.” From there, you can choose to sort results by publication date, author, or relevance. The following multimedia has been indexed on learning disabilities: •

Adolescence and learning disabilities [videorecording] Source: produced in association with San Francisco Medical Society; [produced by] Lawren Production[s]; Year: 1974; Format: Videorecording; Burlingame, Ca.: Lawren Productions, c1974

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Learning disabilities [videorecording] Source: presented by School of Social Work, University of Washington and its Group Child Care Project; Year: 1974; Format: Videorecording; [Seattle]: Vernon E. Bryant, 1974

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Learning disabilities [videorecording]: differential diagnosis Source: L. Gross and Carol W. Gross; Year: 1988; Format: Videorecording; Secaucus, N.J.: Network for Continuing Medical Education, c1988

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Learning disabilities [videorecording]: etiology, diagnosis, and treatment Source: the University of Texas Medical School at Houston; produced by UT-TV, Houston; Year: 1992; Format: Videorecording; [Houston, Tex.: UT/TV], c1992

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Learning disabilities. [sound recording]. Year: 1981; Format: Sound recording; New York, Grune & Stratton

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Psycho-social aspects of disability. Module 9, [Issues related to learning disabilities & life threatening illness] [videorecording]. Year: 1995; Format: Issues related to learning disabilities & life threatening illness; [Logan, Utah]: Vocational Rehabilitation Distance

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The analysis of movement & posture disorganization in children with learning disabilities [videorecording] Source: [presented by] Clinician's View; by W. Michael Magrun; Year: 1996; Format: Videorecording; Albuquerque, NM: Clinician's View, c1996

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CHAPTER 9. PERIODICALS AND NEWS ON LEARNING DISABILITIES Overview In this chapter, we suggest a number of news sources and present various periodicals that cover learning disabilities.

News Services and Press Releases One of the simplest ways of tracking press releases on learning disabilities is to search the news wires. In the following sample of sources, we will briefly describe how to access each service. These services only post recent news intended for public viewing. PR Newswire To access the PR Newswire archive, simply go to http://www.prnewswire.com/. Select your country. Type “learning disabilities” (or synonyms) into the search box. You will automatically receive information on relevant news releases posted within the last 30 days. The search results are shown by order of relevance. Reuters Health The Reuters’ Medical News and Health eLine databases can be very useful in exploring news archives relating to learning disabilities. While some of the listed articles are free to view, others are available for purchase for a nominal fee. To access this archive, go to http://www.reutershealth.com/en/index.html and search by “learning disabilities” (or synonyms). The following was recently listed in this archive for learning disabilities: •

SLE during pregnancy associated with learning disability in male offspring Source: Reuters Medical News Date: April 21, 2003

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•

Extremely low birth weight children often have complex learning disabilities Source: Reuters Medical News Date: June 18, 2002

•

Learning disability linked with increased risk of affective disorder Source: Reuters Medical News Date: January 08, 2002

•

Neurofibromatosis-related learning disability traced to specific genetic domain Source: Reuters Medical News Date: March 30, 2001

•

Birth month linked to learning disability Source: Reuters Health eLine Date: July 03, 2000

•

Hydrocephalus-related learning disabilities do not persist into adulthood Source: Reuters Medical News Date: March 23, 1999

•

UK Issues Guidelines For Treatment Of Learning Disabilities Source: Reuters Medical News Date: January 21, 1998

•

Neurophysiology Underlying Learning Disabilities Elucidated Source: Reuters Medical News Date: August 19, 1996 The NIH

Within MEDLINEplus, the NIH has made an agreement with the New York Times Syndicate, the AP News Service, and Reuters to deliver news that can be browsed by the public. Search news releases at http://www.nlm.nih.gov/medlineplus/alphanews_a.html. MEDLINEplus allows you to browse across an alphabetical index. Or you can search by date at the following Web page: http://www.nlm.nih.gov/medlineplus/newsbydate.html. Often, news items are indexed by MEDLINEplus within its search engine. Business Wire Business Wire is similar to PR Newswire. To access this archive, simply go to http://www.businesswire.com/. You can scan the news by industry category or company name. Market Wire Market Wire is more focused on technology than the other wires. To browse the latest press releases by topic, such as alternative medicine, biotechnology, fitness, healthcare, legal, nutrition, and pharmaceuticals, access Market Wire’s Medical/Health channel at http://www.marketwire.com/mw/release_index?channel=MedicalHealth. Or simply go to Market Wire’s home page at http://www.marketwire.com/mw/home, type “learning disabilities” (or synonyms) into the search box, and click on “Search News.” As this service

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is technology oriented, you may wish to use it when searching for press releases covering diagnostic procedures or tests. Search Engines Medical news is also available in the news sections of commercial Internet search engines. See the health news page at Yahoo (http://dir.yahoo.com/Health/News_and_Media/), or you can use this Web site’s general news search page at http://news.yahoo.com/. Type in “learning disabilities” (or synonyms). If you know the name of a company that is relevant to learning disabilities, you can go to any stock trading Web site (such as http://www.etrade.com/) and search for the company name there. News items across various news sources are reported on indicated hyperlinks. Google offers a similar service at http://news.google.com/. BBC Covering news from a more European perspective, the British Broadcasting Corporation (BBC) allows the public free access to their news archive located at http://www.bbc.co.uk/. Search by “learning disabilities” (or synonyms).

Newsletter Articles Use the Combined Health Information Database, and limit your search criteria to “newsletter articles.” Again, you will need to use the “Detailed Search” option. Go directly to the following hyperlink: http://chid.nih.gov/detail/detail.html. Go to the bottom of the search page where “You may refine your search by.” Select the dates and language that you prefer. For the format option, select “Newsletter Article.” Type “learning disabilities” (or synonyms) into the “For these words:” box. You should check back periodically with this database as it is updated every three months. The following is a typical result when searching for newsletter articles on learning disabilities: •

Delivering Special Education Services to Students With Learning Disabilities in Public Schools: Out or In? Source: Perspectives. 20(4 Special Issue): 12-14. Fall 1994. Contact: Available from Orton Dyslexia Society. Chester Building, Suite 382, 8600 LaSalle Road, Baltimore, MD 21286-2044. (410) 296-0232 ext. 11. Summary: This article considers evidence on the efficacy of special education service delivery models for children with learning disabilities (LD). The author reviews the literature that critiques segregated special education programs, concluding that special classes are 'well-intentioned, but impoverished' learning environments for students with learning disabilities. Topics discussed include the benefits and disadvantages of resource rooms; measuring students' achievement levels; psychosocial factors, notably self-esteem; special services augmenting regular classroom instruction and taking place in the standard classroom rather than in a resource room ('pulling in'); goal-setting for academic achievements; and the need for additional research to determine the best options for this student population. The author concludes that school districts are obliged to offer a full array of programs and services to students with disabilities and

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should be encouraged to maintain a full range of special education delivery options for students with learning disabilities. 20 references. •

Return of Students with Learning Disabilities to Regular Classrooms Source: Perspectives. 20(4 Special Issue): 6-12. Fall 1994. Contact: Available from Orton Dyslexia Society. Chester Building, Suite 382, 8600 LaSalle Road, Baltimore, MD 21286-2044. (410) 296-0232 ext. 11. Summary: This article summarizes recent trends in integrating children with learning disabilities into regular education classrooms. Topics covered include the terminology used; the premises and assumptions of full inclusion; peer and teacher acceptance; the need for increased teacher support to facilitate successful integration of students with learning problems into regular classrooms; the appropriateness of the general education curriculum; the demand for individualized instruction for this population; the training of regular education teachers; determining which students with learning disabilities (LD) will benefit from what level of integration; the positions of relevant professional organizations; preservation of the continuum of alternative placements; and the importance of individualized instruction. 103 references.

Academic Periodicals covering Learning Disabilities Numerous periodicals are currently indexed within the National Library of Medicine’s PubMed database that are known to publish articles relating to learning disabilities. In addition to these sources, you can search for articles covering learning disabilities that have been published by any of the periodicals listed in previous chapters. To find the latest studies published, go to http://www.ncbi.nlm.nih.gov/pubmed, type the name of the periodical into the search box, and click “Go.” If you want complete details about the historical contents of a journal, you can also visit the following Web site: http://www.ncbi.nlm.nih.gov/entrez/jrbrowser.cgi. Here, type in the name of the journal or its abbreviation, and you will receive an index of published articles. At http://locatorplus.gov/, you can retrieve more indexing information on medical periodicals (e.g. the name of the publisher). Select the button “Search LOCATORplus.” Then type in the name of the journal and select the advanced search option “Journal Title Search.”

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APPENDICES

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APPENDIX A. PHYSICIAN RESOURCES Overview In this chapter, we focus on databases and Internet-based guidelines and information resources created or written for a professional audience.

NIH Guidelines Commonly referred to as “clinical” or “professional” guidelines, the National Institutes of Health publish physician guidelines for the most common diseases. Publications are available at the following by relevant Institute13: •

Office of the Director (OD); guidelines consolidated across agencies available at http://www.nih.gov/health/consumer/conkey.htm

•

National Institute of General Medical Sciences (NIGMS); fact sheets available at http://www.nigms.nih.gov/news/facts/

•

National Library of Medicine (NLM); extensive encyclopedia (A.D.A.M., Inc.) with guidelines: http://www.nlm.nih.gov/medlineplus/healthtopics.html

•

National Cancer Institute (NCI); guidelines available at http://www.cancer.gov/cancerinfo/list.aspx?viewid=5f35036e-5497-4d86-8c2c714a9f7c8d25

•

National Eye Institute (NEI); guidelines available at http://www.nei.nih.gov/order/index.htm

•

National Heart, Lung, and Blood Institute (NHLBI); guidelines available at http://www.nhlbi.nih.gov/guidelines/index.htm

•

National Human Genome Research Institute (NHGRI); research available at http://www.genome.gov/page.cfm?pageID=10000375

•

National Institute on Aging (NIA); guidelines available at http://www.nia.nih.gov/health/

13

These publications are typically written by one or more of the various NIH Institutes.

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•

National Institute on Alcohol Abuse and Alcoholism (NIAAA); guidelines available at http://www.niaaa.nih.gov/publications/publications.htm

•

National Institute of Allergy and Infectious Diseases (NIAID); guidelines available at http://www.niaid.nih.gov/publications/

•

National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS); fact sheets and guidelines available at http://www.niams.nih.gov/hi/index.htm

•

National Institute of Child Health and Human Development (NICHD); guidelines available at http://www.nichd.nih.gov/publications/pubskey.cfm

•

National Institute on Deafness and Other Communication Disorders (NIDCD); fact sheets and guidelines at http://www.nidcd.nih.gov/health/

•

National Institute of Dental and Craniofacial Research (NIDCR); guidelines available at http://www.nidr.nih.gov/health/

•

National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK); guidelines available at http://www.niddk.nih.gov/health/health.htm

•

National Institute on Drug Abuse (NIDA); guidelines available at http://www.nida.nih.gov/DrugAbuse.html

•

National Institute of Environmental Health Sciences (NIEHS); environmental health information available at http://www.niehs.nih.gov/external/facts.htm

•

National Institute of Mental Health (NIMH); guidelines available at http://www.nimh.nih.gov/practitioners/index.cfm

•

National Institute of Neurological Disorders and Stroke (NINDS); neurological disorder information pages available at http://www.ninds.nih.gov/health_and_medical/disorder_index.htm

•

National Institute of Nursing Research (NINR); publications on selected illnesses at http://www.nih.gov/ninr/news-info/publications.html

•

National Institute of Biomedical Imaging and Bioengineering; general information at http://grants.nih.gov/grants/becon/becon_info.htm

•

Center for Information Technology (CIT); referrals to other agencies based on keyword searches available at http://kb.nih.gov/www_query_main.asp

•

National Center for Complementary and Alternative Medicine (NCCAM); health information available at http://nccam.nih.gov/health/

•

National Center for Research Resources (NCRR); various information directories available at http://www.ncrr.nih.gov/publications.asp

•

Office of Rare Diseases; various fact sheets available at http://rarediseases.info.nih.gov/html/resources/rep_pubs.html

•

Centers for Disease Control and Prevention; various fact sheets on infectious diseases available at http://www.cdc.gov/publications.htm

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NIH Databases In addition to the various Institutes of Health that publish professional guidelines, the NIH has designed a number of databases for professionals.14 Physician-oriented resources provide a wide variety of information related to the biomedical and health sciences, both past and present. The format of these resources varies. Searchable databases, bibliographic citations, full-text articles (when available), archival collections, and images are all available. The following are referenced by the National Library of Medicine:15 •

Bioethics: Access to published literature on the ethical, legal, and public policy issues surrounding healthcare and biomedical research. This information is provided in conjunction with the Kennedy Institute of Ethics located at Georgetown University, Washington, D.C.: http://www.nlm.nih.gov/databases/databases_bioethics.html

•

HIV/AIDS Resources: Describes various links and databases dedicated to HIV/AIDS research: http://www.nlm.nih.gov/pubs/factsheets/aidsinfs.html

•

NLM Online Exhibitions: Describes “Exhibitions in the History of Medicine”: http://www.nlm.nih.gov/exhibition/exhibition.html. Additional resources for historical scholarship in medicine: http://www.nlm.nih.gov/hmd/hmd.html

•

Biotechnology Information: Access to public databases. The National Center for Biotechnology Information conducts research in computational biology, develops software tools for analyzing genome data, and disseminates biomedical information for the better understanding of molecular processes affecting human health and disease: http://www.ncbi.nlm.nih.gov/

•

Population Information: The National Library of Medicine provides access to worldwide coverage of population, family planning, and related health issues, including family planning technology and programs, fertility, and population law and policy: http://www.nlm.nih.gov/databases/databases_population.html

•

Cancer Information: Access to cancer-oriented databases: http://www.nlm.nih.gov/databases/databases_cancer.html

•

Profiles in Science: Offering the archival collections of prominent twentieth-century biomedical scientists to the public through modern digital technology: http://www.profiles.nlm.nih.gov/

•

Chemical Information: Provides links to various chemical databases and references: http://sis.nlm.nih.gov/Chem/ChemMain.html

•

Clinical Alerts: Reports the release of findings from the NIH-funded clinical trials where such release could significantly affect morbidity and mortality: http://www.nlm.nih.gov/databases/alerts/clinical_alerts.html

•

Space Life Sciences: Provides links and information to space-based research (including NASA): http://www.nlm.nih.gov/databases/databases_space.html

•

MEDLINE: Bibliographic database covering the fields of medicine, nursing, dentistry, veterinary medicine, the healthcare system, and the pre-clinical sciences: http://www.nlm.nih.gov/databases/databases_medline.html

14

Remember, for the general public, the National Library of Medicine recommends the databases referenced in MEDLINEplus (http://medlineplus.gov/ or http://www.nlm.nih.gov/medlineplus/databases.html). 15 See http://www.nlm.nih.gov/databases/databases.html.

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•

Toxicology and Environmental Health Information (TOXNET): Databases covering toxicology and environmental health: http://sis.nlm.nih.gov/Tox/ToxMain.html

•

Visible Human Interface: Anatomically detailed, three-dimensional representations of normal male and female human bodies: http://www.nlm.nih.gov/research/visible/visible_human.html The Combined Health Information Database

A comprehensive source of information on clinical guidelines written for professionals is the Combined Health Information Database. You will need to limit your search to one of the following: Brochure/Pamphlet, Fact Sheet, or Information Package, and “learning disabilities” using the “Detailed Search” option. Go directly to the following hyperlink: http://chid.nih.gov/detail/detail.html. To find associations, use the drop boxes at the bottom of the search page where “You may refine your search by.” For the publication date, select “All Years.” Select your preferred language and the format option “Fact Sheet.” Type “learning disabilities” (or synonyms) into the “For these words:” box. The following is a sample result: •

ETC.: Effective Therapies Through Cued Speech. Articulation, Learning Disabilities, Phonics, Down Syndrome, Deaf-Blind, etc Source: Cleveland, OH: National Cued Speech Association. 1996. (Information Package). Contact: Available from Cued Speech Discovery. Bookstore of the National Cued Speech Association, 23970 Hermitage Road, Cleveland, OH 44122-4008. Voice/TTY (800) 4593529 or (216) 292-6213; E-mail: [email protected]. PRICE: $10.00 plus $3.00 shipping and handling. Summary: This information package contains a variety of information about cued speech and its use with children who have hearing impairments and a disability such as Down syndrome, learning disability, visual impairment, etc. The package is designed for the families of these children, and for professionals who work with them. It combines fact sheets, articles, and commentaries on cued speech. Topics include autism, pervasive developmental disorders, and cued speech; cued speech for children who are deaf-blind; cued speech and phonics; students who have reading difficulties and cued speech; the self-monitoring cue card (SMCC) format; cued speech for articulation therapy; cued speech for persons who have mental retardation; and the views of speechlanguage pathologists on cued speech. The information packet also lists recommended readings and resources for additional materials.

•

The invisible disability: Understanding learning disabilities in the context of health and education Source: Washington, DC: National Health and Education Consortium, Institute for Educational Leadership. 1996. 50 pp. Contact: Available from Institute for Educational Leadership, 1001 Connecticut Avenue, N.W., Suite 310, Washington, DC 20036. Telephone: (202) 822-8405 / fax: (202) 872-4050 / e-mail: [email protected]. $7.50 includes shipping and handling if prepaid; otherwise shipping is $2.00 for first item, $1.00 for each additional item; discounts available for bulk orders; make checks payable to IEL.

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Summary: This report addresses learning disabilities in the context of the link between health and education. It describes learning disabilities, estimates their prevalence, and notes some of the associated medical problems. It discusses the roles of the health care and education communities and of the parents in addressing these problems, and makes recommendations.

The NLM Gateway16 The NLM (National Library of Medicine) Gateway is a Web-based system that lets users search simultaneously in multiple retrieval systems at the U.S. National Library of Medicine (NLM). It allows users of NLM services to initiate searches from one Web interface, providing one-stop searching for many of NLM’s information resources or databases.17 To use the NLM Gateway, simply go to the search site at http://gateway.nlm.nih.gov/gw/Cmd. Type “learning disabilities” (or synonyms) into the search box and click “Search.” The results will be presented in a tabular form, indicating the number of references in each database category. Results Summary Category Journal Articles Books / Periodicals / Audio Visual Consumer Health Meeting Abstracts Other Collections Total

Items Found 12912 673 897 12 6 14500

HSTAT18 HSTAT is a free, Web-based resource that provides access to full-text documents used in healthcare decision-making.19 These documents include clinical practice guidelines, quickreference guides for clinicians, consumer health brochures, evidence reports and technology assessments from the Agency for Healthcare Research and Quality (AHRQ), as well as AHRQ’s Put Prevention Into Practice.20 Simply search by “learning disabilities” (or synonyms) at the following Web site: http://text.nlm.nih.gov.

16

Adapted from NLM: http://gateway.nlm.nih.gov/gw/Cmd?Overview.x.

17

The NLM Gateway is currently being developed by the Lister Hill National Center for Biomedical Communications (LHNCBC) at the National Library of Medicine (NLM) of the National Institutes of Health (NIH). 18 Adapted from HSTAT: http://www.nlm.nih.gov/pubs/factsheets/hstat.html. 19 20

The HSTAT URL is http://hstat.nlm.nih.gov/.

Other important documents in HSTAT include: the National Institutes of Health (NIH) Consensus Conference Reports and Technology Assessment Reports; the HIV/AIDS Treatment Information Service (ATIS) resource documents; the Substance Abuse and Mental Health Services Administration's Center for Substance Abuse Treatment (SAMHSA/CSAT) Treatment Improvement Protocols (TIP) and Center for Substance Abuse Prevention (SAMHSA/CSAP) Prevention Enhancement Protocols System (PEPS); the Public Health Service (PHS) Preventive Services Task Force's Guide to Clinical Preventive Services; the independent, nonfederal Task Force on Community Services’ Guide to Community Preventive Services; and the Health Technology Advisory Committee (HTAC) of the Minnesota Health Care Commission (MHCC) health technology evaluations.

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Coffee Break: Tutorials for Biologists21 Coffee Break is a general healthcare site that takes a scientific view of the news and covers recent breakthroughs in biology that may one day assist physicians in developing treatments. Here you will find a collection of short reports on recent biological discoveries. Each report incorporates interactive tutorials that demonstrate how bioinformatics tools are used as a part of the research process. Currently, all Coffee Breaks are written by NCBI staff.22 Each report is about 400 words and is usually based on a discovery reported in one or more articles from recently published, peer-reviewed literature.23 This site has new articles every few weeks, so it can be considered an online magazine of sorts. It is intended for general background information. You can access the Coffee Break Web site at the following hyperlink: http://www.ncbi.nlm.nih.gov/Coffeebreak/.

Other Commercial Databases In addition to resources maintained by official agencies, other databases exist that are commercial ventures addressing medical professionals. Here are some examples that may interest you: •

CliniWeb International: Index and table of contents to selected clinical information on the Internet; see http://www.ohsu.edu/cliniweb/.

•

Medical World Search: Searches full text from thousands of selected medical sites on the Internet; see http://www.mwsearch.com/.

21 Adapted 22

from http://www.ncbi.nlm.nih.gov/Coffeebreak/Archive/FAQ.html.

The figure that accompanies each article is frequently supplied by an expert external to NCBI, in which case the source of the figure is cited. The result is an interactive tutorial that tells a biological story. 23 After a brief introduction that sets the work described into a broader context, the report focuses on how a molecular understanding can provide explanations of observed biology and lead to therapies for diseases. Each vignette is accompanied by a figure and hypertext links that lead to a series of pages that interactively show how NCBI tools and resources are used in the research process.

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APPENDIX B. PATIENT RESOURCES Overview Official agencies, as well as federally funded institutions supported by national grants, frequently publish a variety of guidelines written with the patient in mind. These are typically called “Fact Sheets” or “Guidelines.” They can take the form of a brochure, information kit, pamphlet, or flyer. Often they are only a few pages in length. Since new guidelines on learning disabilities can appear at any moment and be published by a number of sources, the best approach to finding guidelines is to systematically scan the Internetbased services that post them.

Patient Guideline Sources The remainder of this chapter directs you to sources which either publish or can help you find additional guidelines on topics related to learning disabilities. Due to space limitations, these sources are listed in a concise manner. Do not hesitate to consult the following sources by either using the Internet hyperlink provided, or, in cases where the contact information is provided, contacting the publisher or author directly. The National Institutes of Health The NIH gateway to patients is located at http://health.nih.gov/. From this site, you can search across various sources and institutes, a number of which are summarized below. Topic Pages: MEDLINEplus The National Library of Medicine has created a vast and patient-oriented healthcare information portal called MEDLINEplus. Within this Internet-based system are “health topic pages” which list links to available materials relevant to learning disabilities. To access this system, log on to http://www.nlm.nih.gov/medlineplus/healthtopics.html. From there you can either search using the alphabetical index or browse by broad topic areas. Recently, MEDLINEplus listed the following when searched for “learning disabilities”:

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•

Other guides Attention Deficit Disorder with Hyperactivity http://www.nlm.nih.gov/medlineplus/attentiondeficitdisorderwithhyperactivity.t ml Autism http://www.nlm.nih.gov/medlineplus/autism.html Bipolar Disorder http://www.nlm.nih.gov/medlineplus/bipolardisorder.html Cleft Lip and Palate http://www.nlm.nih.gov/medlineplus/cleftlipandpalate.html Developmental Disabilities http://www.nlm.nih.gov/medlineplus/developmentaldisabilities.html Disabilities http://www.nlm.nih.gov/medlineplus/disabilities.html Learning Disorders http://www.nlm.nih.gov/medlineplus/learningdisorders.html Speech & Communication Disorders http://www.nlm.nih.gov/medlineplus/speechcommunicationdisorders.html Vision Disorders & Blindness http://www.nlm.nih.gov/medlineplus/visiondisordersblindness.html

Within the health topic page dedicated to learning disabilities, the following was listed: •

General/Overviews LD (Learning Disability) at a Glance Source: National Center for Learning Disabilities http://www.ld.org/LDInfoZone/InfoZone_FactSheet_LD.cfm Understanding Learning Disabilities Source: American Academy of Pediatrics http://www.medem.com/MedLB/article_detaillb.cfm?article_ID=ZZZLYL6YQ7C &sub_cat=547

•

Diagnosis/Symptoms Basics for Parents: Your Child's Evaluation Source: National Information Center for Children and Youth with Disabilities http://www.nichcy.org/pubs/basicpar/bp1txt.htm Diagnosing and Treating Learning Disabilities Source: American Academy of Pediatrics http://www.medem.com/MedLB/article_detaillb.cfm?article_ID=/ZZZFP21YQ7C &sub_cat=105 Do I Have LD (Learning Disabilities)? Problem Signs Source: National Center for Learning Disabilities http://www.ld.org/livingwithld/doihaveld_problem.cfm

Patient Resources

•

Coping Individualized Education Plans (IEPs) Source: Nemours Foundation http://kidshealth.org/parent/growth/learning/iep.html LD (Learning Disabilities) on the Job Source: National Center for Learning Disabilities http://www.ld.org/livingwithld/ldonjob_home.cfm Living with LD (Learning Disabilities) : For Adults Source: National Center for Learning Disabilities http://www.ld.org/livingwithld/adults_home.cfm

•

Specific Conditions/Aspects Central Auditory Processing Disorder Source: Nemours Foundation http://kidshealth.org/parent/medical/ears/central_auditory.html Dysgraphia Source: National Institute of Neurological Disorders and Stroke http://www.ninds.nih.gov/health_and_medical/disorders/dysgraphia.htm Dyslexia Source: National Institute of Neurological Disorders and Stroke http://www.ninds.nih.gov/health_and_medical/disorders/dyslexia_doc.htm Dyslexia Frequently Asked Questions (FAQs) Source: International Dyslexia Association http://www.interdys.org/servlet/compose?section_id=5&page_id=95 Gerstmann's Syndrome Source: National Institute of Neurological Disorders and Stroke http://www.ninds.nih.gov/health_and_medical/disorders/gerstmanns.htm Language-Based Learning Disabilities Source: American Speech-Language-Hearing Association http://www.asha.org/public/speech/disorders/Language-Based-LearningDisabilities.htm Questions Often Asked by Parents about Special Education Services Source: National Information Center for Children and Youth with Disabilities http://www.nichcy.org/pubs/ideapubs/lg1txt.htm Reading and Learning Disabilities Source: National Information Center for Children and Youth with Disabilities http://www.nichcy.org/pubs/factshe/fs17txt.htm

•

Children Kids with Dyslexia Source: Nemours Foundation http://kidshealth.org/parent/medical/learning/dyslexia.html

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Latest News Defective Cilia Linked to Obesity Source: 11/06/2003, United Press International http://www.nlm.nih.gov//www.nlm.nih.gov/medlineplus/news/fullstory_14563 .html Dyslexics Unable to Coordinate Sight and Sound Source: 11/10/2003, Reuters Health http://www.nlm.nih.gov//www.nlm.nih.gov/medlineplus/news/fullstory_14608 .html

•

Law and Policy Learning Disabilities and the Law After High School: An Overview for Students Source: Coordinated Campaign for Learning Disabilities, WETA http://www.ldonline.org/ld_indepth/legal_legislative/latham_ld.html Living with LD (Learning Disabilities): Legal Rights Source: National Center for Learning Disabilities http://www.ld.org/livingwithld/legal_home.cfm

•

Organizations National Information Center for Children and Youth with Disabilities http://www.nichcy.org/ National Institute of Neurological Disorders and Stroke http://www.ninds.nih.gov/

•

Statistics What You Should Know about Learning Disabilities (LD) Source: National Center for Learning Disabilities http://www.ld.org/LDInfoZone/InfoZone_FactSheet_LD_QuickLook.cfm

•

Teenagers Study Skills Source: National Center for Learning Disabilities http://www.ld.org/livingwithld/teens_building_study.cfm Tips for College Bound High School Students with Diagnosed Learning Problems Source: Coordinated Campaign for Learning Disabilities, WETA http://www.ldonline.org/ld_indepth/transition/college_tips.html Understanding Strengths & Challenges Source: National Center for Learning Disabilities http://www.ld.org/livingwithld/teens_future_understand.cfm

You may also choose to use the search utility provided by MEDLINEplus at the following Web address: http://www.nlm.nih.gov/medlineplus/. Simply type a keyword into the search box and click “Search.” This utility is similar to the NIH search utility, with the exception that it only includes materials that are linked within the MEDLINEplus system

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(mostly patient-oriented information). It also has the disadvantage of generating unstructured results. We recommend, therefore, that you use this method only if you have a very targeted search. The Combined Health Information Database (CHID) CHID Online is a reference tool that maintains a database directory of thousands of journal articles and patient education guidelines on learning disabilities. CHID offers summaries that describe the guidelines available, including contact information and pricing. CHID’s general Web site is http://chid.nih.gov/. To search this database, go to http://chid.nih.gov/detail/detail.html. In particular, you can use the advanced search options to look up pamphlets, reports, brochures, and information kits. The following was recently posted in this archive: •

Educating Students with Learning Disabilities Source: National Information Center for Children and Youth with Disabilities. Contact: National Information Center for Children and Youth with Disabilities. P.O. Box 1492, Washington, DC, 20013-1492. Voice (202) 884-8200. Voice/TTY 1-800-695-0285. Email: [email protected]. Web site: www.nichcy.org. PRICE: single copy free. Summary: This bibliography of learning disabilities (LD) resources was compiled to help teachers with the education and support of children and youth diagnosed with LD. The selected resources are intended to serve as a starting point for all those looking for answers, approaches, techniques, and understanding of the many issues associated with the education of children and youth with learning disabilities. Many documents in this bibliography are available through the ERIC system. The list includes print and audiovisuals. 12pp.

•

National Resources for Adults with Learning Disabilities Source: Washington, DC: Heath Resource Center. August 1994. 32 p. Contact: Available from Heath Resource Center. One Dupont Circle, Suite 800, Washington, DC 20036. Voice/TTY (800) 544-3284 or (202) 884-8185. PRICE: Single copy free. Summary: This booklet is designed for adults who may have a learning disability and for family and friends who wish to help. The guide provides information on where to go for help and information; on assessing the problem; a learning disabilities checklist; and a selection of resources. The guide is intended to provide a starting point for gaining information that can lead to obtaining services at the state or local level. A short description of each resource organization's activities is provided to help readers identify which resources are best suited to their needs and concerns. Resources are categorized as follows: national resource centers; general education; learning disability organizations; attention deficit disorder (ADD) organizations; employment; technology; and life management. An additional section lists and annotates recommended publications. The final section provides a list of toll-free numbers available for some of the resource organizations.

•

Learning Disabilities and Young Adults Source: Elk Grove Village, IL: American Academy of Pediatrics (AAP). 1992. 6 p.

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Contact: Available from American Academy of Pediatrics (AAP). 141 Northwest Point Boulevard, Elk Grove Village, IL 60007-1098. (800) 433-9016 (members) or (888) 227-1773 (nonmembers). Fax (847) 434-8000. Website: www.aap.org. PRICE: $24.95 per 100 copies for members; $29.95 for non-members. Item Number HE0125. Summary: This brochure from the American Academy of Pediatrics (AAP) provides information for parents interested in knowing more about learning disabilities and young adults. The brochure describes and defines learning disability and then discusses the causes of learning disabilities; outlines the types of learning disabilities; considers problems experienced by young people with learning disabilities, including the importance of developing social skills. Other topics covered include a reminder of the adolescent's strength; looking for opportunities for academic, social, and vocational development; coping on the job; continuing education; and the role of support from friends and family. The brochure concludes with a list of resource organizations that can provide readers with more information on learning disabilities. The brochure includes a blank box for physicians to stamp their name and address. •

College Students with Learning Disabilities Source: Pittsburgh, PA: Learning Disabilities Association of America (LDA). 199X. 4 p. Contact: Available from Learning Disabilities Association of America (LDA). 4156 Library Road, Pittsburgh, PA 15234. (412) 341-1515. PRICE: Single copy free. Summary: This brochure from the Learning Disabilities Association of America outlines some considerations for college students with learning disabilities. The brochure begins with a summary of learning disabilities and their common characteristics in college students in the areas of reading skills, written language skills, oral language skills, mathematical skills, organizational and study skills, and social skills. The remainder of the brochure consists of suggestions for helping all students to succeed in the classroom and specific suggestions for college students with learning disabilities. A short sidebar reminds readers of the provisions of Section 504 of the Rehabilitation Act which protects people with learning disabilities in much the same fashion as those with physical disabilities.

•

Learning disabilities: What is it Source: Pittsburgh, PA: Learning Disabilities Association. n.d. 2 pp. Contact: Available from Learning Disabilities Association of America, 4156 Library Road, Pittsburgh, PA 15234. Telephone: (412) 341-1515 / fax: (412) 344-0224 / e-mail: [email protected] / Web site: http://www.ldanatl.org. Summary: This brochure provides information on learning disabilities including how the disability is defined by the federal government, its symptoms, implications for social interaction, common behavior characteristics, and treatment. It also contains a brief section on dyslexia.

•

Helping young children with learning disabilities achieve independence Source: Pittsburgh, PA: Learning Disabilities Association. n.d. 2 pp. Contact: Available from Learning Disabilities Association of America, 4156 Library Road, Pittsburgh, PA 15234. Telephone: (412) 341-1515 / fax: (412) 344-0224 / e-mail: [email protected] / Web site: http://www.ldanatl.org.

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Summary: This brochure, developed for parents of young children with learning disabilities, provides information on helping children with this disability gain confidence. It discusses such topics as building self esteem, activities for preschool children, handling behavior problems, teaching self-help skills, developing communication and thinking skills, and providing social skills training. •

National Center for Learning Disabilities (NCLD): I and R Service: General Information Packet for Adults with Learning Disabilities Source: New York, NY: National Center for Learning Disabilities. 199x. 16 p. Contact: Available from National Center for Learning Disabilities (NCLD). 381 Park Avenue South, Suite 1420, New York, NY 10016. (212) 545-7510. PRICE: Single copy free. Summary: This document presents a general information packet, compiled by the National Center for Learning Disabilities (NCLD), for adults with learning disabilities. The first section provides information about the NCLD and the services it provides. Other sections cover basic facts about learning disabilities; a checklist of common warning signs for learning disabilities; the terminology for some types of learning disabilities; the General Educational Development (GED) Testing Service; and the GED and learning disabled students.

•

Look at Alcohol and Other Drug Abuse Prevention and Learning Disabilities Source: Washington, DC: Resource Center on Substance Abuse Prevention and Disability. 1992. 4 p. Contact: Available from Resource Center on Substance Abuse Prevention and Disability. 1818 L Street, N.W., Suite 300, Washington, DC 20036. Voice (800) 628-8442 or (202) 6288080; TTY (202) 638-5862; Fax (202) 628-3812. PRICE: Single copy free. Summary: This fact sheet on learning disabilities is designed for those working in the field of alcohol and other drug abuse services, as well as for those involved in the disability and rehabilitation fields. The fact sheet describes the implications of alcohol and other drug abuse for a person with a learning disability, focusing on suggestions to improve access and positive interactions. Myths and facts about learning disabilities are included. A list of resource organizations and agencies to contact for more information is provided. 5 references. (AA-M).

•

Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits Source: Reston, VA: Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. August 1995. 2 p. Contact: Available from Council for Exceptional Children. Clearinghouse on Disabilities and Gifted Education, 1920 Association Drive, Reston, VA 22091-1589. (800) 845-6232 or (703) 620-3660; TTY (703) 264-9446; Fax (703) 264-9494. PRICE: $1.00 each. Summary: This fact sheet summarizes recommended academic interventions for children with dyslexia who have phonological core deficits. The severity of the phonological deficits varies across individuals, and children with these deficits have been shown to make significantly less progress in basic word reading skills compared to children with equivalent IQs. The fact sheet provides a definition of the problem; classification and identification considerations, including specific assessment techniques

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to use with this population; and suggested teaching interventions. The fact sheet concludes with a list of print and electronic resources for teachers. •

Young Adults with Learning Disabilities and Other Special Needs: Guide for Selecting Postsecondary Transition Programs Source: Washington, DC: HEATH Resource Center, American Council on Education. 1992. 12 p. Contact: Available from HEATH Resource Center. American Council on Education, One Dupont Circle, Suite 800, Washington, DC 20036-1193. Voice/TTY (800) 544-3284 or Voice/TTY (202) 939-9320. Fax: (202) 833-4760. E-mail: [email protected]. PRICE: Single copy free. Summary: This fact sheet was developed to provide information about postsecondary programs for young adults with substantial learning disabilities and other special needs. The introductory section gives the characteristics of this population and describes components of selected educational and training programs. The next section provides guidelines for parents and professionals for recognizing the young person's strengths and weaknesses, and recommendations for teaching independent living skills. Another section, addressed to the young adult, can serve as a work sheet for discussion with parents or other advisors. A section on programs and resources outlines a variety of settings and a few programs are described to encourage the development of such programs elsewhere. The final section lists employment information sources and selected publications. The fact sheet concludes with a brief description of the HEATH Resource Center and its information clearinghouse.

•

What Do We Know About Adults With Learning Disabilities? Source: Overland Park, KS: Council for Learning Disabilities (CLD). 1994. 2 p. Contact: Available from Council for Learning Disabilities (CLD). P.O. Box 40303, Overland Park, KS 66204. (913) 492-8755. PRICE: Single copy free. Summary: This fact sheet, from the Council for Learning Disabilities (CLD), summarizes the characteristics of adults with learning disabilities. The fact sheet emphasizes the it is virtually impossible to provide a typical profile of individuals with learning disabilities (LDs) because of their unique differences. Topics covered include how LDs in adults are diagnosed; LDs in a non-school setting; whether or not adults with LD should pursue postsecondary education; how a learning disability can affect an individual's career; and factors that can improve an individual's chances for success. The fact sheet concludes with a list of five resource organizations through which readers can obtain more information. 5 references.

•

Intervention for Students with Learning Disabilities Source: National Information Center for Children and Youth with Disabilities. Contact: National Information Center for Children and Youth with Disabilities. P.O. Box 1492, Washington, DC, 20013-1492. Voice (202) 884-8200. Voice/TTY 1-800-695-0285. Email: [email protected]. Web site: www.nichcy.org. PRICE: single copy free. Summary: This News Digest includes two articles that focus on different interventions for students with learning disabilities: helping students develop their use of learning strategies, and helping them develop phonological awareness. Teaching Students With Learning Disabilities To Use Learning Strategies, by Neil Sturomski, discusses the

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importance of teaching students how to use learning strategies to become more purposeful, effective, and independent learners. The author briefly describes some related research and describes in detail a process for teaching students about learning strategies. The second article, Phonological Awareness, by William Ellis, discusses the role that phonological awareness plays in reading ability. These two articles provide information to help professionals working with students with learning disabilities to address the special needs of individual students. 16pp. •

Reading and Learning Disabilities: Briefing Paper Source: Washington, DC: National Information Center for Children and Youth with Disabilities (NICHCY). February 2000. 16 p. Contact: Available from National Information Center for Children and Youth with Disabilities (NICHCY). P.O. Box 1492, Washington, DC 20013-1492. October 2002. 24 p. Voice/TTY (800) 695-0285 or (202) 884-8200. E-mail: [email protected]. Website: http://www.nichcy.org. PRICE: Single copy free. Summary: This resource guide was prepared to help people with reading and learning disabilities tap into resource services and materials. The guide describes some of the most common learning disabilities that can cause reading problems; and puts readers in touch with organizations that can help. The guide has four sections: a look at learning disabilities in children and youth; suggestions for parents on how to help their schoolage children learn; considerations for adults with reading and learning problems, including a description of the diagnostic process for adults; and print and organizational resources, for parents of school-age children with learning disabilities, adults with learning disabilities, and educators or other service providers who work with individuals with reading problems and/or learning disabilities. 38 references.

•

Achieving in Spite of: A Booklet on Learning Disabilities Source: New York, NY: National Neurofibromatosis Foundation, Inc. 1998. 28 p. Contact: Available from National Neurofibromatosis Foundation, Inc. 95 Pine Street, 16th Floor, New York, NY 10005. (800) 323-7938. (212) 344-6633. Fax (212) 747-0004. Email: [email protected]. Website: www.nf.org. PRICE: $1.00 plus shipping and handling. Summary: While learning disabilities are quite common, people with neurofibromatosis (NF) are five times more likely to have learning disabilities than the general population. Because of this, the National Neurofibromatosis Foundation (NNFF) has created this booklet to explain how the two issues are connected. In addition, the booklet reinforces the belief that a learning disability does not have to be a roadblock to achieving one's full potential. The booklet includes two separate sections; the first defines learning disabilities, explains how they may impact a child or adolescent in the learning setting, and explores the various treatment options. The second section focuses on learning disabilities in children and adolescents with NF1, one of the two types of NF. The author offers suggestions to foster healthy cognitive development in this population. The contact information for the National Neurofibromatosis Foundation (NNFF) is provided (800-323-7938 or www.nf.org). Healthfinder™

Healthfinder™ is sponsored by the U.S. Department of Health and Human Services and offers links to hundreds of other sites that contain healthcare information. This Web site is

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located at http://www.healthfinder.gov. Again, keyword searches can be used to find guidelines. The following was recently found in this database: •

LD Online Summary: This interactive guide allows access to a wide variety of information and resources related to learning disabilities for parents, teachers and children. Source: Nonprofit/Professional Entity--Follow the Resource URL for More Information http://www.healthfinder.gov/scripts/recordpass.asp?RecordType=0&RecordID=5171

•

Learning Disabilities Source: National Information Center for Children and Youth with Disabilities, U.S. Department of Education http://www.healthfinder.gov/scripts/recordpass.asp?RecordType=0&RecordID=3412

•

Learning Disabilities Information Summary: This booklet provides up-to-date information on learning disabilities including: the role of NIMH sponsored research in discovering underlying causes and effective treatments; a description of Source: National Institute of Mental Health, National Institutes of Health http://www.healthfinder.gov/scripts/recordpass.asp?RecordType=0&RecordID=129

•

Learning Disabilities Information Page Summary: A general overview of learning disabilities that includes a description of the disorder, and treatment, prognosis and research information. Source: National Institute of Neurological Disorders and Stroke, National Institutes of Health http://www.healthfinder.gov/scripts/recordpass.asp?RecordType=0&RecordID=782

•

Mental Health Publications & Education Programs Summary: Conference proceedings, consumer publications, and public education program materials on anxiety, attention deficit hyperactivity disorder, depression, panic disorder, learning disabilities, bipolar Source: National Institute of Mental Health, National Institutes of Health http://www.healthfinder.gov/scripts/recordpass.asp?RecordType=0&RecordID=358 The NIH Search Utility

The NIH search utility allows you to search for documents on over 100 selected Web sites that comprise the NIH-WEB-SPACE. Each of these servers is “crawled” and indexed on an ongoing basis. Your search will produce a list of various documents, all of which will relate in some way to learning disabilities. The drawbacks of this approach are that the information is not organized by theme and that the references are often a mix of information

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for professionals and patients. Nevertheless, a large number of the listed Web sites provide useful background information. We can only recommend this route, therefore, for relatively rare or specific disorders, or when using highly targeted searches. To use the NIH search utility, visit the following Web page: http://search.nih.gov/index.html. Additional Web Sources A number of Web sites are available to the public that often link to government sites. These can also point you in the direction of essential information. The following is a representative sample: •

AOL: http://search.aol.com/cat.adp?id=168&layer=&from=subcats

•

Family Village: http://www.familyvillage.wisc.edu/specific.htm

•

Google: http://directory.google.com/Top/Health/Conditions_and_Diseases/

•

Med Help International: http://www.medhelp.org/HealthTopics/A.html

•

Open Directory Project: http://dmoz.org/Health/Conditions_and_Diseases/

•

Yahoo.com: http://dir.yahoo.com/Health/Diseases_and_Conditions/

•

WebMDHealth: http://my.webmd.com/health_topics

Associations and Learning Disabilities The following is a list of associations that provide information on and resources relating to learning disabilities: •

International Dyslexia Association Telephone: (410) 296-0232 Toll-free: (800) 222-3123 Fax: (410) 321-5069 Email: [email protected] Web Site: http://www.interdys.org Background: The International Dyslexia Association (IDA) is a voluntary not-for-profit international organization concerned with the complex issues of dyslexia. IDA membership consists of a variety of professionals in partnership with people with dyslexia and their families. Established in 1949, IDA is committed to helping affected individuals achieve their personal potential, strengthening their learning abilities, and removing educational, social, and cultural barriers to language acquisition and use. In addition, the IDA actively promotes effective teaching approaches and related clinical educational intervention strategies for affected people. The Association supports and encourages interdisciplinary study and research; facilitates the exploration of causes and early identification of dyslexia; and is committed to the wide dissemination of researchbased knowledge on the condition. IDA provides a bibliography of published materials on dyslexia and a variety of educational brochures and referral services. Relevant area(s) of interest: Dyslexia

•

Learning Disabilities Association of America Telephone: (412) 341-1515 Toll-free: (888) 300-6710

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Fax: (412) 344-0224 Email: [email protected] Web Site: http://www.ldaamerica.org Background: The Learning Disabilities Association of America (LDA) is a national notfor-profit voluntary and advocacy organization that was established in 1964 by a group of concerned parents. The only organization of its kind, the Association is dedicated to defining and finding solutions for the broad spectrum of learning disabilities (e.g., visual, auditory, motor, communication, and logical thinking problems). The Association has 50 state affiliates and more than 550 local chapters. Members include parents, professionals from many different disciplines, and other concerned citizens. The Association works directly with school systems in planning and implementing programs for the early identification and diagnosis of children with learning disabilities. The Learning Disabilities Association s Governmental Affairs Committee provides information and recommends action on pending legislation that may affect children with learning disabilities and/or their families. Educational materials produced by the Association include a newsletter published six times a year and numerous brochures, pamphlets, and books related to a variety of topics including adolescents with learning disabilities, LD assessment, and Attention Deficit Hyperactivity Disorder. LDA also publishes a biannual professional journal. Relevant area(s) of interest: Dyslexia, Learning Disabilities •

Learning Disabilities Association of Canada Telephone: (613) 238-5721 Fax: (613) 235-5391 Email: [email protected] Web Site: http://educ.queensu.ca/~lda Background: The Learning Disabilities Association of Canada (LDAC) is a not-forprofit organization dedicated to advancing the education, employment, social development, legal rights, and general well-being of people with learning disabilities. Established in 1963, LDAC consists of 10,000 members and 140 chapters. Educational materials include a quarterly newsletter entitled 'LDAC,' which features articles for parents, teachers, other professionals, and individuals with learning disabilities; a chapter development manual, which is a useful guide for groups interested in setting up local LDAC chapters in their area; and a video entitled 'About Us: Adults With Learning Disabilities' that consists of four adults with learning disabilities who speak about the difficulties, challenges, and achievements they have experienced. Program activities include patient advocacy, government legislation, and a database. Relevant area(s) of interest: Learning Disabilities

•

National Center for Learning Disabilities Telephone: (212) 545-7510 Toll-free: (888) 575-7373 Fax: (212) 545-9665 Email: None. Web Site: http://www.ncld.org Background: The National Center for Learning Disabilities (NCLD) is a national voluntary not-for-profit organization dedicated to improving the lives of millions of

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Americans affected by learning disabilities. Established in 1977, NCLD works toward several goals: advocating for increased research in learning disabilities; providing information and support to teaching professionals so that they are better equipped to assist individuals with learning disabilities; advocating in Washington, DC on behalf of individuals with learning disabilities; and raising public awareness and understanding of learning disabilities throughout the lifespan. In addition, NCLD disseminates information to the public, medical professionals, and individuals with learning disabilities and offers local and regional referrals through an information and referral service. The Center for Learning Disabilities produces a wide variety of educational and support materials including brochures, pamphlets, videotapes, a newsletter, an annual magazine entitled 'Their World,' and assorted reports. Relevant area(s) of interest: Dyslexia, Learning Disabilities

Finding Associations There are several Internet directories that provide lists of medical associations with information on or resources relating to learning disabilities. By consulting all of associations listed in this chapter, you will have nearly exhausted all sources for patient associations concerned with learning disabilities. The National Health Information Center (NHIC) The National Health Information Center (NHIC) offers a free referral service to help people find organizations that provide information about learning disabilities. For more information, see the NHIC’s Web site at http://www.health.gov/NHIC/ or contact an information specialist by calling 1-800-336-4797. Directory of Health Organizations The Directory of Health Organizations, provided by the National Library of Medicine Specialized Information Services, is a comprehensive source of information on associations. The Directory of Health Organizations database can be accessed via the Internet at http://www.sis.nlm.nih.gov/Dir/DirMain.html. It is composed of two parts: DIRLINE and Health Hotlines. The DIRLINE database comprises some 10,000 records of organizations, research centers, and government institutes and associations that primarily focus on health and biomedicine. To access DIRLINE directly, go to the following Web site: http://dirline.nlm.nih.gov/. Simply type in “learning disabilities” (or a synonym), and you will receive information on all relevant organizations listed in the database. Health Hotlines directs you to toll-free numbers to over 300 organizations. You can access this database directly at http://www.sis.nlm.nih.gov/hotlines/. On this page, you are given the option to search by keyword or by browsing the subject list. When you have received your search results, click on the name of the organization for its description and contact information.

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The Combined Health Information Database Another comprehensive source of information on healthcare associations is the Combined Health Information Database. Using the “Detailed Search” option, you will need to limit your search to “Organizations” and “learning disabilities”. Type the following hyperlink into your Web browser: http://chid.nih.gov/detail/detail.html. To find associations, use the drop boxes at the bottom of the search page where “You may refine your search by.” For publication date, select “All Years.” Then, select your preferred language and the format option “Organization Resource Sheet.” Type “learning disabilities” (or synonyms) into the “For these words:” box. You should check back periodically with this database since it is updated every three months. The National Organization for Rare Disorders, Inc. The National Organization for Rare Disorders, Inc. has prepared a Web site that provides, at no charge, lists of associations organized by health topic. You can access this database at the following Web site: http://www.rarediseases.org/search/orgsearch.html. Type “learning disabilities” (or a synonym) into the search box, and click “Submit Query.”

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APPENDIX C. FINDING MEDICAL LIBRARIES Overview In this Appendix, we show you how to quickly find a medical library in your area.

Preparation Your local public library and medical libraries have interlibrary loan programs with the National Library of Medicine (NLM), one of the largest medical collections in the world. According to the NLM, most of the literature in the general and historical collections of the National Library of Medicine is available on interlibrary loan to any library. If you would like to access NLM medical literature, then visit a library in your area that can request the publications for you.24

Finding a Local Medical Library The quickest method to locate medical libraries is to use the Internet-based directory published by the National Network of Libraries of Medicine (NN/LM). This network includes 4626 members and affiliates that provide many services to librarians, health professionals, and the public. To find a library in your area, simply visit http://nnlm.gov/members/adv.html or call 1-800-338-7657.

Medical Libraries in the U.S. and Canada In addition to the NN/LM, the National Library of Medicine (NLM) lists a number of libraries with reference facilities that are open to the public. The following is the NLM’s list and includes hyperlinks to each library’s Web site. These Web pages can provide information on hours of operation and other restrictions. The list below is a small sample of

24

Adapted from the NLM: http://www.nlm.nih.gov/psd/cas/interlibrary.html.

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libraries recommended by the National Library of Medicine (sorted alphabetically by name of the U.S. state or Canadian province where the library is located)25: •

Alabama: Health InfoNet of Jefferson County (Jefferson County Library Cooperative, Lister Hill Library of the Health Sciences), http://www.uab.edu/infonet/

•

Alabama: Richard M. Scrushy Library (American Sports Medicine Institute)

•

Arizona: Samaritan Regional Medical Center: The Learning Center (Samaritan Health System, Phoenix, Arizona), http://www.samaritan.edu/library/bannerlibs.htm

•

California: Kris Kelly Health Information Center (St. Joseph Health System, Humboldt), http://www.humboldt1.com/~kkhic/index.html

•

California: Community Health Library of Los Gatos, http://www.healthlib.org/orgresources.html

•

California: Consumer Health Program and Services (CHIPS) (County of Los Angeles Public Library, Los Angeles County Harbor-UCLA Medical Center Library) - Carson, CA, http://www.colapublib.org/services/chips.html

•

California: Gateway Health Library (Sutter Gould Medical Foundation)

•

California: Health Library (Stanford University Medical Center), http://wwwmed.stanford.edu/healthlibrary/

•

California: Patient Education Resource Center - Health Information and Resources (University of California, San Francisco), http://sfghdean.ucsf.edu/barnett/PERC/default.asp

•

California: Redwood Health Library (Petaluma Health Care District), http://www.phcd.org/rdwdlib.html

•

California: Los Gatos PlaneTree Health Library, http://planetreesanjose.org/

•

California: Sutter Resource Library (Sutter Hospitals Foundation, Sacramento), http://suttermedicalcenter.org/library/

•

California: Health Sciences Libraries (University of California, Davis), http://www.lib.ucdavis.edu/healthsci/

•

California: ValleyCare Health Library & Ryan Comer Cancer Resource Center (ValleyCare Health System, Pleasanton), http://gaelnet.stmarysca.edu/other.libs/gbal/east/vchl.html

•

California: Washington Community Health Resource Library (Fremont), http://www.healthlibrary.org/

•

Colorado: William V. Gervasini Memorial Library (Exempla Healthcare), http://www.saintjosephdenver.org/yourhealth/libraries/

•

Connecticut: Hartford Hospital Health Science Libraries (Hartford Hospital), http://www.harthosp.org/library/

•

Connecticut: Healthnet: Connecticut Consumer Health Information Center (University of Connecticut Health Center, Lyman Maynard Stowe Library), http://library.uchc.edu/departm/hnet/

25

Abstracted from http://www.nlm.nih.gov/medlineplus/libraries.html.

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•

Connecticut: Waterbury Hospital Health Center Library (Waterbury Hospital, Waterbury), http://www.waterburyhospital.com/library/consumer.shtml

•

Delaware: Consumer Health Library (Christiana Care Health System, Eugene du Pont Preventive Medicine & Rehabilitation Institute, Wilmington), http://www.christianacare.org/health_guide/health_guide_pmri_health_info.cfm

•

Delaware: Lewis B. Flinn Library (Delaware Academy of Medicine, Wilmington), http://www.delamed.org/chls.html

•

Georgia: Family Resource Library (Medical College of Georgia, Augusta), http://cmc.mcg.edu/kids_families/fam_resources/fam_res_lib/frl.htm

•

Georgia: Health Resource Center (Medical Center of Central Georgia, Macon), http://www.mccg.org/hrc/hrchome.asp

•

Hawaii: Hawaii Medical Library: Consumer Health Information Service (Hawaii Medical Library, Honolulu), http://hml.org/CHIS/

•

Idaho: DeArmond Consumer Health Library (Kootenai Medical Center, Coeur d’Alene), http://www.nicon.org/DeArmond/index.htm

•

Illinois: Health Learning Center of Northwestern Memorial Hospital (Chicago), http://www.nmh.org/health_info/hlc.html

•

Illinois: Medical Library (OSF Saint Francis Medical Center, Peoria), http://www.osfsaintfrancis.org/general/library/

•

Kentucky: Medical Library - Services for Patients, Families, Students & the Public (Central Baptist Hospital, Lexington), http://www.centralbap.com/education/community/library.cfm

•

Kentucky: University of Kentucky - Health Information Library (Chandler Medical Center, Lexington), http://www.mc.uky.edu/PatientEd/

•

Louisiana: Alton Ochsner Medical Foundation Library (Alton Ochsner Medical Foundation, New Orleans), http://www.ochsner.org/library/

•

Louisiana: Louisiana State University Health Sciences Center Medical LibraryShreveport, http://lib-sh.lsuhsc.edu/

•

Maine: Franklin Memorial Hospital Medical Library (Franklin Memorial Hospital, Farmington), http://www.fchn.org/fmh/lib.htm

•

Maine: Gerrish-True Health Sciences Library (Central Maine Medical Center, Lewiston), http://www.cmmc.org/library/library.html

•

Maine: Hadley Parrot Health Science Library (Eastern Maine Healthcare, Bangor), http://www.emh.org/hll/hpl/guide.htm

•

Maine: Maine Medical Center Library (Maine Medical Center, Portland), http://www.mmc.org/library/

•

Maine: Parkview Hospital (Brunswick), http://www.parkviewhospital.org/

•

Maine: Southern Maine Medical Center Health Sciences Library (Southern Maine Medical Center, Biddeford), http://www.smmc.org/services/service.php3?choice=10

•

Maine: Stephens Memorial Hospital’s Health Information Library (Western Maine Health, Norway), http://www.wmhcc.org/Library/

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•

Manitoba, Canada: Consumer & Patient Health Information Service (University of Manitoba Libraries), http://www.umanitoba.ca/libraries/units/health/reference/chis.html

•

Manitoba, Canada: J.W. Crane Memorial Library (Deer Lodge Centre, Winnipeg), http://www.deerlodge.mb.ca/crane_library/about.asp

•

Maryland: Health Information Center at the Wheaton Regional Library (Montgomery County, Dept. of Public Libraries, Wheaton Regional Library), http://www.mont.lib.md.us/healthinfo/hic.asp

•

Massachusetts: Baystate Medical Center Library (Baystate Health System), http://www.baystatehealth.com/1024/

•

Massachusetts: Boston University Medical Center Alumni Medical Library (Boston University Medical Center), http://med-libwww.bu.edu/library/lib.html

•

Massachusetts: Lowell General Hospital Health Sciences Library (Lowell General Hospital, Lowell), http://www.lowellgeneral.org/library/HomePageLinks/WWW.htm

•

Massachusetts: Paul E. Woodard Health Sciences Library (New England Baptist Hospital, Boston), http://www.nebh.org/health_lib.asp

•

Massachusetts: St. Luke’s Hospital Health Sciences Library (St. Luke’s Hospital, Southcoast Health System, New Bedford), http://www.southcoast.org/library/

•

Massachusetts: Treadwell Library Consumer Health Reference Center (Massachusetts General Hospital), http://www.mgh.harvard.edu/library/chrcindex.html

•

Massachusetts: UMass HealthNet (University of Massachusetts Medical School, Worchester), http://healthnet.umassmed.edu/

•

Michigan: Botsford General Hospital Library - Consumer Health (Botsford General Hospital, Library & Internet Services), http://www.botsfordlibrary.org/consumer.htm

•

Michigan: Helen DeRoy Medical Library (Providence Hospital and Medical Centers), http://www.providence-hospital.org/library/

•

Michigan: Marquette General Hospital - Consumer Health Library (Marquette General Hospital, Health Information Center), http://www.mgh.org/center.html

•

Michigan: Patient Education Resouce Center - University of Michigan Cancer Center (University of Michigan Comprehensive Cancer Center, Ann Arbor), http://www.cancer.med.umich.edu/learn/leares.htm

•

Michigan: Sladen Library & Center for Health Information Resources - Consumer Health Information (Detroit), http://www.henryford.com/body.cfm?id=39330

•

Montana: Center for Health Information (St. Patrick Hospital and Health Sciences Center, Missoula)

•

National: Consumer Health Library Directory (Medical Library Association, Consumer and Patient Health Information Section), http://caphis.mlanet.org/directory/index.html

•

National: National Network of Libraries of Medicine (National Library of Medicine) provides library services for health professionals in the United States who do not have access to a medical library, http://nnlm.gov/

•

National: NN/LM List of Libraries Serving the Public (National Network of Libraries of Medicine), http://nnlm.gov/members/

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•

Nevada: Health Science Library, West Charleston Library (Las Vegas-Clark County Library District, Las Vegas), http://www.lvccld.org/special_collections/medical/index.htm

•

New Hampshire: Dartmouth Biomedical Libraries (Dartmouth College Library, Hanover), http://www.dartmouth.edu/~biomed/resources.htmld/conshealth.htmld/

•

New Jersey: Consumer Health Library (Rahway Hospital, Rahway), http://www.rahwayhospital.com/library.htm

•

New Jersey: Dr. Walter Phillips Health Sciences Library (Englewood Hospital and Medical Center, Englewood), http://www.englewoodhospital.com/links/index.htm

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New Jersey: Meland Foundation (Englewood Hospital and Medical Center, Englewood), http://www.geocities.com/ResearchTriangle/9360/

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New York: Choices in Health Information (New York Public Library) - NLM Consumer Pilot Project participant, http://www.nypl.org/branch/health/links.html

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New York: Health Information Center (Upstate Medical University, State University of New York, Syracuse), http://www.upstate.edu/library/hic/

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New York: Health Sciences Library (Long Island Jewish Medical Center, New Hyde Park), http://www.lij.edu/library/library.html

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New York: ViaHealth Medical Library (Rochester General Hospital), http://www.nyam.org/library/

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Ohio: Consumer Health Library (Akron General Medical Center, Medical & Consumer Health Library), http://www.akrongeneral.org/hwlibrary.htm

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Oklahoma: The Health Information Center at Saint Francis Hospital (Saint Francis Health System, Tulsa), http://www.sfh-tulsa.com/services/healthinfo.asp

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Oregon: Planetree Health Resource Center (Mid-Columbia Medical Center, The Dalles), http://www.mcmc.net/phrc/

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Pennsylvania: Community Health Information Library (Milton S. Hershey Medical Center, Hershey), http://www.hmc.psu.edu/commhealth/

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Pennsylvania: Community Health Resource Library (Geisinger Medical Center, Danville), http://www.geisinger.edu/education/commlib.shtml

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Pennsylvania: HealthInfo Library (Moses Taylor Hospital, Scranton), http://www.mth.org/healthwellness.html

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Pennsylvania: Hopwood Library (University of Pittsburgh, Health Sciences Library System, Pittsburgh), http://www.hsls.pitt.edu/guides/chi/hopwood/index_html

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Pennsylvania: Koop Community Health Information Center (College of Physicians of Philadelphia), http://www.collphyphil.org/kooppg1.shtml

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Pennsylvania: Learning Resources Center - Medical Library (Susquehanna Health System, Williamsport), http://www.shscares.org/services/lrc/index.asp

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Pennsylvania: Medical Library (UPMC Health System, Pittsburgh), http://www.upmc.edu/passavant/library.htm

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Quebec, Canada: Medical Library (Montreal General Hospital), http://www.mghlib.mcgill.ca/

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South Dakota: Rapid City Regional Hospital Medical Library (Rapid City Regional Hospital), http://www.rcrh.org/Services/Library/Default.asp

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Texas: Houston HealthWays (Houston Academy of Medicine-Texas Medical Center Library), http://hhw.library.tmc.edu/

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Washington: Community Health Library (Kittitas Valley Community Hospital), http://www.kvch.com/

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Washington: Southwest Washington Medical Center Library (Southwest Washington Medical Center, Vancouver), http://www.swmedicalcenter.com/body.cfm?id=72

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ONLINE GLOSSARIES The Internet provides access to a number of free-to-use medical dictionaries. The National Library of Medicine has compiled the following list of online dictionaries: •

ADAM Medical Encyclopedia (A.D.A.M., Inc.), comprehensive medical reference: http://www.nlm.nih.gov/medlineplus/encyclopedia.html

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MedicineNet.com Medical Dictionary (MedicineNet, Inc.): http://www.medterms.com/Script/Main/hp.asp

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Merriam-Webster Medical Dictionary (Inteli-Health, Inc.): http://www.intelihealth.com/IH/

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Multilingual Glossary of Technical and Popular Medical Terms in Eight European Languages (European Commission) - Danish, Dutch, English, French, German, Italian, Portuguese, and Spanish: http://allserv.rug.ac.be/~rvdstich/eugloss/welcome.html

•

On-line Medical Dictionary (CancerWEB): http://cancerweb.ncl.ac.uk/omd/

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Rare Diseases Terms (Office of Rare Diseases): http://ord.aspensys.com/asp/diseases/diseases.asp

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Technology Glossary (National Library of Medicine) - Health Care Technology: http://www.nlm.nih.gov/nichsr/ta101/ta10108.htm

Beyond these, MEDLINEplus contains a very patient-friendly encyclopedia covering every aspect of medicine (licensed from A.D.A.M., Inc.). The ADAM Medical Encyclopedia can be accessed at http://www.nlm.nih.gov/medlineplus/encyclopedia.html. ADAM is also available on commercial Web sites such as drkoop.com (http://www.drkoop.com/) and Web MD (http://my.webmd.com/adam/asset/adam_disease_articles/a_to_z/a).

Online Dictionary Directories The following are additional online directories compiled by the National Library of Medicine, including a number of specialized medical dictionaries: •

Medical Dictionaries: Medical & Biological (World Health Organization): http://www.who.int/hlt/virtuallibrary/English/diction.htm#Medical

•

MEL-Michigan Electronic Library List of Online Health and Medical Dictionaries (Michigan Electronic Library): http://mel.lib.mi.us/health/health-dictionaries.html

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Patient Education: Glossaries (DMOZ Open Directory Project): http://dmoz.org/Health/Education/Patient_Education/Glossaries/

•

Web of Online Dictionaries (Bucknell University): http://www.yourdictionary.com/diction5.html#medicine

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LEARNING DISABILITIES DICTIONARY The definitions below are derived from official public sources, including the National Institutes of Health [NIH] and the European Union [EU]. 1-phosphate: A drug that halts cell suicide in human white blood cells. [NIH] Abdomen: That portion of the body that lies between the thorax and the pelvis. [NIH] Abdominal: Having to do with the abdomen, which is the part of the body between the chest and the hips that contains the pancreas, stomach, intestines, liver, gallbladder, and other organs. [NIH] Accommodation: Adjustment, especially that of the eye for various distances. [EU] ACE: Angiotensin-coverting enzyme. A drug used to decrease pressure inside blood vessels. [NIH]

Acetylcholine: A neurotransmitter. Acetylcholine in vertebrates is the major transmitter at neuromuscular junctions, autonomic ganglia, parasympathetic effector junctions, a subset of sympathetic effector junctions, and at many sites in the central nervous system. It is generally not used as an administered drug because it is broken down very rapidly by cholinesterases, but it is useful in some ophthalmological applications. [NIH] Acoustic: Having to do with sound or hearing. [NIH] Activities of Daily Living: The performance of the basic activities of self care, such as dressing, ambulation, eating, etc., in rehabilitation. [NIH] Acuity: Clarity or clearness, especially of the vision. [EU] Adaptability: Ability to develop some form of tolerance to conditions extremely different from those under which a living organism evolved. [NIH] Adaptation: 1. The adjustment of an organism to its environment, or the process by which it enhances such fitness. 2. The normal ability of the eye to adjust itself to variations in the intensity of light; the adjustment to such variations. 3. The decline in the frequency of firing of a neuron, particularly of a receptor, under conditions of constant stimulation. 4. In dentistry, (a) the proper fitting of a denture, (b) the degree of proximity and interlocking of restorative material to a tooth preparation, (c) the exact adjustment of bands to teeth. 5. In microbiology, the adjustment of bacterial physiology to a new environment. [EU] Adjustment: The dynamic process wherein the thoughts, feelings, behavior, and biophysiological mechanisms of the individual continually change to adjust to the environment. [NIH] Adolescence: The period of life beginning with the appearance of secondary sex characteristics and terminating with the cessation of somatic growth. The years usually referred to as adolescence lie between 13 and 18 years of age. [NIH] Adrenergic: Activated by, characteristic of, or secreting epinephrine or substances with similar activity; the term is applied to those nerve fibres that liberate norepinephrine at a synapse when a nerve impulse passes, i.e., the sympathetic fibres. [EU] Adverse Effect: An unwanted side effect of treatment. [NIH] Afferent: Concerned with the transmission of neural impulse toward the central part of the nervous system. [NIH] Affinity: 1. Inherent likeness or relationship. 2. A special attraction for a specific element,

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organ, or structure. 3. Chemical affinity; the force that binds atoms in molecules; the tendency of substances to combine by chemical reaction. 4. The strength of noncovalent chemical binding between two substances as measured by the dissociation constant of the complex. 5. In immunology, a thermodynamic expression of the strength of interaction between a single antigen-binding site and a single antigenic determinant (and thus of the stereochemical compatibility between them), most accurately applied to interactions among simple, uniform antigenic determinants such as haptens. Expressed as the association constant (K litres mole -1), which, owing to the heterogeneity of affinities in a population of antibody molecules of a given specificity, actually represents an average value (mean intrinsic association constant). 6. The reciprocal of the dissociation constant. [EU] Agonist: In anatomy, a prime mover. In pharmacology, a drug that has affinity for and stimulates physiologic activity at cell receptors normally stimulated by naturally occurring substances. [EU] Akathisia: 1. A condition of motor restlessness in which there is a feeling of muscular quivering, an urge to move about constantly, and an inability to sit still, a common extrapyramidal side effect of neuroleptic drugs. 2. An inability to sit down because of intense anxiety at the thought of doing so. [EU] Alertness: A state of readiness to detect and respond to certain specified small changes occurring at random intervals in the environment. [NIH] Alexia: The inability to recognize or comprehend written or printed words. [NIH] Algorithms: A procedure consisting of a sequence of algebraic formulas and/or logical steps to calculate or determine a given task. [NIH] Alkaline: Having the reactions of an alkali. [EU] Alkaloid: A member of a large group of chemicals that are made by plants and have nitrogen in them. Some alkaloids have been shown to work against cancer. [NIH] Alleles: Mutually exclusive forms of the same gene, occupying the same locus on homologous chromosomes, and governing the same biochemical and developmental process. [NIH] Allergen: An antigenic substance capable of producing immediate-type hypersensitivity (allergy). [EU] Allogeneic: Taken from different individuals of the same species. [NIH] Alpha Particles: Positively charged particles composed of two protons and two neutrons, i.e., helium nuclei, emitted during disintegration of very heavy isotopes; a beam of alpha particles or an alpha ray has very strong ionizing power, but weak penetrability. [NIH] Alternative medicine: Practices not generally recognized by the medical community as standard or conventional medical approaches and used instead of standard treatments. Alternative medicine includes the taking of dietary supplements, megadose vitamins, and herbal preparations; the drinking of special teas; and practices such as massage therapy, magnet therapy, spiritual healing, and meditation. [NIH] Amblyopia: A nonspecific term referring to impaired vision. Major subcategories include stimulus deprivation-induced amblyopia and toxic amblyopia. Stimulus deprivationinduced amblopia is a developmental disorder of the visual cortex. A discrepancy between visual information received by the visual cortex from each eye results in abnormal cortical development. Strabismus and refractive errors may cause this condition. Toxic amblyopia is a disorder of the optic nerve which is associated with alcoholism, tobacco smoking, and other toxins and as an adverse effect of the use of some medications. [NIH] Ambulatory Care: Health care services provided to patients on an ambulatory basis, rather

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than by admission to a hospital or other health care facility. The services may be a part of a hospital, augmenting its inpatient services, or may be provided at a free-standing facility. [NIH]

Ameliorated: A changeable condition which prevents the consequence of a failure or accident from becoming as bad as it otherwise would. [NIH] Amine: An organic compound containing nitrogen; any member of a group of chemical compounds formed from ammonia by replacement of one or more of the hydrogen atoms by organic (hydrocarbon) radicals. The amines are distinguished as primary, secondary, and tertiary, according to whether one, two, or three hydrogen atoms are replaced. The amines include allylamine, amylamine, ethylamine, methylamine, phenylamine, propylamine, and many other compounds. [EU] Amino Acid Sequence: The order of amino acids as they occur in a polypeptide chain. This is referred to as the primary structure of proteins. It is of fundamental importance in determining protein conformation. [NIH] Amino Acids: Organic compounds that generally contain an amino (-NH2) and a carboxyl (COOH) group. Twenty alpha-amino acids are the subunits which are polymerized to form proteins. [NIH] Amino Acids: Organic compounds that generally contain an amino (-NH2) and a carboxyl (COOH) group. Twenty alpha-amino acids are the subunits which are polymerized to form proteins. [NIH] Amnestic: Nominal aphasia; a difficulty in finding the right name for an object. [NIH] Amniotic Fluid: Amniotic cavity fluid which is produced by the amnion and fetal lungs and kidneys. [NIH] Amphetamines: Analogs or derivatives of amphetamine. Many are sympathomimetics and central nervous system stimulators causing excitation, vasopression, bronchodilation, and to varying degrees, anorexia, analepsis, nasal decongestion, and some smooth muscle relaxation. [NIH] Amputation: Surgery to remove part or all of a limb or appendage. [NIH] Amygdala: Almond-shaped group of basal nuclei anterior to the inferior horn of the lateral ventricle of the brain, within the temporal lobe. The amygdala is part of the limbic system. [NIH]

Anaesthesia: Loss of feeling or sensation. Although the term is used for loss of tactile sensibility, or of any of the other senses, it is applied especially to loss of the sensation of pain, as it is induced to permit performance of surgery or other painful procedures. [EU] Anal: Having to do with the anus, which is the posterior opening of the large bowel. [NIH] Analogous: Resembling or similar in some respects, as in function or appearance, but not in origin or development;. [EU] Anaphylatoxins: The family of peptides C3a, C4a, C5a, and C5a des-arginine produced in the serum during complement activation. They produce smooth muscle contraction, mast cell histamine release, affect platelet aggregation, and act as mediators of the local inflammatory process. The order of anaphylatoxin activity from strongest to weakest is C5a, C3a, C4a, and C5a des-arginine. The latter is the so-called "classical" anaphylatoxin but shows no spasmogenic activity though it contains some chemotactic ability. [NIH] Anaplasia: Loss of structural differentiation and useful function of neoplastic cells. [NIH] Anatomical: Pertaining to anatomy, or to the structure of the organism. [EU] Anesthesia: A state characterized by loss of feeling or sensation. This depression of nerve function is usually the result of pharmacologic action and is induced to allow performance

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of surgery or other painful procedures. [NIH] Animal model: An animal with a disease either the same as or like a disease in humans. Animal models are used to study the development and progression of diseases and to test new treatments before they are given to humans. Animals with transplanted human cancers or other tissues are called xenograft models. [NIH] Anisotropy: A physical property showing different values in relation to the direction in or along which the measurement is made. The physical property may be with regard to thermal or electric conductivity or light refraction. In crystallography, it describes crystals whose index of refraction varies with the direction of the incident light. It is also called acolotropy and colotropy. The opposite of anisotropy is isotropy wherein the same values characterize the object when measured along axes in all directions. [NIH] Anomalies: Birth defects; abnormalities. [NIH] Antibacterial: A substance that destroys bacteria or suppresses their growth or reproduction. [EU] Antibiotic: A drug used to treat infections caused by bacteria and other microorganisms. [NIH]

Antibodies: Immunoglobulin molecules having a specific amino acid sequence by virtue of which they interact only with the antigen that induced their synthesis in cells of the lymphoid series (especially plasma cells), or with an antigen closely related to it. [NIH] Antibody: A type of protein made by certain white blood cells in response to a foreign substance (antigen). Each antibody can bind to only a specific antigen. The purpose of this binding is to help destroy the antigen. Antibodies can work in several ways, depending on the nature of the antigen. Some antibodies destroy antigens directly. Others make it easier for white blood cells to destroy the antigen. [NIH] Antiemetic: An agent that prevents or alleviates nausea and vomiting. Also antinauseant. [EU]

Antigen: Any substance which is capable, under appropriate conditions, of inducing a specific immune response and of reacting with the products of that response, that is, with specific antibody or specifically sensitized T-lymphocytes, or both. Antigens may be soluble substances, such as toxins and foreign proteins, or particulate, such as bacteria and tissue cells; however, only the portion of the protein or polysaccharide molecule known as the antigenic determinant (q.v.) combines with antibody or a specific receptor on a lymphocyte. Abbreviated Ag. [EU] Antigen-Antibody Complex: The complex formed by the binding of antigen and antibody molecules. The deposition of large antigen-antibody complexes leading to tissue damage causes immune complex diseases. [NIH] Anti-infective: An agent that so acts. [EU] Antipsychotic: Effective in the treatment of psychosis. Antipsychotic drugs (called also neuroleptic drugs and major tranquilizers) are a chemically diverse (including phenothiazines, thioxanthenes, butyrophenones, dibenzoxazepines, dibenzodiazepines, and diphenylbutylpiperidines) but pharmacologically similar class of drugs used to treat schizophrenic, paranoid, schizoaffective, and other psychotic disorders; acute delirium and dementia, and manic episodes (during induction of lithium therapy); to control the movement disorders associated with Huntington's chorea, Gilles de la Tourette's syndrome, and ballismus; and to treat intractable hiccups and severe nausea and vomiting. Antipsychotic agents bind to dopamine, histamine, muscarinic cholinergic, a-adrenergic, and serotonin receptors. Blockade of dopaminergic transmission in various areas is thought to be responsible for their major effects : antipsychotic action by blockade in the mesolimbic

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and mesocortical areas; extrapyramidal side effects (dystonia, akathisia, parkinsonism, and tardive dyskinesia) by blockade in the basal ganglia; and antiemetic effects by blockade in the chemoreceptor trigger zone of the medulla. Sedation and autonomic side effects (orthostatic hypotension, blurred vision, dry mouth, nasal congestion and constipation) are caused by blockade of histamine, cholinergic, and adrenergic receptors. [EU] Antiseptic: A substance that inhibits the growth and development of microorganisms without necessarily killing them. [EU] Anus: The opening of the rectum to the outside of the body. [NIH] Anxiety: Persistent feeling of dread, apprehension, and impending disaster. [NIH] Anxiety Disorders: Disorders in which anxiety (persistent feelings of apprehension, tension, or uneasiness) is the predominant disturbance. [NIH] Anxiolytic: An anxiolytic or antianxiety agent. [EU] Aorta: The main trunk of the systemic arteries. [NIH] Apathy: Lack of feeling or emotion; indifference. [EU] Aphasia: A cognitive disorder marked by an impaired ability to comprehend or express language in its written or spoken form. This condition is caused by diseases which affect the language areas of the dominant hemisphere. Clinical features are used to classify the various subtypes of this condition. General categories include receptive, expressive, and mixed forms of aphasia. [NIH] Aplasia: Lack of development of an organ or tissue, or of the cellular products from an organ or tissue. [EU] Apoptosis: One of the two mechanisms by which cell death occurs (the other being the pathological process of necrosis). Apoptosis is the mechanism responsible for the physiological deletion of cells and appears to be intrinsically programmed. It is characterized by distinctive morphologic changes in the nucleus and cytoplasm, chromatin cleavage at regularly spaced sites, and the endonucleolytic cleavage of genomic DNA (DNA fragmentation) at internucleosomal sites. This mode of cell death serves as a balance to mitosis in regulating the size of animal tissues and in mediating pathologic processes associated with tumor growth. [NIH] Applicability: A list of the commodities to which the candidate method can be applied as presented or with minor modifications. [NIH] Aptitude: The ability to acquire general or special types of knowledge or skill. [NIH] Aqueous: Having to do with water. [NIH] Aromatic: Having a spicy odour. [EU] Arterial: Pertaining to an artery or to the arteries. [EU] Arteries: The vessels carrying blood away from the heart. [NIH] Articulation: The relationship of two bodies by means of a moveable joint. [NIH] Artifacts: Any visible result of a procedure which is caused by the procedure itself and not by the entity being analyzed. Common examples include histological structures introduced by tissue processing, radiographic images of structures that are not naturally present in living tissue, and products of chemical reactions that occur during analysis. [NIH] Astigmatism: A condition in which the surface of the cornea is not spherical; causes a blurred image to be received at the retina. [NIH] Astringent: Causing contraction, usually locally after topical application. [EU] Astrocytes: The largest and most numerous neuroglial cells in the brain and spinal cord.

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Astrocytes (from "star" cells) are irregularly shaped with many long processes, including those with "end feet" which form the glial (limiting) membrane and directly and indirectly contribute to the blood brain barrier. They regulate the extracellular ionic and chemical environment, and "reactive astrocytes" (along with microglia) respond to injury. Astrocytes have high- affinity transmitter uptake systems, voltage-dependent and transmitter-gated ion channels, and can release transmitter, but their role in signaling (as in many other functions) is not well understood. [NIH] Ataxia: Impairment of the ability to perform smoothly coordinated voluntary movements. This condition may affect the limbs, trunk, eyes, pharnyx, larnyx, and other structures. Ataxia may result from impaired sensory or motor function. Sensory ataxia may result from posterior column injury or peripheral nerve diseases. Motor ataxia may be associated with cerebellar diseases; cerebral cortex diseases; thalamic diseases; basal ganglia diseases; injury to the red nucleus; and other conditions. [NIH] Atrium: A chamber; used in anatomical nomenclature to designate a chamber affording entrance to another structure or organ. Usually used alone to designate an atrium of the heart. [EU] Atrophy: Decrease in the size of a cell, tissue, organ, or multiple organs, associated with a variety of pathological conditions such as abnormal cellular changes, ischemia, malnutrition, or hormonal changes. [NIH] Attenuated: Strain with weakened or reduced virulence. [NIH] Atypical: Irregular; not conformable to the type; in microbiology, applied specifically to strains of unusual type. [EU] Auditory: Pertaining to the sense of hearing. [EU] Aura: A subjective sensation or motor phenomenon that precedes and marks the of a paroxysmal attack, such as an epileptic attack on set. [EU] Autoimmune disease: A condition in which the body recognizes its own tissues as foreign and directs an immune response against them. [NIH] Autonomic: Self-controlling; functionally independent. [EU] Autonomic Nervous System: The enteric, parasympathetic, and sympathetic nervous systems taken together. Generally speaking, the autonomic nervous system regulates the internal environment during both peaceful activity and physical or emotional stress. Autonomic activity is controlled and integrated by the central nervous system, especially the hypothalamus and the solitary nucleus, which receive information relayed from visceral afferents; these and related central and sensory structures are sometimes (but not here) considered to be part of the autonomic nervous system itself. [NIH] Axillary: Pertaining to the armpit area, including the lymph nodes that are located there. [NIH]

Axonal: Condition associated with metabolic derangement of the entire neuron and is manifest by degeneration of the distal portion of the nerve fiber. [NIH] Axons: Nerve fibers that are capable of rapidly conducting impulses away from the neuron cell body. [NIH] Bacteria: Unicellular prokaryotic microorganisms which generally possess rigid cell walls, multiply by cell division, and exhibit three principal forms: round or coccal, rodlike or bacillary, and spiral or spirochetal. [NIH] Bacterial Physiology: Physiological processes and activities of bacteria. [NIH] Bactericidal: Substance lethal to bacteria; substance capable of killing bacteria. [NIH]

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Basal Ganglia: Large subcortical nuclear masses derived from the telencephalon and located in the basal regions of the cerebral hemispheres. [NIH] Basal Ganglia Diseases: Diseases of the basal ganglia including the putamen; globus pallidus; claustrum; amygdala; and caudate nucleus. Dyskinesias (most notably involuntary movements and alterations of the rate of movement) represent the primary clinical manifestations of these disorders. Common etiologies include cerebrovascular disease; neurodegenerative diseases; and craniocerebral trauma. [NIH] Base: In chemistry, the nonacid part of a salt; a substance that combines with acids to form salts; a substance that dissociates to give hydroxide ions in aqueous solutions; a substance whose molecule or ion can combine with a proton (hydrogen ion); a substance capable of donating a pair of electrons (to an acid) for the formation of a coordinate covalent bond. [EU] Benign: Not cancerous; does not invade nearby tissue or spread to other parts of the body. [NIH]

Bereavement: Refers to the whole process of grieving and mourning and is associated with a deep sense of loss and sadness. [NIH] Bewilderment: Impairment or loss of will power. [NIH] Bilateral: Affecting both the right and left side of body. [NIH] Bile: An emulsifying agent produced in the liver and secreted into the duodenum. Its composition includes bile acids and salts, cholesterol, and electrolytes. It aids digestion of fats in the duodenum. [NIH] Bile Pigments: Pigments that give a characteristic color to bile including: bilirubin, biliverdine, and bilicyanin. [NIH] Biochemical: Relating to biochemistry; characterized by, produced by, or involving chemical reactions in living organisms. [EU] Biological Factors: Compounds made by living organisms that contribute to or influence a phenomenon or process. They have biological or physiological activities. [NIH] Biological Transport: The movement of materials (including biochemical substances and drugs) across cell membranes and epithelial layers, usually by passive diffusion. [NIH] Biotechnology: Body of knowledge related to the use of organisms, cells or cell-derived constituents for the purpose of developing products which are technically, scientifically and clinically useful. Alteration of biologic function at the molecular level (i.e., genetic engineering) is a central focus; laboratory methods used include transfection and cloning technologies, sequence and structure analysis algorithms, computer databases, and gene and protein structure function analysis and prediction. [NIH] Bipolar Disorder: A major affective disorder marked by severe mood swings (manic or major depressive episodes) and a tendency to remission and recurrence. [NIH] Bladder: The organ that stores urine. [NIH] Blood Coagulation: The process of the interaction of blood coagulation factors that results in an insoluble fibrin clot. [NIH] Blood pressure: The pressure of blood against the walls of a blood vessel or heart chamber. Unless there is reference to another location, such as the pulmonary artery or one of the heart chambers, it refers to the pressure in the systemic arteries, as measured, for example, in the forearm. [NIH] Blood vessel: A tube in the body through which blood circulates. Blood vessels include a network of arteries, arterioles, capillaries, venules, and veins. [NIH] Body Composition: The relative amounts of various components in the body, such as

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percent body fat. [NIH] Body Fluids: Liquid components of living organisms. [NIH] Body Mass Index: One of the anthropometric measures of body mass; it has the highest correlation with skinfold thickness or body density. [NIH] Bone scan: A technique to create images of bones on a computer screen or on film. A small amount of radioactive material is injected into a blood vessel and travels through the bloodstream; it collects in the bones and is detected by a scanner. [NIH] Bowel: The long tube-shaped organ in the abdomen that completes the process of digestion. There is both a small and a large bowel. Also called the intestine. [NIH] Bowel Movement: Body wastes passed through the rectum and anus. [NIH] Brachytherapy: A collective term for interstitial, intracavity, and surface radiotherapy. It uses small sealed or partly-sealed sources that may be placed on or near the body surface or within a natural body cavity or implanted directly into the tissues. [NIH] Brain Diseases: Pathologic conditions affecting the brain, which is composed of the intracranial components of the central nervous system. This includes (but is not limited to) the cerebral cortex; intracranial white matter; basal ganglia; thalamus; hypothalamus; brain stem; and cerebellum. [NIH] Brain Injuries: Acute and chronic injuries to the brain, including the cerebral hemispheres, cerebellum, and brain stem. Clinical manifestations depend on the nature of injury. Diffuse trauma to the brain is frequently associated with diffuse axonal injury or coma, posttraumatic. Localized injuries may be associated with neurobehavioral manifestations; hemiparesis, or other focal neurologic deficits. [NIH] Brain Neoplasms: Neoplasms of the intracranial components of the central nervous system, including the cerebral hemispheres, basal ganglia, hypothalamus, thalamus, brain stem, and cerebellum. Brain neoplasms are subdivided into primary (originating from brain tissue) and secondary (i.e., metastatic) forms. Primary neoplasms are subdivided into benign and malignant forms. In general, brain tumors may also be classified by age of onset, histologic type, or presenting location in the brain. [NIH] Brain Stem: The part of the brain that connects the cerebral hemispheres with the spinal cord. It consists of the mesencephalon, pons, and medulla oblongata. [NIH] Branch: Most commonly used for branches of nerves, but applied also to other structures. [NIH]

Bronchial: Pertaining to one or more bronchi. [EU] Bypass: A surgical procedure in which the doctor creates a new pathway for the flow of body fluids. [NIH] Calcium: A basic element found in nearly all organized tissues. It is a member of the alkaline earth family of metals with the atomic symbol Ca, atomic number 20, and atomic weight 40. Calcium is the most abundant mineral in the body and combines with phosphorus to form calcium phosphate in the bones and teeth. It is essential for the normal functioning of nerves and muscles and plays a role in blood coagulation (as factor IV) and in many enzymatic processes. [NIH] Carbon Dioxide: A colorless, odorless gas that can be formed by the body and is necessary for the respiration cycle of plants and animals. [NIH] Carboxy: Cannabinoid. [NIH] Carcinogenic: Producing carcinoma. [EU] Carcinogens: Substances that increase the risk of neoplasms in humans or animals. Both

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genotoxic chemicals, which affect DNA directly, and nongenotoxic chemicals, which induce neoplasms by other mechanism, are included. [NIH] Cardiac: Having to do with the heart. [NIH] Cardiopulmonary: Having to do with the heart and lungs. [NIH] Cardiopulmonary Bypass: Diversion of the flow of blood from the entrance of the right atrium directly to the aorta (or femoral artery) via an oxygenator thus bypassing both the heart and lungs. [NIH] Cardiorespiratory: Relating to the heart and lungs and their function. [EU] Cardiovascular: Having to do with the heart and blood vessels. [NIH] Carotene: The general name for a group of pigments found in green, yellow, and leafy vegetables, and yellow fruits. The pigments are fat-soluble, unsaturated aliphatic hydrocarbons functioning as provitamins and are converted to vitamin A through enzymatic processes in the intestinal wall. [NIH] Case report: A detailed report of the diagnosis, treatment, and follow-up of an individual patient. Case reports also contain some demographic information about the patient (for example, age, gender, ethnic origin). [NIH] Catalogs: Ordered compilations of item descriptions and sufficient information to afford access to them. [NIH] Catechol: A chemical originally isolated from a type of mimosa tree. Catechol is used as an astringent, an antiseptic, and in photography, electroplating, and making other chemicals. It can also be man-made. [NIH] Catecholamine: A group of chemical substances manufactured by the adrenal medulla and secreted during physiological stress. [NIH] Caudal: Denoting a position more toward the cauda, or tail, than some specified point of reference; same as inferior, in human anatomy. [EU] Caudate Nucleus: Elongated gray mass of the neostriatum located adjacent to the lateral ventricle of the brain. [NIH] Cell: The individual unit that makes up all of the tissues of the body. All living things are made up of one or more cells. [NIH] Cell Cycle: The complex series of phenomena, occurring between the end of one cell division and the end of the next, by which cellular material is divided between daughter cells. [NIH] Cell Death: The termination of the cell's ability to carry out vital functions such as metabolism, growth, reproduction, responsiveness, and adaptability. [NIH] Cell Differentiation: Progressive restriction of the developmental potential and increasing specialization of function which takes place during the development of the embryo and leads to the formation of specialized cells, tissues, and organs. [NIH] Cell Division: The fission of a cell. [NIH] Cell proliferation: An increase in the number of cells as a result of cell growth and cell division. [NIH] Cell Survival: The span of viability of a cell characterized by the capacity to perform certain functions such as metabolism, growth, reproduction, some form of responsiveness, and adaptability. [NIH] Central Nervous System: The main information-processing organs of the nervous system, consisting of the brain, spinal cord, and meninges. [NIH]

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Central Nervous System Infections: Pathogenic infections of the brain, spinal cord, and meninges. DNA virus infections; RNA virus infections; bacterial infections; mycoplasma infections; Spirochaetales infections; fungal infections; protozoan infections; helminthiasis; and prion diseases may involve the central nervous system as a primary or secondary process. [NIH] Central Nervous System Stimulants: A loosely defined group of drugs that tend to increase behavioral alertness, agitation, or excitation. They work by a variety of mechanisms, but usually not by direct excitation of neurons. The many drugs that have such actions as side effects to their main therapeutic use are not included here. [NIH] Cerebellar: Pertaining to the cerebellum. [EU] Cerebellum: Part of the metencephalon that lies in the posterior cranial fossa behind the brain stem. It is concerned with the coordination of movement. [NIH] Cerebral: Of or pertaining of the cerebrum or the brain. [EU] Cerebral hemispheres: The two halves of the cerebrum, the part of the brain that controls muscle functions of the body and also controls speech, emotions, reading, writing, and learning. The right hemisphere controls muscle movement on the left side of the body, and the left hemisphere controls muscle movement on the right side of the body. [NIH] Cerebral Infarction: The formation of an area of necrosis in the cerebrum caused by an insufficiency of arterial or venous blood flow. Infarcts of the cerebrum are generally classified by hemisphere (i.e., left vs. right), lobe (e.g., frontal lobe infarction), arterial distribution (e.g., infarction, anterior cerebral artery), and etiology (e.g., embolic infarction). [NIH]

Cerebral Palsy: Refers to a motor disability caused by a brain dysfunction. [NIH] Cerebrospinal: Pertaining to the brain and spinal cord. [EU] Cerebrospinal fluid: CSF. The fluid flowing around the brain and spinal cord. Cerebrospinal fluid is produced in the ventricles in the brain. [NIH] Cerebrum: The largest part of the brain. It is divided into two hemispheres, or halves, called the cerebral hemispheres. The cerebrum controls muscle functions of the body and also controls speech, emotions, reading, writing, and learning. [NIH] Cervical: Relating to the neck, or to the neck of any organ or structure. Cervical lymph nodes are located in the neck; cervical cancer refers to cancer of the uterine cervix, which is the lower, narrow end (the "neck") of the uterus. [NIH] Cervix: The lower, narrow end of the uterus that forms a canal between the uterus and vagina. [NIH] Character: In current usage, approximately equivalent to personality. The sum of the relatively fixed personality traits and habitual modes of response of an individual. [NIH] Chemoreceptor: A receptor adapted for excitation by chemical substances, e.g., olfactory and gustatory receptors, or a sense organ, as the carotid body or the aortic (supracardial) bodies, which is sensitive to chemical changes in the blood stream, especially reduced oxygen content, and reflexly increases both respiration and blood pressure. [EU] Chemotactic Factors: Chemical substances that attract or repel cells or organisms. The concept denotes especially those factors released as a result of tissue injury, invasion, or immunologic activity, that attract leukocytes, macrophages, or other cells to the site of infection or insult. [NIH] Child Behavior: Any observable response or action of a child from 24 months through 12 years of age. For neonates or children younger than 24 months, infant behavior is available. [NIH]

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Child Development: The continuous sequential physiological and psychological maturing of the child from birth up to but not including adolescence. It includes healthy responses to situations, but does not include growth in stature or size (= growth). [NIH] Child Psychiatry: The medical science that deals with the origin, diagnosis, prevention, and treatment of mental disorders in children. [NIH] Chimeras: Organism that contains a mixture of genetically different cells. [NIH] Cholesterol: The principal sterol of all higher animals, distributed in body tissues, especially the brain and spinal cord, and in animal fats and oils. [NIH] Cholinergic: Resembling acetylcholine in pharmacological action; stimulated by or releasing acetylcholine or a related compound. [EU] Chorea: Involuntary, forcible, rapid, jerky movements that may be subtle or become confluent, markedly altering normal patterns of movement. Hypotonia and pendular reflexes are often associated. Conditions which feature recurrent or persistent episodes of chorea as a primary manifestation of disease are referred to as choreatic disorders. Chorea is also a frequent manifestation of basal ganglia diseases. [NIH] Choroid: The thin, highly vascular membrane covering most of the posterior of the eye between the retina and sclera. [NIH] Chromatin: The material of chromosomes. It is a complex of DNA, histones, and nonhistone proteins (chromosomal proteins, non-histone) found within the nucleus of a cell. [NIH] Chromosomal: Pertaining to chromosomes. [EU] Chromosome: Part of a cell that contains genetic information. Except for sperm and eggs, all human cells contain 46 chromosomes. [NIH] Chronic: A disease or condition that persists or progresses over a long period of time. [NIH] CIS: Cancer Information Service. The CIS is the National Cancer Institute's link to the public, interpreting and explaining research findings in a clear and understandable manner, and providing personalized responses to specific questions about cancer. Access the CIS by calling 1-800-4-CANCER, or by using the Web site at http://cis.nci.nih.gov. [NIH] Cleft Palate: Congenital fissure of the soft and/or hard palate, due to faulty fusion. [NIH] Clinical Medicine: The study and practice of medicine by direct examination of the patient. [NIH]

Clinical trial: A research study that tests how well new medical treatments or other interventions work in people. Each study is designed to test new methods of screening, prevention, diagnosis, or treatment of a disease. [NIH] Clone: The term "clone" has acquired a new meaning. It is applied specifically to the bits of inserted foreign DNA in the hybrid molecules of the population. Each inserted segment originally resided in the DNA of a complex genome amid millions of other DNA segment. [NIH]

Cloning: The production of a number of genetically identical individuals; in genetic engineering, a process for the efficient replication of a great number of identical DNA molecules. [NIH] Coal: A natural fuel formed by partial decomposition of vegetable matter under certain environmental conditions. [NIH] Coca: Any of several South American shrubs of the Erythroxylon genus (and family) that yield cocaine; the leaves are chewed with alum for CNS stimulation. [NIH] Cocaine: An alkaloid ester extracted from the leaves of plants including coca. It is a local anesthetic and vasoconstrictor and is clinically used for that purpose, particularly in the eye,

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ear, nose, and throat. It also has powerful central nervous system effects similar to the amphetamines and is a drug of abuse. Cocaine, like amphetamines, acts by multiple mechanisms on brain catecholaminergic neurons; the mechanism of its reinforcing effects is thought to involve inhibition of dopamine uptake. [NIH] Cochlea: The part of the internal ear that is concerned with hearing. It forms the anterior part of the labyrinth, is conical, and is placed almost horizontally anterior to the vestibule. [NIH]

Cochlear: Of or pertaining to the cochlea. [EU] Cochlear Diseases: Diseases of the cochlea, the part of the inner ear that is concerned with hearing. [NIH] Cochlear Implants: Electronic devices implanted beneath the skin with electrodes to the cochlear nerve to create sound sensation in persons with sensorineural deafness. [NIH] Cochlear Nerve: The cochlear part of the 8th cranial nerve (vestibulocochlear nerve). The cochlear nerve fibers originate from neurons of the spiral ganglion and project peripherally to cochlear hair cells and centrally to the cochlear nuclei (cochlear nucleus) of the brain stem. They mediate the sense of hearing. [NIH] Cofactor: A substance, microorganism or environmental factor that activates or enhances the action of another entity such as a disease-causing agent. [NIH] Cognition: Intellectual or mental process whereby an organism becomes aware of or obtains knowledge. [NIH] Collagen: A polypeptide substance comprising about one third of the total protein in mammalian organisms. It is the main constituent of skin, connective tissue, and the organic substance of bones and teeth. Different forms of collagen are produced in the body but all consist of three alpha-polypeptide chains arranged in a triple helix. Collagen is differentiated from other fibrous proteins, such as elastin, by the content of proline, hydroxyproline, and hydroxylysine; by the absence of tryptophan; and particularly by the high content of polar groups which are responsible for its swelling properties. [NIH] Collapse: 1. A state of extreme prostration and depression, with failure of circulation. 2. Abnormal falling in of the walls of any part of organ. [EU] Communication Disorders: Disorders of verbal and nonverbal communication caused by receptive or expressive language disorders, cognitive dysfunction (e.g., mental retardation), psychiatric conditions, and hearing disorders. [NIH] Comorbidity: The presence of co-existing or additional diseases with reference to an initial diagnosis or with reference to the index condition that is the subject of study. Comorbidity may affect the ability of affected individuals to function and also their survival; it may be used as a prognostic indicator for length of hospital stay, cost factors, and outcome or survival. [NIH] Complement: A term originally used to refer to the heat-labile factor in serum that causes immune cytolysis, the lysis of antibody-coated cells, and now referring to the entire functionally related system comprising at least 20 distinct serum proteins that is the effector not only of immune cytolysis but also of other biologic functions. Complement activation occurs by two different sequences, the classic and alternative pathways. The proteins of the classic pathway are termed 'components of complement' and are designated by the symbols C1 through C9. C1 is a calcium-dependent complex of three distinct proteins C1q, C1r and C1s. The proteins of the alternative pathway (collectively referred to as the properdin system) and complement regulatory proteins are known by semisystematic or trivial names. Fragments resulting from proteolytic cleavage of complement proteins are designated with lower-case letter suffixes, e.g., C3a. Inactivated fragments may be designated with the suffix

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'i', e.g. C3bi. Activated components or complexes with biological activity are designated by a bar over the symbol e.g. C1 or C4b,2a. The classic pathway is activated by the binding of C1 to classic pathway activators, primarily antigen-antibody complexes containing IgM, IgG1, IgG3; C1q binds to a single IgM molecule or two adjacent IgG molecules. The alternative pathway can be activated by IgA immune complexes and also by nonimmunologic materials including bacterial endotoxins, microbial polysaccharides, and cell walls. Activation of the classic pathway triggers an enzymatic cascade involving C1, C4, C2 and C3; activation of the alternative pathway triggers a cascade involving C3 and factors B, D and P. Both result in the cleavage of C5 and the formation of the membrane attack complex. Complement activation also results in the formation of many biologically active complement fragments that act as anaphylatoxins, opsonins, or chemotactic factors. [EU] Complementary and alternative medicine: CAM. Forms of treatment that are used in addition to (complementary) or instead of (alternative) standard treatments. These practices are not considered standard medical approaches. CAM includes dietary supplements, megadose vitamins, herbal preparations, special teas, massage therapy, magnet therapy, spiritual healing, and meditation. [NIH] Complementary medicine: Practices not generally recognized by the medical community as standard or conventional medical approaches and used to enhance or complement the standard treatments. Complementary medicine includes the taking of dietary supplements, megadose vitamins, and herbal preparations; the drinking of special teas; and practices such as massage therapy, magnet therapy, spiritual healing, and meditation. [NIH] Computational Biology: A field of biology concerned with the development of techniques for the collection and manipulation of biological data, and the use of such data to make biological discoveries or predictions. This field encompasses all computational methods and theories applicable to molecular biology and areas of computer-based techniques for solving biological problems including manipulation of models and datasets. [NIH] Computed tomography: CT scan. A series of detailed pictures of areas inside the body, taken from different angles; the pictures are created by a computer linked to an x-ray machine. Also called computerized tomography and computerized axial tomography (CAT) scan. [NIH] Computer Simulation: Computer-based representation of physical systems and phenomena such as chemical processes. [NIH] Computer Systems: Systems composed of a computer or computers, peripheral equipment, such as disks, printers, and terminals, and telecommunications capabilities. [NIH] Computerized axial tomography: A series of detailed pictures of areas inside the body, taken from different angles; the pictures are created by a computer linked to an x-ray machine. Also called CAT scan, computed tomography (CT scan), or computerized tomography. [NIH] Computerized tomography: A series of detailed pictures of areas inside the body, taken from different angles; the pictures are created by a computer linked to an x-ray machine. Also called computerized axial tomography (CAT) scan and computed tomography (CT scan). [NIH] Conception: The onset of pregnancy, marked by implantation of the blastocyst; the formation of a viable zygote. [EU] Cones: One type of specialized light-sensitive cells (photoreceptors) in the retina that provide sharp central vision and color vision. [NIH] Confusion: A mental state characterized by bewilderment, emotional disturbance, lack of clear thinking, and perceptual disorientation. [NIH]

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Congestion: Excessive or abnormal accumulation of blood in a part. [EU] Consciousness: Sense of awareness of self and of the environment. [NIH] Constipation: Infrequent or difficult evacuation of feces. [NIH] Constriction: The act of constricting. [NIH] Consultation: A deliberation between two or more physicians concerning the diagnosis and the proper method of treatment in a case. [NIH] Consumption: Pulmonary tuberculosis. [NIH] Contamination: The soiling or pollution by inferior material, as by the introduction of organisms into a wound, or sewage into a stream. [EU] Continuum: An area over which the vegetation or animal population is of constantly changing composition so that homogeneous, separate communities cannot be distinguished. [NIH]

Contraindications: Any factor or sign that it is unwise to pursue a certain kind of action or treatment, e. g. giving a general anesthetic to a person with pneumonia. [NIH] Contrast Sensitivity: The ability to detect sharp boundaries (stimuli) and to detect slight changes in luminance at regions without distinct contours. Psychophysical measurements of this visual function are used to evaluate visual acuity and to detect eye disease. [NIH] Controlled study: An experiment or clinical trial that includes a comparison (control) group. [NIH]

Coordination: Muscular or motor regulation or the harmonious cooperation of muscles or groups of muscles, in a complex action or series of actions. [NIH] Cornea: The transparent part of the eye that covers the iris and the pupil and allows light to enter the inside. [NIH] Coronary: Encircling in the manner of a crown; a term applied to vessels; nerves, ligaments, etc. The term usually denotes the arteries that supply the heart muscle and, by extension, a pathologic involvement of them. [EU] Coronary Thrombosis: Presence of a thrombus in a coronary artery, often causing a myocardial infarction. [NIH] Corpus: The body of the uterus. [NIH] Corpus Callosum: Broad plate of dense myelinated fibers that reciprocally interconnect regions of the cortex in all lobes with corresponding regions of the opposite hemisphere. The corpus callosum is located deep in the longitudinal fissure. [NIH] Cortex: The outer layer of an organ or other body structure, as distinguished from the internal substance. [EU] Cortical: Pertaining to or of the nature of a cortex or bark. [EU] Cortices: The outer layer of an organ; used especially of the cerebrum and cerebellum. [NIH] Cranial: Pertaining to the cranium, or to the anterior (in animals) or superior (in humans) end of the body. [EU] Cranial Nerves: Twelve pairs of nerves that carry general afferent, visceral afferent, special afferent, somatic efferent, and autonomic efferent fibers. [NIH] Craniocerebral Trauma: Traumatic injuries involving the cranium and intracranial structures (i.e., brain; cranial nerves; meninges; and other structures). Injuries may be classified by whether or not the skull is penetrated (i.e., penetrating vs. nonpenetrating) or whether there is an associated hemorrhage. [NIH] Cribriform: Pierced with small holes as in a sieve. Refers to the appearance of a tumor when

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viewed under a microscope. The tumor appears to have open spaces or small holes inside. [NIH]

Crossing-over: The exchange of corresponding segments between chromatids of homologous chromosomes during meiosia, forming a chiasma. [NIH] Cues: Signals for an action; that specific portion of a perceptual field or pattern of stimuli to which a subject has learned to respond. [NIH] Curative: Tending to overcome disease and promote recovery. [EU] Cutaneous: Having to do with the skin. [NIH] Cybernetics: That branch of learning which brings together theories and studies on communication and control in living organisms and machines. [NIH] Cytokine: Small but highly potent protein that modulates the activity of many cell types, including T and B cells. [NIH] Cytoplasm: The protoplasm of a cell exclusive of that of the nucleus; it consists of a continuous aqueous solution (cytosol) and the organelles and inclusions suspended in it (phaneroplasm), and is the site of most of the chemical activities of the cell. [EU] Cytosine: A pyrimidine base that is a fundamental unit of nucleic acids. [NIH] Cytoskeleton: The network of filaments, tubules, and interconnecting filamentous bridges which give shape, structure, and organization to the cytoplasm. [NIH] Cytotoxic: Cell-killing. [NIH] Data Collection: Systematic gathering of data for a particular purpose from various sources, including questionnaires, interviews, observation, existing records, and electronic devices. The process is usually preliminary to statistical analysis of the data. [NIH] Databases, Bibliographic: Extensive collections, reputedly complete, of references and citations to books, articles, publications, etc., generally on a single subject or specialized subject area. Databases can operate through automated files, libraries, or computer disks. The concept should be differentiated from factual databases which is used for collections of data and facts apart from bibliographic references to them. [NIH] Decarboxylation: The removal of a carboxyl group, usually in the form of carbon dioxide, from a chemical compound. [NIH] Deletion: A genetic rearrangement through loss of segments of DNA (chromosomes), bringing sequences, which are normally separated, into close proximity. [NIH] Delirium: (DSM III-R) an acute, reversible organic mental disorder characterized by reduced ability to maintain attention to external stimuli and disorganized thinking as manifested by rambling, irrelevant, or incoherent speech; there are also a reduced level of consciousness, sensory misperceptions, disturbance of the sleep-wakefulness cycle and level of psychomotor activity, disorientation to time, place, or person, and memory impairment. Delirium may be caused by a large number of conditions resulting in derangement of cerebral metabolism, including systemic infection, poisoning, drug intoxication or withdrawal, seizures or head trauma, and metabolic disturbances such as hypoxia, hypoglycaemia, fluid, electrolyte, or acid-base imbalances, or hepatic or renal failure. Called also acute confusional state and acute brain syndrome. [EU] Dementia: An acquired organic mental disorder with loss of intellectual abilities of sufficient severity to interfere with social or occupational functioning. The dysfunction is multifaceted and involves memory, behavior, personality, judgment, attention, spatial relations, language, abstract thought, and other executive functions. The intellectual decline is usually progressive, and initially spares the level of consciousness. [NIH]

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Dendrites: Extensions of the nerve cell body. They are short and branched and receive stimuli from other neurons. [NIH] Dendritic: 1. Branched like a tree. 2. Pertaining to or possessing dendrites. [EU] Density: The logarithm to the base 10 of the opacity of an exposed and processed film. [NIH] Dental Care: The total of dental diagnostic, preventive, and restorative services provided to meet the needs of a patient (from Illustrated Dictionary of Dentistry, 1982). [NIH] Dentate Gyrus: Gray matter situated above the gyrus hippocampi. It is composed of three layers. The molecular layer is continuous with the hippocampus in the hippocampal fissure. The granular layer consists of closely arranged spherical or oval neurons, called granule cells, whose axons pass through the polymorphic layer ending on the dendrites of pyramidal cells in the hippocampus. [NIH] Depersonalization: Alteration in the perception of the self so that the usual sense of one's own reality is lost, manifested in a sense of unreality or self-estrangement, in changes of body image, or in a feeling that one does not control his own actions and speech; seen in depersonalization disorder, schizophrenic disorders, and schizotypal personality disorder. Some do not draw a distinction between depersonalization and derealization, using depersonalization to include both. [EU] Depolarization: The process or act of neutralizing polarity. In neurophysiology, the reversal of the resting potential in excitable cell membranes when stimulated, i.e., the tendency of the cell membrane potential to become positive with respect to the potential outside the cell. [EU] Deprivation: Loss or absence of parts, organs, powers, or things that are needed. [EU] Derealization: Is characterized by the loss of the sense of reality concerning one's surroundings. [NIH] Desensitization: The prevention or reduction of immediate hypersensitivity reactions by administration of graded doses of allergen; called also hyposensitization and immunotherapy. [EU] Dexterity: Ability to move the hands easily and skillfully. [NIH] Diagnostic procedure: A method used to identify a disease. [NIH] Diastolic: Of or pertaining to the diastole. [EU] Diencephalon: The paired caudal parts of the prosencephalon from which the thalamus, hypothalamus, epithalamus, and subthalamus are derived. [NIH] Diffuse Axonal Injury: A relatively common sequela of blunt head injury, characterized by a global disruption of axons throughout the brain. Associated clinical features may include neurobehavioral manifestations; persistent vegetative state; dementia; and other disorders. [NIH]

Diffusion: The tendency of a gas or solute to pass from a point of higher pressure or concentration to a point of lower pressure or concentration and to distribute itself throughout the available space; a major mechanism of biological transport. [NIH] Digestion: The process of breakdown of food for metabolism and use by the body. [NIH] Digestive system: The organs that take in food and turn it into products that the body can use to stay healthy. Waste products the body cannot use leave the body through bowel movements. The digestive system includes the salivary glands, mouth, esophagus, stomach, liver, pancreas, gallbladder, small and large intestines, and rectum. [NIH] Dilatation: The act of dilating. [NIH] Dilation: A process by which the pupil is temporarily enlarged with special eye drops (mydriatic); allows the eye care specialist to better view the inside of the eye. [NIH]

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Direct: 1. Straight; in a straight line. 2. Performed immediately and without the intervention of subsidiary means. [EU] Disabled Children: Children with mental or physical disabilities that interfere with usual activities of daily living and that may require accommodation or intervention. [NIH] Disabled Persons: Persons with physical or mental disabilities that affect or limit their activities of daily living and that may require special accommodations. [NIH] Discrimination: The act of qualitative and/or quantitative differentiation between two or more stimuli. [NIH] Discrimination Learning: Learning that is manifested in the ability to respond differentially to various stimuli. [NIH] Disease-Free Survival: Period after successful treatment in which there is no appearance of the symptoms or effects of the disease. [NIH] Disinfectant: An agent that disinfects; applied particularly to agents used on inanimate objects. [EU] Disorientation: The loss of proper bearings, or a state of mental confusion as to time, place, or identity. [EU] Dissection: Cutting up of an organism for study. [NIH] Dissociation: 1. The act of separating or state of being separated. 2. The separation of a molecule into two or more fragments (atoms, molecules, ions, or free radicals) produced by the absorption of light or thermal energy or by solvation. 3. In psychology, a defense mechanism in which a group of mental processes are segregated from the rest of a person's mental activity in order to avoid emotional distress, as in the dissociative disorders (q.v.), or in which an idea or object is segregated from its emotional significance; in the first sense it is roughly equivalent to splitting, in the second, to isolation. 4. A defect of mental integration in which one or more groups of mental processes become separated off from normal consciousness and, thus separated, function as a unitary whole. [EU] Dissociative Disorders: Sudden temporary alterations in the normally integrative functions of consciousness. [NIH] Distal: Remote; farther from any point of reference; opposed to proximal. In dentistry, used to designate a position on the dental arch farther from the median line of the jaw. [EU] Dizziness: An imprecise term which may refer to a sense of spatial disorientation, motion of the environment, or lightheadedness. [NIH] Dominance: In genetics, the full phenotypic expression of a gene in both heterozygotes and homozygotes. [EU] Dopamine: An endogenous catecholamine and prominent neurotransmitter in several systems of the brain. In the synthesis of catecholamines from tyrosine, it is the immediate precursor to norepinephrine and epinephrine. Dopamine is a major transmitter in the extrapyramidal system of the brain, and important in regulating movement. A family of dopaminergic receptor subtypes mediate its action. Dopamine is used pharmacologically for its direct (beta adrenergic agonist) and indirect (adrenergic releasing) sympathomimetic effects including its actions as an inotropic agent and as a renal vasodilator. [NIH] Dorsal: 1. Pertaining to the back or to any dorsum. 2. Denoting a position more toward the back surface than some other object of reference; same as posterior in human anatomy; superior in the anatomy of quadrupeds. [EU] Dorsum: A plate of bone which forms the posterior boundary of the sella turcica. [NIH] Drug Interactions: The action of a drug that may affect the activity, metabolism, or toxicity

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of another drug. [NIH] Duodenum: The first part of the small intestine. [NIH] Dyskinesia: Impairment of the power of voluntary movement, resulting in fragmentary or incomplete movements. [EU] Dyslexia: Partial alexia in which letters but not words may be read, or in which words may be read but not understood. [NIH] Dysphonia: Difficulty or pain in speaking; impairment of the voice. [NIH] Dyspnea: Difficult or labored breathing. [NIH] Dystonia: Disordered tonicity of muscle. [EU] Ectoderm: The outer of the three germ layers of the embryo. [NIH] Ectopic: Pertaining to or characterized by ectopia. [EU] Effector: It is often an enzyme that converts an inactive precursor molecule into an active second messenger. [NIH] Efficacy: The extent to which a specific intervention, procedure, regimen, or service produces a beneficial result under ideal conditions. Ideally, the determination of efficacy is based on the results of a randomized control trial. [NIH] Elastin: The protein that gives flexibility to tissues. [NIH] Elective: Subject to the choice or decision of the patient or physician; applied to procedures that are advantageous to the patient but not urgent. [EU] Electric Conductivity: The ability of a substrate to allow the passage of electrons. [NIH] Electric Fish: Fishes which generate an electric discharge. The voltage of the discharge varies from weak to strong in various groups of fish. Electric organ and electroplax are of prime interest in this group. They occur in more than one family. [NIH] Electrolyte: A substance that dissociates into ions when fused or in solution, and thus becomes capable of conducting electricity; an ionic solute. [EU] Electrons: Stable elementary particles having the smallest known negative charge, present in all elements; also called negatrons. Positively charged electrons are called positrons. The numbers, energies and arrangement of electrons around atomic nuclei determine the chemical identities of elements. Beams of electrons are called cathode rays or beta rays, the latter being a high-energy biproduct of nuclear decay. [NIH] Electrophysiological: Pertaining to electrophysiology, that is a branch of physiology that is concerned with the electric phenomena associated with living bodies and involved in their functional activity. [EU] Electroplating: Coating with a metal or alloy by electrolysis. [NIH] Elementary Particles: Individual components of atoms, usually subatomic; subnuclear particles are usually detected only when the atomic nucleus decays and then only transiently, as most of them are unstable, often yielding pure energy without substance, i.e., radiation. [NIH] Embryo: The prenatal stage of mammalian development characterized by rapid morphological changes and the differentiation of basic structures. [NIH] Embryology: The study of the development of an organism during the embryonic and fetal stages of life. [NIH] Empirical: A treatment based on an assumed diagnosis, prior to receiving confirmatory laboratory test results. [NIH]

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Emulsion: A preparation of one liquid distributed in small globules throughout the body of a second liquid. The dispersed liquid is the discontinuous phase, and the dispersion medium is the continuous phase. When oil is the dispersed liquid and an aqueous solution is the continuous phase, it is known as an oil-in-water emulsion, whereas when water or aqueous solution is the dispersed phase and oil or oleaginous substance is the continuous phase, it is known as a water-in-oil emulsion. Pharmaceutical emulsions for which official standards have been promulgated include cod liver oil emulsion, cod liver oil emulsion with malt, liquid petrolatum emulsion, and phenolphthalein in liquid petrolatum emulsion. [EU] Encephalitis: Inflammation of the brain due to infection, autoimmune processes, toxins, and other conditions. Viral infections (see encephalitis, viral) are a relatively frequent cause of this condition. [NIH] Encephalitis, Viral: Inflammation of brain parenchymal tissue as a result of viral infection. Encephalitis may occur as primary or secondary manifestation of Togaviridae infections; Herpesviridae infections; Adenoviridae infections; Flaviviridae infections; Bunyaviridae infections; Picornaviridae infections; Paramyxoviridae infections; Orthomyxoviridae infections; Retroviridae infections; and Arenaviridae infections. [NIH] Encephalopathy: A disorder of the brain that can be caused by disease, injury, drugs, or chemicals. [NIH] Encopresis: Incontinence of feces not due to organic defect or illness. [NIH] Endemic: Present or usually prevalent in a population or geographical area at all times; said of a disease or agent. Called also endemial. [EU] Endocytosis: Cellular uptake of extracellular materials within membrane-limited vacuoles or microvesicles. Endosomes play a central role in endocytosis. [NIH] Endoscopic: A technique where a lateral-view endoscope is passed orally to the duodenum for visualization of the ampulla of Vater. [NIH] Endotoxins: Toxins closely associated with the living cytoplasm or cell wall of certain microorganisms, which do not readily diffuse into the culture medium, but are released upon lysis of the cells. [NIH] Enhancer: Transcriptional element in the virus genome. [NIH] Entorhinal Cortex: Cortex where the signals are combined with those from other sensory systems. [NIH] Environmental Health: The science of controlling or modifying those conditions, influences, or forces surrounding man which relate to promoting, establishing, and maintaining health. [NIH]

Enzymatic: Phase where enzyme cuts the precursor protein. [NIH] Enzyme: A protein that speeds up chemical reactions in the body. [NIH] Epidemic: Occurring suddenly in numbers clearly in excess of normal expectancy; said especially of infectious diseases but applied also to any disease, injury, or other healthrelated event occurring in such outbreaks. [EU] Epidemiological: Relating to, or involving epidemiology. [EU] Epidural: The space between the wall of the spinal canal and the covering of the spinal cord. An epidural injection is given into this space. [NIH] Epinephrine: The active sympathomimetic hormone from the adrenal medulla in most species. It stimulates both the alpha- and beta- adrenergic systems, causes systemic vasoconstriction and gastrointestinal relaxation, stimulates the heart, and dilates bronchi and cerebral vessels. It is used in asthma and cardiac failure and to delay absorption of local

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anesthetics. [NIH] Erythrocytes: Red blood cells. Mature erythrocytes are non-nucleated, biconcave disks containing hemoglobin whose function is to transport oxygen. [NIH] Esophagus: The muscular tube through which food passes from the throat to the stomach. [NIH]

Esotropia: A form of ocular misalignment characterized by an excessive convergence of the visual axes, resulting in a "cross-eye" appearance. An example of this condition occurs when paralysis of the lateral rectus muscle causes an abnormal inward deviation of one eye on attempted gaze. [NIH] Estrogen: One of the two female sex hormones. [NIH] Ethanol: A clear, colorless liquid rapidly absorbed from the gastrointestinal tract and distributed throughout the body. It has bactericidal activity and is used often as a topical disinfectant. It is widely used as a solvent and preservative in pharmaceutical preparations as well as serving as the primary ingredient in alcoholic beverages. [NIH] Ethmoid: An unpaired cranial bone which helps form the medial walls of the orbits and contains the themoidal air cells which drain into the nose. [NIH] Ethylmaleimide: A sulfhydryl reagent that is widely used in experimental biochemical studies. [NIH] Eukaryotic Cells: Cells of the higher organisms, containing a true nucleus bounded by a nuclear membrane. [NIH] Evoke: The electric response recorded from the cerebral cortex after stimulation of a peripheral sense organ. [NIH] Evoked Potentials: The electric response evoked in the central nervous system by stimulation of sensory receptors or some point on the sensory pathway leading from the receptor to the cortex. The evoked stimulus can be auditory, somatosensory, or visual, although other modalities have been reported. Event-related potentials is sometimes used synonymously with evoked potentials but is often associated with the execution of a motor, cognitive, or psychophysiological task, as well as with the response to a stimulus. [NIH] Excitability: Property of a cardiac cell whereby, when the cell is depolarized to a critical level (called threshold), the membrane becomes permeable and a regenerative inward current causes an action potential. [NIH] Excitation: An act of irritation or stimulation or of responding to a stimulus; the addition of energy, as the excitation of a molecule by absorption of photons. [EU] Excitatory: When cortical neurons are excited, their output increases and each new input they receive while they are still excited raises their output markedly. [NIH] Excitotoxicity: Excessive exposure to glutamate or related compounds can kill brain neurons, presumably by overstimulating them. [NIH] Exogenous: Developed or originating outside the organism, as exogenous disease. [EU] Exotropia: A form of ocular misalignment where the visual axes diverge inappropriately. For example, medial rectus muscle weakness may produce this condition as the affected eye will deviate laterally upon attempted forward gaze. An exotropia occurs due to the relatively unopposed force exerted on the eye by the lateral rectus muscle, which pulls the eye in an outward direction. [NIH] External-beam radiation: Radiation therapy that uses a machine to aim high-energy rays at the cancer. Also called external radiation. [NIH] Extracellular: Outside a cell or cells. [EU]

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Extracellular Matrix: A meshwork-like substance found within the extracellular space and in association with the basement membrane of the cell surface. It promotes cellular proliferation and provides a supporting structure to which cells or cell lysates in culture dishes adhere. [NIH] Extracorporeal: Situated or occurring outside the body. [EU] Extracorporeal Membrane Oxygenation: Application of a life support system that circulates the blood through an oxygenating system, which may consist of a pump, a membrane oxygenator, and a heat exchanger. Examples of its use are to assist victims of smoke inhalation injury, respiratory failure, and cardiac failure. [NIH] Extrapyramidal: Outside of the pyramidal tracts. [EU] Eye Movements: Voluntary or reflex-controlled movements of the eye. [NIH] Facial: Of or pertaining to the face. [EU] Family Planning: Programs or services designed to assist the family in controlling reproduction by either improving or diminishing fertility. [NIH] Fat: Total lipids including phospholipids. [NIH] Fathers: Male parents, human or animal. [NIH] Fatty acids: A major component of fats that are used by the body for energy and tissue development. [NIH] Feces: The excrement discharged from the intestines, consisting of bacteria, cells exfoliated from the intestines, secretions, chiefly of the liver, and a small amount of food residue. [EU] Femoral: Pertaining to the femur, or to the thigh. [EU] Femoral Artery: The main artery of the thigh, a continuation of the external iliac artery. [NIH] Fetus: The developing offspring from 7 to 8 weeks after conception until birth. [NIH] Fibroblasts: Connective tissue cells which secrete an extracellular matrix rich in collagen and other macromolecules. [NIH] Fibromuscular Dysplasia: An idiopathic, segmental, nonatheromatous disease of the musculature of arterial walls, leading to stenosis of small and medium-sized arteries. Most commonly affected are the renal arteries; involvement of the axillary, iliac, basilar, carotid, hepatic and intracranial arteries have been reported. [NIH] Fibrosis: Any pathological condition where fibrous connective tissue invades any organ, usually as a consequence of inflammation or other injury. [NIH] Fissure: Any cleft or groove, normal or otherwise; especially a deep fold in the cerebral cortex which involves the entire thickness of the brain wall. [EU] Fixation: 1. The act or operation of holding, suturing, or fastening in a fixed position. 2. The condition of being held in a fixed position. 3. In psychiatry, a term with two related but distinct meanings : (1) arrest of development at a particular stage, which like regression (return to an earlier stage), if temporary is a normal reaction to setbacks and difficulties but if protracted or frequent is a cause of developmental failures and emotional problems, and (2) a close and suffocating attachment to another person, especially a childhood figure, such as one's mother or father. Both meanings are derived from psychoanalytic theory and refer to 'fixation' of libidinal energy either in a specific erogenous zone, hence fixation at the oral, anal, or phallic stage, or in a specific object, hence mother or father fixation. 4. The use of a fixative (q.v.) to preserve histological or cytological specimens. 5. In chemistry, the process whereby a substance is removed from the gaseous or solution phase and localized, as in carbon dioxide fixation or nitrogen fixation. 6. In ophthalmology, direction of the gaze so that the visual image of the object falls on the fovea centralis. 7. In film processing, the

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chemical removal of all undeveloped salts of the film emulsion, leaving only the developed silver to form a permanent image. [EU] Flicker Fusion: The point or frequency at which all flicker of an intermittent light stimulus disappears. [NIH] Focus Groups: A method of data collection and a qualitative research tool in which a small group of individuals are brought together and allowed to interact in a discussion of their opinions about topics, issues, or questions. [NIH] Folate: A B-complex vitamin that is being studied as a cancer prevention agent. Also called folic acid. [NIH] Fold: A plication or doubling of various parts of the body. [NIH] Folic Acid: N-(4-(((2-Amino-1,4-dihydro-4-oxo-6-pteridinyl)methyl)amino)benzoyl)-Lglutamic acid. A member of the vitamin B family that stimulates the hematopoietic system. It is present in the liver and kidney and is found in mushrooms, spinach, yeast, green leaves, and grasses. Folic acid is used in the treatment and prevention of folate deficiencies and megaloblastic anemia. [NIH] Follow-Up Studies: Studies in which individuals or populations are followed to assess the outcome of exposures, procedures, or effects of a characteristic, e.g., occurrence of disease. [NIH]

Fossa: A cavity, depression, or pit. [NIH] Fovea: The central part of the macula that provides the sharpest vision. [NIH] Frontal Lobe: The anterior part of the cerebral hemisphere. [NIH] Functional magnetic resonance imaging: A noninvasive tool used to observe functioning in the brain or other organs by detecting changes in chemical composition, blood flow, or both. [NIH]

Fungi: A kingdom of eukaryotic, heterotrophic organisms that live as saprobes or parasites, including mushrooms, yeasts, smuts, molds, etc. They reproduce either sexually or asexually, and have life cycles that range from simple to complex. Filamentous fungi refer to those that grow as multicelluar colonies (mushrooms and molds). [NIH] Galactosemia: Buildup of galactose in the blood. Caused by lack of one of the enzymes needed to break down galactose into glucose. [NIH] Gallbladder: The pear-shaped organ that sits below the liver. Bile is concentrated and stored in the gallbladder. [NIH] Galvanic Skin Response: A change in electrical resistance of the skin, occurring in emotion and in certain other conditions. [NIH] Gamma Rays: Very powerful and penetrating, high-energy electromagnetic radiation of shorter wavelength than that of x-rays. They are emitted by a decaying nucleus, usually between 0.01 and 10 MeV. They are also called nuclear x-rays. [NIH] Ganglia: Clusters of multipolar neurons surrounded by a capsule of loosely organized connective tissue located outside the central nervous system. [NIH] Ganglion: 1. A knot, or knotlike mass. 2. A general term for a group of nerve cell bodies located outside the central nervous system; occasionally applied to certain nuclear groups within the brain or spinal cord, e.g. basal ganglia. 3. A benign cystic tumour occurring on a aponeurosis or tendon, as in the wrist or dorsum of the foot; it consists of a thin fibrous capsule enclosing a clear mucinous fluid. [EU] Gap Junctions: Connections between cells which allow passage of small molecules and electric current. Gap junctions were first described anatomically as regions of close

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apposition between cells with a narrow (1-2 nm) gap between cell membranes. The variety in the properties of gap junctions is reflected in the number of connexins, the family of proteins which form the junctions. [NIH] Gas: Air that comes from normal breakdown of food. The gases are passed out of the body through the rectum (flatus) or the mouth (burp). [NIH] Gastric: Having to do with the stomach. [NIH] Gastrin: A hormone released after eating. Gastrin causes the stomach to produce more acid. [NIH]

Gastrointestinal: Refers to the stomach and intestines. [NIH] Gastrointestinal tract: The stomach and intestines. [NIH] Gene: The functional and physical unit of heredity passed from parent to offspring. Genes are pieces of DNA, and most genes contain the information for making a specific protein. [NIH]

Gene Expression: The phenotypic manifestation of a gene or genes by the processes of gene action. [NIH] Genetics: The biological science that deals with the phenomena and mechanisms of heredity. [NIH] Genomics: The systematic study of the complete DNA sequences (genome) of organisms. [NIH]

Genotype: The genetic constitution of the individual; the characterization of the genes. [NIH] Gestation: The period of development of the young in viviparous animals, from the time of fertilization of the ovum until birth. [EU] Gestational: Psychosis attributable to or occurring during pregnancy. [NIH] Gifted: As used in child psychiatry, this term is meant to refer to a child whose intelligence is in the upper 2 per cent of the total population of his age. [NIH] Gland: An organ that produces and releases one or more substances for use in the body. Some glands produce fluids that affect tissues or organs. Others produce hormones or participate in blood production. [NIH] Glomeruli: Plural of glomerulus. [NIH] Glucose: D-Glucose. A primary source of energy for living organisms. It is naturally occurring and is found in fruits and other parts of plants in its free state. It is used therapeutically in fluid and nutrient replacement. [NIH] Glutamate: Excitatory neurotransmitter of the brain. [NIH] Glutamic Acid: A non-essential amino acid naturally occurring in the L-form. Glutamic acid (glutamate) is the most common excitatory neurotransmitter in the central nervous system. [NIH]

Glycoprotein: A protein that has sugar molecules attached to it. [NIH] Governing Board: The group in which legal authority is vested for the control of healthrelated institutions and organizations. [NIH] Government Agencies: Administrative units of government responsible for policy making and management of governmental activities in the U.S. and abroad. [NIH] Grade: The grade of a tumor depends on how abnormal the cancer cells look under a microscope and how quickly the tumor is likely to grow and spread. Grading systems are different for each type of cancer. [NIH] Grading: A system for classifying cancer cells in terms of how abnormal they appear when

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examined under a microscope. The objective of a grading system is to provide information about the probable growth rate of the tumor and its tendency to spread. The systems used to grade tumors vary with each type of cancer. Grading plays a role in treatment decisions. [NIH]

Granule: A small pill made from sucrose. [EU] Granulocytes: Leukocytes with abundant granules in the cytoplasm. They are divided into three groups: neutrophils, eosinophils, and basophils. [NIH] Group Homes: Housing for groups of patients, children, or others who need or desire emotional or physical support. They are usually established as planned, single housekeeping units in residential dwellings that provide care and supervision for small groups of residents, who, although unrelated, live together as a family. [NIH] Growth: The progressive development of a living being or part of an organism from its earliest stage to maturity. [NIH] Habitual: Of the nature of a habit; according to habit; established by or repeated by force of habit, customary. [EU] Habituation: Decline in response of an organism to environmental or other stimuli with repeated or maintained exposure. [NIH] Handicap: A handicap occurs as a result of disability, but disability does not always constitute a handicap. A handicap may be said to exist when a disability causes a substantial and continuing reduction in a person's capacity to function socially and vocationally. [NIH] Headache: Pain in the cranial region that may occur as an isolated and benign symptom or as a manifestation of a wide variety of conditions including subarachnoid hemorrhage; craniocerebral trauma; central nervous system infections; intracranial hypertension; and other disorders. In general, recurrent headaches that are not associated with a primary disease process are referred to as headache disorders (e.g., migraine). [NIH] Health Services: Services for the diagnosis and treatment of disease and the maintenance of health. [NIH] Health Status: The level of health of the individual, group, or population as subjectively assessed by the individual or by more objective measures. [NIH] Hearing Disorders: Conditions that impair the transmission or perception of auditory impulses and information from the level of the ear to the temporal cortices, including the sensorineural pathways. [NIH] Hemiparesis: The weakness or paralysis affecting one side of the body. [NIH] Hemorrhage: Bleeding or escape of blood from a vessel. [NIH] Hepatic: Refers to the liver. [NIH] Heredity: 1. The genetic transmission of a particular quality or trait from parent to offspring. 2. The genetic constitution of an individual. [EU] Heritability: The proportion of observed variation in a particular trait that can be attributed to inherited genetic factors in contrast to environmental ones. [NIH] Herpes: Any inflammatory skin disease caused by a herpesvirus and characterized by the formation of clusters of small vesicles. When used alone, the term may refer to herpes simplex or to herpes zoster. [EU] Herpes Zoster: Acute vesicular inflammation. [NIH] Heterotropia: One in which the angle of squint remains relatively unaltered on conjugate movement of the eyes. [NIH]

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Heterozygotes: Having unlike alleles at one or more corresponding loci on homologous chromosomes. [NIH] Hippocampus: A curved elevation of gray matter extending the entire length of the floor of the temporal horn of the lateral ventricle (Dorland, 28th ed). The hippocampus, subiculum, and dentate gyrus constitute the hippocampal formation. Sometimes authors include the entorhinal cortex in the hippocampal formation. [NIH] Histamine: 1H-Imidazole-4-ethanamine. A depressor amine derived by enzymatic decarboxylation of histidine. It is a powerful stimulant of gastric secretion, a constrictor of bronchial smooth muscle, a vasodilator, and also a centrally acting neurotransmitter. [NIH] Histidine: An essential amino acid important in a number of metabolic processes. It is required for the production of histamine. [NIH] Homeostasis: The processes whereby the internal environment of an organism tends to remain balanced and stable. [NIH] Homogeneous: Consisting of or composed of similar elements or ingredients; of a uniform quality throughout. [EU] Homologous: Corresponding in structure, position, origin, etc., as (a) the feathers of a bird and the scales of a fish, (b) antigen and its specific antibody, (c) allelic chromosomes. [EU] Homozygotes: An individual having a homozygous gene pair. [NIH] Hormone: A substance in the body that regulates certain organs. Hormones such as gastrin help in breaking down food. Some hormones come from cells in the stomach and small intestine. [NIH] Hospitals, Public: Hospitals controlled by various types of government, i.e., city, county, district, state or federal. [NIH] Host: Any animal that receives a transplanted graft. [NIH] Housekeeping: The care and management of property. [NIH] Human Development: Continuous sequential changes which occur in the physiological and psychological functions during the individual's life. [NIH] Human Rights: The rights of the individual to cultural, social, economic, and educational opportunities as provided by society, e.g., right to work, right to education, and right to social security. [NIH] Hybrid: Cross fertilization between two varieties or, more usually, two species of vines, see also crossing. [NIH] Hybridization: The genetic process of crossbreeding to produce a hybrid. Hybrid nucleic acids can be formed by nucleic acid hybridization of DNA and RNA molecules. Protein hybridization allows for hybrid proteins to be formed from polypeptide chains. [NIH] Hydrocephalus: Excessive accumulation of cerebrospinal fluid within the cranium which may be associated with dilation of cerebral ventricles, intracranial hypertension; headache; lethargy; urinary incontinence; and ataxia (and in infants macrocephaly). This condition may be caused by obstruction of cerebrospinal fluid pathways due to neurologic abnormalities, intracranial hemorrhages; central nervous system infections; brain neoplasms; craniocerebral trauma; and other conditions. Impaired resorption of cerebrospinal fluid from the arachnoid villi results in a communicating form of hydrocephalus. Hydrocephalus ex-vacuo refers to ventricular dilation that occurs as a result of brain substance loss from cerebral infarction and other conditions. [NIH] Hydrogen: The first chemical element in the periodic table. It has the atomic symbol H, atomic number 1, and atomic weight 1. It exists, under normal conditions, as a colorless,

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odorless, tasteless, diatomic gas. Hydrogen ions are protons. Besides the common H1 isotope, hydrogen exists as the stable isotope deuterium and the unstable, radioactive isotope tritium. [NIH] Hyperplasia: An increase in the number of cells in a tissue or organ, not due to tumor formation. It differs from hypertrophy, which is an increase in bulk without an increase in the number of cells. [NIH] Hypersensitivity: Altered reactivity to an antigen, which can result in pathologic reactions upon subsequent exposure to that particular antigen. [NIH] Hypertension: Persistently high arterial blood pressure. Currently accepted threshold levels are 140 mm Hg systolic and 90 mm Hg diastolic pressure. [NIH] Hypertrophy: General increase in bulk of a part or organ, not due to tumor formation, nor to an increase in the number of cells. [NIH] Hypnotic: A drug that acts to induce sleep. [EU] Hypotension: Abnormally low blood pressure. [NIH] Hypoxia: Reduction of oxygen supply to tissue below physiological levels despite adequate perfusion of the tissue by blood. [EU] Id: The part of the personality structure which harbors the unconscious instinctive desires and strivings of the individual. [NIH] Idiopathic: Describes a disease of unknown cause. [NIH] Imagination: A new pattern of perceptual or ideational material derived from past experience. [NIH] Immaturity: The state or quality of being unripe or not fully developed. [EU] Immune response: The activity of the immune system against foreign substances (antigens). [NIH]

Immune system: The organs, cells, and molecules responsible for the recognition and disposal of foreign ("non-self") material which enters the body. [NIH] Immunization: Deliberate stimulation of the host's immune response. Active immunization involves administration of antigens or immunologic adjuvants. Passive immunization involves administration of immune sera or lymphocytes or their extracts (e.g., transfer factor, immune RNA) or transplantation of immunocompetent cell producing tissue (thymus or bone marrow). [NIH] Immunofluorescence: A technique for identifying molecules present on the surfaces of cells or in tissues using a highly fluorescent substance coupled to a specific antibody. [NIH] Immunotherapy: Manipulation of the host's immune system in treatment of disease. It includes both active and passive immunization as well as immunosuppressive therapy to prevent graft rejection. [NIH] Impairment: In the context of health experience, an impairment is any loss or abnormality of psychological, physiological, or anatomical structure or function. [NIH] Implant radiation: A procedure in which radioactive material sealed in needles, seeds, wires, or catheters is placed directly into or near the tumor. Also called [NIH] In situ: In the natural or normal place; confined to the site of origin without invasion of neighbouring tissues. [EU] In Situ Hybridization: A technique that localizes specific nucleic acid sequences within intact chromosomes, eukaryotic cells, or bacterial cells through the use of specific nucleic acid-labeled probes. [NIH]

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In vitro: In the laboratory (outside the body). The opposite of in vivo (in the body). [NIH] In vivo: In the body. The opposite of in vitro (outside the body or in the laboratory). [NIH] Incision: A cut made in the body during surgery. [NIH] Incontinence: Inability to control the flow of urine from the bladder (urinary incontinence) or the escape of stool from the rectum (fecal incontinence). [NIH] Indicative: That indicates; that points out more or less exactly; that reveals fairly clearly. [EU] Induction: The act or process of inducing or causing to occur, especially the production of a specific morphogenetic effect in the developing embryo through the influence of evocators or organizers, or the production of anaesthesia or unconsciousness by use of appropriate agents. [EU] Infancy: The period of complete dependency prior to the acquisition of competence in walking, talking, and self-feeding. [NIH] Infant Behavior: Any observable response or action of a neonate or infant up through the age of 23 months. [NIH] Infarction: A pathological process consisting of a sudden insufficient blood supply to an area, which results in necrosis of that area. It is usually caused by a thrombus, an embolus, or a vascular torsion. [NIH] Infection: 1. Invasion and multiplication of microorganisms in body tissues, which may be clinically unapparent or result in local cellular injury due to competitive metabolism, toxins, intracellular replication, or antigen-antibody response. The infection may remain localized, subclinical, and temporary if the body's defensive mechanisms are effective. A local infection may persist and spread by extension to become an acute, subacute, or chronic clinical infection or disease state. A local infection may also become systemic when the microorganisms gain access to the lymphatic or vascular system. 2. An infectious disease. [EU]

Inflammation: A pathological process characterized by injury or destruction of tissues caused by a variety of cytologic and chemical reactions. It is usually manifested by typical signs of pain, heat, redness, swelling, and loss of function. [NIH] Information Theory: An interdisciplinary study dealing with the transmission of messages or signals, or the communication of information. Information theory does not directly deal with meaning or content, but with physical representations that have meaning or content. It overlaps considerably with communication theory and cybernetics. [NIH] Initiation: Mutation induced by a chemical reactive substance causing cell changes; being a step in a carcinogenic process. [NIH] Inner ear: The labyrinth, comprising the vestibule, cochlea, and semicircular canals. [NIH] Innervation: 1. The distribution or supply of nerves to a part. 2. The supply of nervous energy or of nerve stimulus sent to a part. [EU] Inositol: An isomer of glucose that has traditionally been considered to be a B vitamin although it has an uncertain status as a vitamin and a deficiency syndrome has not been identified in man. (From Martindale, The Extra Pharmacopoeia, 30th ed, p1379) Inositol phospholipids are important in signal transduction. [NIH] Inotropic: Affecting the force or energy of muscular contractions. [EU] Insecticides: Pesticides designed to control insects that are harmful to man. The insects may be directly harmful, as those acting as disease vectors, or indirectly harmful, as destroyers of crops, food products, or textile fabrics. [NIH] Insight: The capacity to understand one's own motives, to be aware of one's own

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psychodynamics, to appreciate the meaning of symbolic behavior. [NIH] Intelligence Tests: Standardized tests that measure the present general ability or aptitude for intellectual performance. [NIH] Interindividual: Occurring between two or more individuals. [EU] Intermittent: Occurring at separated intervals; having periods of cessation of activity. [EU] Internal radiation: A procedure in which radioactive material sealed in needles, seeds, wires, or catheters is placed directly into or near the tumor. Also called brachytherapy, implant radiation, or interstitial radiation therapy. [NIH] Interstitial: Pertaining to or situated between parts or in the interspaces of a tissue. [EU] Intestinal: Having to do with the intestines. [NIH] Intestines: The section of the alimentary canal from the stomach to the anus. It includes the large intestine and small intestine. [NIH] Intoxication: Poisoning, the state of being poisoned. [EU] Intracellular: Inside a cell. [NIH] Intracellular Membranes: Membranes of subcellular structures. [NIH] Intracranial Hemorrhages: Bleeding within the intracranial cavity, including hemorrhages in the brain and within the cranial epidural, subdural, and subarachnoid spaces. [NIH] Intracranial Hypertension: Increased pressure within the cranial vault. This may result from several conditions, including hydrocephalus; brain edema; intracranial masses; severe systemic hypertension; pseudotumor cerebri; and other disorders. [NIH] Intraindividual: Being or occurring within the individual. [EU] Invasive: 1. Having the quality of invasiveness. 2. Involving puncture or incision of the skin or insertion of an instrument or foreign material into the body; said of diagnostic techniques. [EU]

Involuntary: Reaction occurring without intention or volition. [NIH] Iodine: A nonmetallic element of the halogen group that is represented by the atomic symbol I, atomic number 53, and atomic weight of 126.90. It is a nutritionally essential element, especially important in thyroid hormone synthesis. In solution, it has anti-infective properties and is used topically. [NIH] Ion Channels: Gated, ion-selective glycoproteins that traverse membranes. The stimulus for channel gating can be a membrane potential, drug, transmitter, cytoplasmic messenger, or a mechanical deformation. Ion channels which are integral parts of ionotropic neurotransmitter receptors are not included. [NIH] Ions: An atom or group of atoms that have a positive or negative electric charge due to a gain (negative charge) or loss (positive charge) of one or more electrons. Atoms with a positive charge are known as cations; those with a negative charge are anions. [NIH] Ischemia: Deficiency of blood in a part, due to functional constriction or actual obstruction of a blood vessel. [EU] Joint: The point of contact between elements of an animal skeleton with the parts that surround and support it. [NIH] Kainate: Glutamate receptor. [NIH] Kb: A measure of the length of DNA fragments, 1 Kb = 1000 base pairs. The largest DNA fragments are up to 50 kilobases long. [NIH] Labile: 1. Gliding; moving from point to point over the surface; unstable; fluctuating. 2.

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Chemically unstable. [EU] Labyrinth: The internal ear; the essential part of the organ of hearing. It consists of an osseous and a membranous portion. [NIH] Lag: The time elapsing between application of a stimulus and the resulting reaction. [NIH] Language Development: The gradual expansion in complexity and meaning of symbols and sounds as perceived and interpreted by the individual through a maturational and learning process. Stages in development include babbling, cooing, word imitation with cognition, and use of short sentences. [NIH] Language Development Disorders: Conditions characterized by language abilities (comprehension and expression of speech and writing) that are below the expected level for a given age, generally in the absence of an intellectual impairment. These conditions may be associated with deafness; brain diseases; mental disorders; or environmental factors. [NIH] Language Disorders: Conditions characterized by deficiencies of comprehension or expression of written and spoken forms of language. These include acquired and developmental disorders. [NIH] Language Therapy: Rehabilitation of persons with language disorders or training of children with language development disorders. [NIH] Large Intestine: The part of the intestine that goes from the cecum to the rectum. The large intestine absorbs water from stool and changes it from a liquid to a solid form. The large intestine is 5 feet long and includes the appendix, cecum, colon, and rectum. Also called colon. [NIH] Laryngectomy: Total or partial excision of the larynx. [NIH] Larynx: An irregularly shaped, musculocartilaginous tubular structure, lined with mucous membrane, located at the top of the trachea and below the root of the tongue and the hyoid bone. It is the essential sphincter guarding the entrance into the trachea and functioning secondarily as the organ of voice. [NIH] Latency: The period of apparent inactivity between the time when a stimulus is presented and the moment a response occurs. [NIH] Laterality: Behavioral manifestations of cerebral dominance in which there is preferential use and superior functioning of either the left or the right side, as in the preferred use of the right hand or right foot. [NIH] Learning Disorders: Conditions characterized by a significant discrepancy between an individual's perceived level of intellect and their ability to acquire new language and other cognitive skills. These disorders may result from organic or psychological conditions. Relatively common subtypes include dyslexia, dyscalculia, and dysgraphia. [NIH] Lectin: A complex molecule that has both protein and sugars. Lectins are able to bind to the outside of a cell and cause biochemical changes in it. Lectins are made by both animals and plants. [NIH] Lenses: Pieces of glass or other transparent materials used for magnification or increased visual acuity. [NIH] Lesion: An area of abnormal tissue change. [NIH] Lethal: Deadly, fatal. [EU] Lethargy: Abnormal drowsiness or stupor; a condition of indifference. [EU] Library Services: Services offered to the library user. They include reference and circulation. [NIH]

Life cycle: The successive stages through which an organism passes from fertilized ovum or

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spore to the fertilized ovum or spore of the next generation. [NIH] Ligands: A RNA simulation method developed by the MIT. [NIH] Limbic: Pertaining to a limbus, or margin; forming a border around. [EU] Limbic System: A set of forebrain structures common to all mammals that is defined functionally and anatomically. It is implicated in the higher integration of visceral, olfactory, and somatic information as well as homeostatic responses including fundamental survival behaviors (feeding, mating, emotion). For most authors, it includes the amygdala, epithalamus, gyrus cinguli, hippocampal formation (see hippocampus), hypothalamus, parahippocampal gyrus, septal nuclei, anterior nuclear group of thalamus, and portions of the basal ganglia. (Parent, Carpenter's Human Neuroanatomy, 9th ed, p744; NeuroNames, http://rprcsgi.rprc.washington.edu/neuronames/index.html (September 2, 1998)). [NIH] Linkage: The tendency of two or more genes in the same chromosome to remain together from one generation to the next more frequently than expected according to the law of independent assortment. [NIH] Linkage Disequilibrium: Nonrandom association of linked genes. This is the tendency of the alleles of two separate but already linked loci to be found together more frequently than would be expected by chance alone. [NIH] Lip: Either of the two fleshy, full-blooded margins of the mouth. [NIH] Lipid: Fat. [NIH] Lipreading: The process by which an observer comprehends speech by watching the movements of the speaker's lips without hearing the speaker's voice. [NIH] Lithium: An element in the alkali metals family. It has the atomic symbol Li, atomic number 3, and atomic weight 6.94. Salts of lithium are used in treating manic-depressive disorders. [NIH]

Liver: A large, glandular organ located in the upper abdomen. The liver cleanses the blood and aids in digestion by secreting bile. [NIH] Liver scan: An image of the liver created on a computer screen or on film. A radioactive substance is injected into a blood vessel and travels through the bloodstream. It collects in the liver, especially in abnormal areas, and can be detected by the scanner. [NIH] Lobe: A portion of an organ such as the liver, lung, breast, or brain. [NIH] Localization: The process of determining or marking the location or site of a lesion or disease. May also refer to the process of keeping a lesion or disease in a specific location or site. [NIH] Localized: Cancer which has not metastasized yet. [NIH] Longitudinal study: Also referred to as a "cohort study" or "prospective study"; the analytic method of epidemiologic study in which subsets of a defined population can be identified who are, have been, or in the future may be exposed or not exposed, or exposed in different degrees, to a factor or factors hypothesized to influence the probability of occurrence of a given disease or other outcome. The main feature of this type of study is to observe large numbers of subjects over an extended time, with comparisons of incidence rates in groups that differ in exposure levels. [NIH] Long-Term Potentiation: A persistent increase in synaptic efficacy, usually induced by appropriate activation of the same synapses. The phenomenological properties of long-term potentiation suggest that it may be a cellular mechanism of learning and memory. [NIH] Lymph: The almost colorless fluid that travels through the lymphatic system and carries cells that help fight infection and disease. [NIH]

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Lymph node: A rounded mass of lymphatic tissue that is surrounded by a capsule of connective tissue. Also known as a lymph gland. Lymph nodes are spread out along lymphatic vessels and contain many lymphocytes, which filter the lymphatic fluid (lymph). [NIH]

Lymphatic: The tissues and organs, including the bone marrow, spleen, thymus, and lymph nodes, that produce and store cells that fight infection and disease. [NIH] Lymphatic system: The tissues and organs that produce, store, and carry white blood cells that fight infection and other diseases. This system includes the bone marrow, spleen, thymus, lymph nodes and a network of thin tubes that carry lymph and white blood cells. These tubes branch, like blood vessels, into all the tissues of the body. [NIH] Lymphocyte: A white blood cell. Lymphocytes have a number of roles in the immune system, including the production of antibodies and other substances that fight infection and diseases. [NIH] Lymphoid: Referring to lymphocytes, a type of white blood cell. Also refers to tissue in which lymphocytes develop. [NIH] Magnetic Resonance Imaging: Non-invasive method of demonstrating internal anatomy based on the principle that atomic nuclei in a strong magnetic field absorb pulses of radiofrequency energy and emit them as radiowaves which can be reconstructed into computerized images. The concept includes proton spin tomographic techniques. [NIH] Magnetic Resonance Spectroscopy: Spectroscopic method of measuring the magnetic moment of elementary particles such as atomic nuclei, protons or electrons. It is employed in clinical applications such as NMR Tomography (magnetic resonance imaging). [NIH] Malignant: Cancerous; a growth with a tendency to invade and destroy nearby tissue and spread to other parts of the body. [NIH] Malnutrition: A condition caused by not eating enough food or not eating a balanced diet. [NIH]

Manic: Affected with mania. [EU] Manifest: Being the part or aspect of a phenomenon that is directly observable : concretely expressed in behaviour. [EU] Man-made: Ionizing radiation emitted by artificial or concentrated natural, radioactive material or resulting from the operation of high voltage apparatus, such as X-ray apparatus or particle accelerators, of nuclear reactors, or from nuclear explosions. [NIH] Meconium: The thick green-to-black mucilaginous material found in the intestines of a fullterm fetus. It consists of secretions of the intestinal glands, bile pigments, fatty acids, amniotic fluid, and intrauterine debris. It constitutes the first stools passed by a newborn. [NIH]

Medial: Lying near the midsaggital plane of the body; opposed to lateral. [NIH] Mediate: Indirect; accomplished by the aid of an intervening medium. [EU] Mediator: An object or substance by which something is mediated, such as (1) a structure of the nervous system that transmits impulses eliciting a specific response; (2) a chemical substance (transmitter substance) that induces activity in an excitable tissue, such as nerve or muscle; or (3) a substance released from cells as the result of the interaction of antigen with antibody or by the action of antigen with a sensitized lymphocyte. [EU] MEDLINE: An online database of MEDLARS, the computerized bibliographic Medical Literature Analysis and Retrieval System of the National Library of Medicine. [NIH] Meiosis: A special method of cell division, occurring in maturation of the germ cells, by means of which each daughter nucleus receives half the number of chromosomes

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characteristic of the somatic cells of the species. [NIH] Melanin: The substance that gives the skin its color. [NIH] Membrane: A very thin layer of tissue that covers a surface. [NIH] Membrane Proteins: Proteins which are found in membranes including cellular and intracellular membranes. They consist of two types, peripheral and integral proteins. They include most membrane-associated enzymes, antigenic proteins, transport proteins, and drug, hormone, and lectin receptors. [NIH] Memory: Complex mental function having four distinct phases: (1) memorizing or learning, (2) retention, (3) recall, and (4) recognition. Clinically, it is usually subdivided into immediate, recent, and remote memory. [NIH] Meninges: The three membranes that cover and protect the brain and spinal cord. [NIH] Mental Disorders: Psychiatric illness or diseases manifested by breakdowns in the adaptational process expressed primarily as abnormalities of thought, feeling, and behavior producing either distress or impairment of function. [NIH] Mental Health: The state wherein the person is well adjusted. [NIH] Mental Processes: Conceptual functions or thinking in all its forms. [NIH] Mental Retardation: Refers to sub-average general intellectual functioning which originated during the developmental period and is associated with impairment in adaptive behavior. [NIH]

Mesolimbic: Inner brain region governing emotion and drives. [NIH] Metabolite: Any substance produced by metabolism or by a metabolic process. [EU] Metabotropic: A glutamate receptor which triggers an increase in production of 2 intracellular messengers: diacylglycerol and inositol 1, 4, 5-triphosphate. [NIH] Metastasis: The spread of cancer from one part of the body to another. Tumors formed from cells that have spread are called "secondary tumors" and contain cells that are like those in the original (primary) tumor. The plural is metastases. [NIH] MI: Myocardial infarction. Gross necrosis of the myocardium as a result of interruption of the blood supply to the area; it is almost always caused by atherosclerosis of the coronary arteries, upon which coronary thrombosis is usually superimposed. [NIH] Microbe: An organism which cannot be observed with the naked eye; e. g. unicellular animals, lower algae, lower fungi, bacteria. [NIH] Microbiology: The study of microorganisms such as fungi, bacteria, algae, archaea, and viruses. [NIH] Microorganism: An organism that can be seen only through a microscope. Microorganisms include bacteria, protozoa, algae, and fungi. Although viruses are not considered living organisms, they are sometimes classified as microorganisms. [NIH] Microscopy: The application of microscope magnification to the study of materials that cannot be properly seen by the unaided eye. [NIH] Midazolam: A short-acting compound, water-soluble at pH less than 4 and lipid-soluble at physiological pH. It is a hypnotic-sedative drug with anxiolytic and amnestic properties. It is used for sedation in dentistry, cardiac surgery, endoscopic procedures, as preanesthetic medication, and as an adjunct to local anesthesia. Because of its short duration and cardiorespiratory stability, it is particularly useful in poor-risk, elderly, and cardiac patients. [NIH]

Mitosis: A method of indirect cell division by means of which the two daughter nuclei normally receive identical complements of the number of chromosomes of the somatic cells

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of the species. [NIH] Modeling: A treatment procedure whereby the therapist presents the target behavior which the learner is to imitate and make part of his repertoire. [NIH] Modification: A change in an organism, or in a process in an organism, that is acquired from its own activity or environment. [NIH] Molecular: Of, pertaining to, or composed of molecules : a very small mass of matter. [EU] Molecule: A chemical made up of two or more atoms. The atoms in a molecule can be the same (an oxygen molecule has two oxygen atoms) or different (a water molecule has two hydrogen atoms and one oxygen atom). Biological molecules, such as proteins and DNA, can be made up of many thousands of atoms. [NIH] Monitor: An apparatus which automatically records such physiological signs as respiration, pulse, and blood pressure in an anesthetized patient or one undergoing surgical or other procedures. [NIH] Monoclonal: An antibody produced by culturing a single type of cell. It therefore consists of a single species of immunoglobulin molecules. [NIH] Morphogenesis: The development of the form of an organ, part of the body, or organism. [NIH]

Morphological: Relating to the configuration or the structure of live organs. [NIH] Morphology: The science of the form and structure of organisms (plants, animals, and other forms of life). [NIH] Motility: The ability to move spontaneously. [EU] Motivations: The most compelling inner determinants of human behavior; also called drives, urges, impulses, needs, wants, tensions, and willful cravings. [NIH] Motor Cortex: Area of the frontal lobe concerned with primary motor control. It lies anterior to the central sulcus. [NIH] Motor Skills: Performance of complex motor acts. [NIH] Movement Disorders: Syndromes which feature dyskinesias as a cardinal manifestation of the disease process. Included in this category are degenerative, hereditary, post-infectious, medication-induced, post-inflammatory, and post-traumatic conditions. [NIH] Mucilaginous: Pertaining to or secreting mucus. [NIH] Multiparous: 1. Having had two or more pregnancies which resulted in viable fetuses. 2. Producing several ova or offspring at one time. [EU] Muscular Diseases: Acquired, familial, and congenital disorders of skeletal muscle and smooth muscle. [NIH] Musculature: The muscular apparatus of the body, or of any part of it. [EU] Mutilation: Injuries to the body. [NIH] Mutism: Inability or refusal to speak. [EU] Myocardium: The muscle tissue of the heart composed of striated, involuntary muscle known as cardiac muscle. [NIH] Nausea: An unpleasant sensation in the stomach usually accompanied by the urge to vomit. Common causes are early pregnancy, sea and motion sickness, emotional stress, intense pain, food poisoning, and various enteroviruses. [NIH] NCI: National Cancer Institute. NCI, part of the National Institutes of Health of the United States Department of Health and Human Services, is the federal government's principal

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agency for cancer research. NCI conducts, coordinates, and funds cancer research, training, health information dissemination, and other programs with respect to the cause, diagnosis, prevention, and treatment of cancer. Access the NCI Web site at http://cancer.gov. [NIH] Necrosis: A pathological process caused by the progressive degradative action of enzymes that is generally associated with severe cellular trauma. It is characterized by mitochondrial swelling, nuclear flocculation, uncontrolled cell lysis, and ultimately cell death. [NIH] Need: A state of tension or dissatisfaction felt by an individual that impels him to action toward a goal he believes will satisfy the impulse. [NIH] Needs Assessment: Systematic identification of a population's needs or the assessment of individuals to determine the proper level of services needed. [NIH] Neocortex: The largest portion of the cerebral cortex. It is composed of neurons arranged in six layers. [NIH] Neonatal: Pertaining to the first four weeks after birth. [EU] Neonatal period: The first 4 weeks after birth. [NIH] Neoplasm: A new growth of benign or malignant tissue. [NIH] Nerve: A cordlike structure of nervous tissue that connects parts of the nervous system with other tissues of the body and conveys nervous impulses to, or away from, these tissues. [NIH] Nerve Growth Factor: Nerve growth factor is the first of a series of neurotrophic factors that were found to influence the growth and differentiation of sympathetic and sensory neurons. It is comprised of alpha, beta, and gamma subunits. The beta subunit is responsible for its growth stimulating activity. [NIH] Nervous System: The entire nerve apparatus composed of the brain, spinal cord, nerves and ganglia. [NIH] Nervous System Diseases: Diseases of the central and peripheral nervous system. This includes disorders of the brain, spinal cord, cranial nerves, peripheral nerves, nerve roots, autonomic nervous system, neuromuscular junction, and muscle. [NIH] Networks: Pertaining to a nerve or to the nerves, a meshlike structure of interlocking fibers or strands. [NIH] Neural: 1. Pertaining to a nerve or to the nerves. 2. Situated in the region of the spinal axis, as the neutral arch. [EU] Neural Crest: A strip of specialized ectoderm flanking each side of the embryonal neural plate, which after the closure of the neural tube, forms a column of isolated cells along the dorsal aspect of the neural tube. Most of the cranial and all of the spinal sensory ganglion cells arise by differentiation of neural crest cells. [NIH] Neural Pathways: Neural tracts connecting one part of the nervous system with another. [NIH]

Neuroanatomy: Study of the anatomy of the nervous system as a specialty or discipline. [NIH]

Neurobehavioral Manifestations: Signs and symptoms of higher cortical dysfunction caused by organic conditions. These include certain behavioral alterations and impairments of skills involved in the acquisition, processing, and utilization of knowledge or information. [NIH]

Neurodegenerative Diseases: Hereditary and sporadic conditions which are characterized by progressive nervous system dysfunction. These disorders are often associated with atrophy of the affected central or peripheral nervous system structures. [NIH] Neuroleptic: A term coined to refer to the effects on cognition and behaviour of

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antipsychotic drugs, which produce a state of apathy, lack of initiative, and limited range of emotion and in psychotic patients cause a reduction in confusion and agitation and normalization of psychomotor activity. [EU] Neurologic: Having to do with nerves or the nervous system. [NIH] Neurology: A medical specialty concerned with the study of the structures, functions, and diseases of the nervous system. [NIH] Neuroma: A tumor that arises in nerve cells. [NIH] Neuromuscular: Pertaining to muscles and nerves. [EU] Neuromuscular Junction: The synapse between a neuron and a muscle. [NIH] Neuronal: Pertaining to a neuron or neurons (= conducting cells of the nervous system). [EU] Neuronal Plasticity: The capacity of the nervous system to change its reactivity as the result of successive activations. [NIH] Neurons: The basic cellular units of nervous tissue. Each neuron consists of a body, an axon, and dendrites. Their purpose is to receive, conduct, and transmit impulses in the nervous system. [NIH] Neurophysiology: The scientific discipline concerned with the physiology of the nervous system. [NIH] Neuropsychological Tests: Tests designed to assess neurological function associated with certain behaviors. They are used in diagnosing brain dysfunction or damage and central nervous system disorders or injury. [NIH] Neuropsychology: A branch of psychology which investigates the correlation between experience or behavior and the basic neurophysiological processes. The term neuropsychology stresses the dominant role of the nervous system. It is a more narrowly defined field than physiological psychology or psychophysiology. [NIH] Neurosciences: The scientific disciplines concerned with the embryology, anatomy, physiology, biochemistry, pharmacology, etc., of the nervous sytem. [NIH] Neurotoxic: Poisonous or destructive to nerve tissue. [EU] Neurotoxicity: The tendency of some treatments to cause damage to the nervous system. [NIH]

Neurotrophins: A nerve growth factor. [NIH] Neutrons: Electrically neutral elementary particles found in all atomic nuclei except light hydrogen; the mass is equal to that of the proton and electron combined and they are unstable when isolated from the nucleus, undergoing beta decay. Slow, thermal, epithermal, and fast neutrons refer to the energy levels with which the neutrons are ejected from heavier nuclei during their decay. [NIH] Nicotine: Nicotine is highly toxic alkaloid. It is the prototypical agonist at nicotinic cholinergic receptors where it dramatically stimulates neurons and ultimately blocks synaptic transmission. Nicotine is also important medically because of its presence in tobacco smoke. [NIH] Nitrogen: An element with the atomic symbol N, atomic number 7, and atomic weight 14. Nitrogen exists as a diatomic gas and makes up about 78% of the earth's atmosphere by volume. It is a constituent of proteins and nucleic acids and found in all living cells. [NIH] Nonverbal Communication: Transmission of emotions, ideas, and attitudes between individuals in ways other than the spoken language. [NIH] Norepinephrine: Precursor of epinephrine that is secreted by the adrenal medulla and is a

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widespread central and autonomic neurotransmitter. Norepinephrine is the principal transmitter of most postganglionic sympathetic fibers and of the diffuse projection system in the brain arising from the locus ceruleus. It is also found in plants and is used pharmacologically as a sympathomimetic. [NIH] Nuclear: A test of the structure, blood flow, and function of the kidneys. The doctor injects a mildly radioactive solution into an arm vein and uses x-rays to monitor its progress through the kidneys. [NIH] Nuclei: A body of specialized protoplasm found in nearly all cells and containing the chromosomes. [NIH] Nucleic acid: Either of two types of macromolecule (DNA or RNA) formed by polymerization of nucleotides. Nucleic acids are found in all living cells and contain the information (genetic code) for the transfer of genetic information from one generation to the next. [NIH] Nucleic Acid Hybridization: The process whereby two single-stranded polynucleotides form a double-stranded molecule, with hydrogen bonding between the complementary bases in the two strains. [NIH] Nucleus: A body of specialized protoplasm found in nearly all cells and containing the chromosomes. [NIH] Nucleus Accumbens: Collection of pleomorphic cells in the caudal part of the anterior horn of the lateral ventricle, in the region of the olfactory tubercle, lying between the head of the caudate nucleus and the anterior perforated substance. It is part of the so-called ventral striatum, a composite structure considered part of the basal ganglia. [NIH] Nutritional Status: State of the body in relation to the consumption and utilization of nutrients. [NIH] Nystagmus: Rhythmical oscillation of the eyeballs, either pendular or jerky. [NIH] Occipital Lobe: Posterior part of the cerebral hemisphere. [NIH] Ocular: 1. Of, pertaining to, or affecting the eye. 2. Eyepiece. [EU] Olfaction: Function of the olfactory apparatus to perceive and discriminate between the molecules that reach it, in gas form from an external environment, directly or indirectly via the nose. [NIH] Olfactory Bulb: Ovoid body resting on the cribriform plate of the ethmoid bone where the olfactory nerve terminates. The olfactory bulb contains several types of nerve cells including the mitral cells, on whose dendrites the olfactory nerve synapses, forming the olfactory glomeruli. The accessory olfactory bulb, which receives the projection from the vomeronasal organ via the vomeronasal nerve, is also included here. [NIH] On-line: A sexually-reproducing population derived from a common parentage. [NIH] Opacity: Degree of density (area most dense taken for reading). [NIH] Operon: The genetic unit consisting of a feedback system under the control of an operator gene, in which a structural gene transcribes its message in the form of mRNA upon blockade of a repressor produced by a regulator gene. Included here is the attenuator site of bacterial operons where transcription termination is regulated. [NIH] Ophthalmology: A surgical specialty concerned with the structure and function of the eye and the medical and surgical treatment of its defects and diseases. [NIH] Opsin: A protein formed, together with retinene, by the chemical breakdown of metarhodopsin. [NIH] Optic Nerve: The 2nd cranial nerve. The optic nerve conveys visual information from the

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retina to the brain. The nerve carries the axons of the retinal ganglion cells which sort at the optic chiasm and continue via the optic tracts to the brain. The largest projection is to the lateral geniculate nuclei; other important targets include the superior colliculi and the suprachiasmatic nuclei. Though known as the second cranial nerve, it is considered part of the central nervous system. [NIH] Oral Health: The optimal state of the mouth and normal functioning of the organs of the mouth without evidence of disease. [NIH] Orbit: One of the two cavities in the skull which contains an eyeball. Each eye is located in a bony socket or orbit. [NIH] Orbital: Pertaining to the orbit (= the bony cavity that contains the eyeball). [EU] Orthostatic: Pertaining to or caused by standing erect. [EU] Outpatient: A patient who is not an inmate of a hospital but receives diagnosis or treatment in a clinic or dispensary connected with the hospital. [NIH] Overweight: An excess of body weight but not necessarily body fat; a body mass index of 25 to 29.9 kg/m2. [NIH] Ovum: A female germ cell extruded from the ovary at ovulation. [NIH] Owls: Members of the Strigiformes order of birds, with strongly hooked beaks, sharp talons, large heads, forward facing eyes, and facial disks. While considered nocturnal raptors, some owls do hunt by day. [NIH] Oxygenator: An apparatus by which oxygen is introduced into the blood during circulation outside the body, as during open heart surgery. [NIH] Palate: The structure that forms the roof of the mouth. It consists of the anterior hard palate and the posterior soft palate. [NIH] Palliative: 1. Affording relief, but not cure. 2. An alleviating medicine. [EU] Pancreas: A mixed exocrine and endocrine gland situated transversely across the posterior abdominal wall in the epigastric and hypochondriac regions. The endocrine portion is comprised of the Islets of Langerhans, while the exocrine portion is a compound acinar gland that secretes digestive enzymes. [NIH] Panic: A state of extreme acute, intense anxiety and unreasoning fear accompanied by disorganization of personality function. [NIH] Panic Disorder: A type of anxiety disorder characterized by unexpected panic attacks that last minutes or, rarely, hours. Panic attacks begin with intense apprehension, fear or terror and, often, a feeling of impending doom. Symptoms experienced during a panic attack include dyspnea or sensations of being smothered; dizziness, loss of balance or faintness; choking sensations; palpitations or accelerated heart rate; shakiness; sweating; nausea or other form of abdominal distress; depersonalization or derealization; paresthesias; hot flashes or chills; chest discomfort or pain; fear of dying and fear of not being in control of oneself or going crazy. Agoraphobia may also develop. Similar to other anxiety disorders, it may be inherited as an autosomal dominant trait. [NIH] Paralysis: Loss of ability to move all or part of the body. [NIH] Paraplegia: Severe or complete loss of motor function in the lower extremities and lower portions of the trunk. This condition is most often associated with spinal cord diseases, although brain diseases; peripheral nervous system diseases; neuromuscular diseases; and muscular diseases may also cause bilateral leg weakness. [NIH] Parent-Child Relations: The interactions between parent and child. [NIH] Paresthesias: Abnormal touch sensations, such as burning or prickling, that occur without

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an outside stimulus. [NIH] Parietal: 1. Of or pertaining to the walls of a cavity. 2. Pertaining to or located near the parietal bone, as the parietal lobe. [EU] Parietal Lobe: Upper central part of the cerebral hemisphere. [NIH] Parkinsonism: A group of neurological disorders characterized by hypokinesia, tremor, and muscular rigidity. [EU] Paroxysmal: Recurring in paroxysms (= spasms or seizures). [EU] Pathogenesis: The cellular events and reactions that occur in the development of disease. [NIH]

Pathologic: 1. Indicative of or caused by a morbid condition. 2. Pertaining to pathology (= branch of medicine that treats the essential nature of the disease, especially the structural and functional changes in tissues and organs of the body caused by the disease). [EU] Pathologic Processes: The abnormal mechanisms and forms involved in the dysfunctions of tissues and organs. [NIH] Pathologies: The study of abnormality, especially the study of diseases. [NIH] Pathophysiology: Altered functions in an individual or an organ due to disease. [NIH] Patient Advocacy: Promotion and protection of the rights of patients, frequently through a legal process. [NIH] Patient Education: The teaching or training of patients concerning their own health needs. [NIH]

Pentylenetetrazole: A pharmaceutical agent that displays activity as a central nervous system and respiratory stimulant. It is considered a non-competitive GABA antagonist. Pentylenetetrazole has been used experimentally to study seizure phenomenon and to identify pharmaceuticals that may control seizure susceptibility. [NIH] Peptide: Any compound consisting of two or more amino acids, the building blocks of proteins. Peptides are combined to make proteins. [NIH] Perception: The ability quickly and accurately to recognize similarities and differences among presented objects, whether these be pairs of words, pairs of number series, or multiple sets of these or other symbols such as geometric figures. [NIH] Perfusion: Bathing an organ or tissue with a fluid. In regional perfusion, a specific area of the body (usually an arm or a leg) receives high doses of anticancer drugs through a blood vessel. Such a procedure is performed to treat cancer that has not spread. [NIH] Perinatal: Pertaining to or occurring in the period shortly before and after birth; variously defined as beginning with completion of the twentieth to twenty-eighth week of gestation and ending 7 to 28 days after birth. [EU] Peripheral Nerves: The nerves outside of the brain and spinal cord, including the autonomic, cranial, and spinal nerves. Peripheral nerves contain non-neuronal cells and connective tissue as well as axons. The connective tissue layers include, from the outside to the inside, the epineurium, the perineurium, and the endoneurium. [NIH] Peripheral Nervous System: The nervous system outside of the brain and spinal cord. The peripheral nervous system has autonomic and somatic divisions. The autonomic nervous system includes the enteric, parasympathetic, and sympathetic subdivisions. The somatic nervous system includes the cranial and spinal nerves and their ganglia and the peripheral sensory receptors. [NIH] Peripheral Nervous System Diseases: Diseases of the peripheral nerves external to the brain and spinal cord, which includes diseases of the nerve roots, ganglia, plexi, autonomic

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nerves, sensory nerves, and motor nerves. [NIH] Peripheral vision: Side vision; ability to see objects and movement outside of the direct line of vision. [NIH] PH: The symbol relating the hydrogen ion (H+) concentration or activity of a solution to that of a given standard solution. Numerically the pH is approximately equal to the negative logarithm of H+ concentration expressed in molarity. pH 7 is neutral; above it alkalinity increases and below it acidity increases. [EU] Phallic: Pertaining to the phallus, or penis. [EU] Pharmacologic: Pertaining to pharmacology or to the properties and reactions of drugs. [EU] Phenotype: The outward appearance of the individual. It is the product of interactions between genes and between the genotype and the environment. This includes the killer phenotype, characteristic of yeasts. [NIH] Phenylalanine: An aromatic amino acid that is essential in the animal diet. It is a precursor of melanin, dopamine, noradrenalin, and thyroxine. [NIH] Phospholipases: A class of enzymes that catalyze the hydrolysis of phosphoglycerides or glycerophosphatidates. EC 3.1.-. [NIH] Phospholipids: Lipids containing one or more phosphate groups, particularly those derived from either glycerol (phosphoglycerides; glycerophospholipids) or sphingosine (sphingolipids). They are polar lipids that are of great importance for the structure and function of cell membranes and are the most abundant of membrane lipids, although not stored in large amounts in the system. [NIH] Phosphorus: A non-metallic element that is found in the blood, muscles, nevers, bones, and teeth, and is a component of adenosine triphosphate (ATP; the primary energy source for the body's cells.) [NIH] Phosphorylation: The introduction of a phosphoryl group into a compound through the formation of an ester bond between the compound and a phosphorus moiety. [NIH] Physiologic: Having to do with the functions of the body. When used in the phrase "physiologic age," it refers to an age assigned by general health, as opposed to calendar age. [NIH]

Physiology: The science that deals with the life processes and functions of organismus, their cells, tissues, and organs. [NIH] Pigments: Any normal or abnormal coloring matter in plants, animals, or micro-organisms. [NIH]

Pilot study: The initial study examining a new method or treatment. [NIH] Pitch: The subjective awareness of the frequency or spectral distribution of a sound. [NIH] Plants: Multicellular, eukaryotic life forms of the kingdom Plantae. They are characterized by a mainly photosynthetic mode of nutrition; essentially unlimited growth at localized regions of cell divisions (meristems); cellulose within cells providing rigidity; the absence of organs of locomotion; absense of nervous and sensory systems; and an alteration of haploid and diploid generations. [NIH] Plasma: The clear, yellowish, fluid part of the blood that carries the blood cells. The proteins that form blood clots are in plasma. [NIH] Plasma cells: A type of white blood cell that produces antibodies. [NIH] Plasticity: In an individual or a population, the capacity for adaptation: a) through gene changes (genetic plasticity) or b) through internal physiological modifications in response to changes of environment (physiological plasticity). [NIH]

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Platelet Activation: A series of progressive, overlapping events triggered by exposure of the platelets to subendothelial tissue. These events include shape change, adhesiveness, aggregation, and release reactions. When carried through to completion, these events lead to the formation of a stable hemostatic plug. [NIH] Pleomorphic: Occurring in various distinct forms. In terms of cells, having variation in the size and shape of cells or their nuclei. [NIH] Policy Making: The decision process by which individuals, groups or institutions establish policies pertaining to plans, programs or procedures. [NIH] Polymerase: An enzyme which catalyses the synthesis of DNA using a single DNA strand as a template. The polymerase copies the template in the 5'-3'direction provided that sufficient quantities of free nucleotides, dATP and dTTP are present. [NIH] Polymorphic: Occurring in several or many forms; appearing in different forms at different stages of development. [EU] Polymorphism: The occurrence together of two or more distinct forms in the same population. [NIH] Polypeptide: A peptide which on hydrolysis yields more than two amino acids; called tripeptides, tetrapeptides, etc. according to the number of amino acids contained. [EU] Pontine: A brain region involved in the detection and processing of taste. [NIH] Posterior: Situated in back of, or in the back part of, or affecting the back or dorsal surface of the body. In lower animals, it refers to the caudal end of the body. [EU] Postnatal: Occurring after birth, with reference to the newborn. [EU] Postsynaptic: Nerve potential generated by an inhibitory hyperpolarizing stimulation. [NIH] Post-synaptic: Nerve potential generated by an inhibitory hyperpolarizing stimulation. [NIH] Post-traumatic: Occurring as a result of or after injury. [EU] Post-traumatic stress disorder: A psychological disorder that develops in some individuals after a major traumatic experience such as war, rape, domestic violence, or accident. [NIH] Potassium: An element that is in the alkali group of metals. It has an atomic symbol K, atomic number 19, and atomic weight 39.10. It is the chief cation in the intracellular fluid of muscle and other cells. Potassium ion is a strong electrolyte and it plays a significant role in the regulation of fluid volume and maintenance of the water-electrolyte balance. [NIH] Potentiation: An overall effect of two drugs taken together which is greater than the sum of the effects of each drug taken alone. [NIH] Practice Guidelines: Directions or principles presenting current or future rules of policy for the health care practitioner to assist him in patient care decisions regarding diagnosis, therapy, or related clinical circumstances. The guidelines may be developed by government agencies at any level, institutions, professional societies, governing boards, or by the convening of expert panels. The guidelines form a basis for the evaluation of all aspects of health care and delivery. [NIH] Precursor: Something that precedes. In biological processes, a substance from which another, usually more active or mature substance is formed. In clinical medicine, a sign or symptom that heralds another. [EU] Prefrontal Cortex: The rostral part of the frontal lobe, bounded by the inferior precentral fissure in humans, which receives projection fibers from the mediodorsal nucleus of the thalamus. The prefrontal cortex receives afferent fibers from numerous structures of the diencephalon, mesencephalon, and limbic system as well as cortical afferents of visual, auditory, and somatic origin. [NIH]

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Prenatal: Existing or occurring before birth, with reference to the fetus. [EU] Presynaptic: Situated proximal to a synapse, or occurring before the synapse is crossed. [EU] Prevalence: The total number of cases of a given disease in a specified population at a designated time. It is differentiated from incidence, which refers to the number of new cases in the population at a given time. [NIH] Probe: An instrument used in exploring cavities, or in the detection and dilatation of strictures, or in demonstrating the potency of channels; an elongated instrument for exploring or sounding body cavities. [NIH] Problem Solving: A learning situation involving more than one alternative from which a selection is made in order to attain a specific goal. [NIH] Progression: Increase in the size of a tumor or spread of cancer in the body. [NIH] Progressive: Advancing; going forward; going from bad to worse; increasing in scope or severity. [EU] Projection: A defense mechanism, operating unconsciously, whereby that which is emotionally unacceptable in the self is rejected and attributed (projected) to others. [NIH] Proline: A non-essential amino acid that is synthesized from glutamic acid. It is an essential component of collagen and is important for proper functioning of joints and tendons. [NIH] Promoter: A chemical substance that increases the activity of a carcinogenic process. [NIH] Prone: Having the front portion of the body downwards. [NIH] Prophase: The first phase of cell division, in which the chromosomes become visible, the nucleus starts to lose its identity, the spindle appears, and the centrioles migrate toward opposite poles. [NIH] Prophylaxis: An attempt to prevent disease. [NIH] Prospective study: An epidemiologic study in which a group of individuals (a cohort), all free of a particular disease and varying in their exposure to a possible risk factor, is followed over a specific amount of time to determine the incidence rates of the disease in the exposed and unexposed groups. [NIH] Protein Binding: The process in which substances, either endogenous or exogenous, bind to proteins, peptides, enzymes, protein precursors, or allied compounds. Specific proteinbinding measures are often used as assays in diagnostic assessments. [NIH] Protein Kinases: A family of enzymes that catalyze the conversion of ATP and a protein to ADP and a phosphoprotein. EC 2.7.1.37. [NIH] Protein S: The vitamin K-dependent cofactor of activated protein C. Together with protein C, it inhibits the action of factors VIIIa and Va. A deficiency in protein S can lead to recurrent venous and arterial thrombosis. [NIH] Proteins: Polymers of amino acids linked by peptide bonds. The specific sequence of amino acids determines the shape and function of the protein. [NIH] Proteolytic: 1. Pertaining to, characterized by, or promoting proteolysis. 2. An enzyme that promotes proteolysis (= the splitting of proteins by hydrolysis of the peptide bonds with formation of smaller polypeptides). [EU] Protocol: The detailed plan for a clinical trial that states the trial's rationale, purpose, drug or vaccine dosages, length of study, routes of administration, who may participate, and other aspects of trial design. [NIH] Protons: Stable elementary particles having the smallest known positive charge, found in the nuclei of all elements. The proton mass is less than that of a neutron. A proton is the nucleus

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of the light hydrogen atom, i.e., the hydrogen ion. [NIH] Protozoa: A subkingdom consisting of unicellular organisms that are the simplest in the animal kingdom. Most are free living. They range in size from submicroscopic to macroscopic. Protozoa are divided into seven phyla: Sarcomastigophora, Labyrinthomorpha, Apicomplexa, Microspora, Ascetospora, Myxozoa, and Ciliophora. [NIH] Proximal: Nearest; closer to any point of reference; opposed to distal. [EU] Pruritic: Pertaining to or characterized by pruritus. [EU] Psychiatric: Pertaining to or within the purview of psychiatry. [EU] Psychiatry: The medical science that deals with the origin, diagnosis, prevention, and treatment of mental disorders. [NIH] Psychic: Pertaining to the psyche or to the mind; mental. [EU] Psychological Tests: Standardized tests designed to measure abilities, as in intelligence, aptitude, and achievement tests, or to evaluate personality traits. [NIH] Psychology: The science dealing with the study of mental processes and behavior in man and animals. [NIH] Psychomotor: Pertaining to motor effects of cerebral or psychic activity. [EU] Psychopathology: The study of significant causes and processes in the development of mental illness. [NIH] Psychophysiology: The study of the physiological basis of human and animal behavior. [NIH]

Psychosis: A mental disorder characterized by gross impairment in reality testing as evidenced by delusions, hallucinations, markedly incoherent speech, or disorganized and agitated behaviour without apparent awareness on the part of the patient of the incomprehensibility of his behaviour; the term is also used in a more general sense to refer to mental disorders in which mental functioning is sufficiently impaired as to interfere grossly with the patient's capacity to meet the ordinary demands of life. Historically, the term has been applied to many conditions, e.g. manic-depressive psychosis, that were first described in psychotic patients, although many patients with the disorder are not judged psychotic. [EU] Public Health: Branch of medicine concerned with the prevention and control of disease and disability, and the promotion of physical and mental health of the population on the international, national, state, or municipal level. [NIH] Public Policy: A course or method of action selected, usually by a government, from among alternatives to guide and determine present and future decisions. [NIH] Publishing: "The business or profession of the commercial production and issuance of literature" (Webster's 3d). It includes the publisher, publication processes, editing and editors. Production may be by conventional printing methods or by electronic publishing. [NIH]

Pulmonary: Relating to the lungs. [NIH] Pulse: The rhythmical expansion and contraction of an artery produced by waves of pressure caused by the ejection of blood from the left ventricle of the heart as it contracts. [NIH]

Pyramidal Cells: Projection neurons in the cerebral cortex and the hippocampus. Pyramidal cells have a pyramid-shaped soma with the apex and an apical dendrite pointed toward the pial surface and other dendrites and an axon emerging from the base. The axons may have local collaterals but also project outside their cortical region. [NIH]

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Quality of Life: A generic concept reflecting concern with the modification and enhancement of life attributes, e.g., physical, political, moral and social environment. [NIH] Radiation: Emission or propagation of electromagnetic energy (waves/rays), or the waves/rays themselves; a stream of electromagnetic particles (electrons, neutrons, protons, alpha particles) or a mixture of these. The most common source is the sun. [NIH] Radiation therapy: The use of high-energy radiation from x-rays, gamma rays, neutrons, and other sources to kill cancer cells and shrink tumors. Radiation may come from a machine outside the body (external-beam radiation therapy), or it may come from radioactive material placed in the body in the area near cancer cells (internal radiation therapy, implant radiation, or brachytherapy). Systemic radiation therapy uses a radioactive substance, such as a radiolabeled monoclonal antibody, that circulates throughout the body. Also called radiotherapy. [NIH] Radioactive: Giving off radiation. [NIH] Radiolabeled: Any compound that has been joined with a radioactive substance. [NIH] Radiotherapy: The use of ionizing radiation to treat malignant neoplasms and other benign conditions. The most common forms of ionizing radiation used as therapy are x-rays, gamma rays, and electrons. A special form of radiotherapy, targeted radiotherapy, links a cytotoxic radionuclide to a molecule that targets the tumor. When this molecule is an antibody or other immunologic molecule, the technique is called radioimmunotherapy. [NIH] Randomized: Describes an experiment or clinical trial in which animal or human subjects are assigned by chance to separate groups that compare different treatments. [NIH] Randomized clinical trial: A study in which the participants are assigned by chance to separate groups that compare different treatments; neither the researchers nor the participants can choose which group. Using chance to assign people to groups means that the groups will be similar and that the treatments they receive can be compared objectively. At the time of the trial, it is not known which treatment is best. It is the patient's choice to be in a randomized trial. [NIH] Rape: Unlawful sexual intercourse without consent of the victim. [NIH] Raptors: Birds that hunt and kill other animals, especially higher vertebrates, for food. They include the Falconiformes group, or diurnal birds of prey, comprised of eagles, falcons, hawks, and others, as well as the Strigiformes group, or nocturnal birds of prey, which includes owls. [NIH] Reagent: A substance employed to produce a chemical reaction so as to detect, measure, produce, etc., other substances. [EU] Receptor: A molecule inside or on the surface of a cell that binds to a specific substance and causes a specific physiologic effect in the cell. [NIH] Recombinant: A cell or an individual with a new combination of genes not found together in either parent; usually applied to linked genes. [EU] Recombination: The formation of new combinations of genes as a result of segregation in crosses between genetically different parents; also the rearrangement of linked genes due to crossing-over. [NIH] Recovery of Function: A partial or complete return to the normal or proper physiologic activity of an organ or part following disease or trauma. [NIH] Rectum: The last 8 to 10 inches of the large intestine. [NIH] Recurrence: The return of a sign, symptom, or disease after a remission. [NIH] Red Nucleus: A pinkish-yellow portion of the midbrain situated in the rostral

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mesencephalic tegmentum. It receives a large projection from the contralateral half of the cerebellum via the superior cerebellar peduncle and a projection from the ipsilateral motor cortex. [NIH] Refer: To send or direct for treatment, aid, information, de decision. [NIH] Reflective: Capable of throwing back light, images, sound waves : reflecting. [EU] Reflex: An involuntary movement or exercise of function in a part, excited in response to a stimulus applied to the periphery and transmitted to the brain or spinal cord. [NIH] Refraction: A test to determine the best eyeglasses or contact lenses to correct a refractive error (myopia, hyperopia, or astigmatism). [NIH] Refractive Errors: Deviations from the average or standard indices of refraction of the eye through its dioptric or refractive apparatus. [NIH] Regimen: A treatment plan that specifies the dosage, the schedule, and the duration of treatment. [NIH] Rehabilitative: Instruction of incapacitated individuals or of those affected with some mental disorder, so that some or all of their lost ability may be regained. [NIH] Relapse: The return of signs and symptoms of cancer after a period of improvement. [NIH] Reliability: Used technically, in a statistical sense, of consistency of a test with itself, i. e. the extent to which we can assume that it will yield the same result if repeated a second time. [NIH]

Remission: A decrease in or disappearance of signs and symptoms of cancer. In partial remission, some, but not all, signs and symptoms of cancer have disappeared. In complete remission, all signs and symptoms of cancer have disappeared, although there still may be cancer in the body. [NIH] Repressor: Any of the specific allosteric protein molecules, products of regulator genes, which bind to the operator of operons and prevent RNA polymerase from proceeding into the operon to transcribe messenger RNA. [NIH] Research Design: A plan for collecting and utilizing data so that desired information can be obtained with sufficient precision or so that an hypothesis can be tested properly. [NIH] Resorption: The loss of substance through physiologic or pathologic means, such as loss of dentin and cementum of a tooth, or of the alveolar process of the mandible or maxilla. [EU] Respiration: The act of breathing with the lungs, consisting of inspiration, or the taking into the lungs of the ambient air, and of expiration, or the expelling of the modified air which contains more carbon dioxide than the air taken in (Blakiston's Gould Medical Dictionary, 4th ed.). This does not include tissue respiration (= oxygen consumption) or cell respiration (= cell respiration). [NIH] Respiratory failure: Inability of the lungs to conduct gas exchange. [NIH] Respite Care: Patient care provided in the home or institution intermittently in order to provide temporary relief to the family home care giver. [NIH] Response rate: The percentage of patients whose cancer shrinks or disappears after treatment. [NIH] Retina: The ten-layered nervous tissue membrane of the eye. It is continuous with the optic nerve and receives images of external objects and transmits visual impulses to the brain. Its outer surface is in contact with the choroid and the inner surface with the vitreous body. The outer-most layer is pigmented, whereas the inner nine layers are transparent. [NIH] Retinal: 1. Pertaining to the retina. 2. The aldehyde of retinol, derived by the oxidative enzymatic splitting of absorbed dietary carotene, and having vitamin A activity. In the

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retina, retinal combines with opsins to form visual pigments. One isomer, 11-cis retinal combines with opsin in the rods (scotopsin) to form rhodopsin, or visual purple. Another, all-trans retinal (trans-r.); visual yellow; xanthopsin) results from the bleaching of rhodopsin by light, in which the 11-cis form is converted to the all-trans form. Retinal also combines with opsins in the cones (photopsins) to form the three pigments responsible for colour vision. Called also retinal, and retinene1. [EU] Retinol: Vitamin A. It is essential for proper vision and healthy skin and mucous membranes. Retinol is being studied for cancer prevention; it belongs to the family of drugs called retinoids. [NIH] Ribosome: A granule of protein and RNA, synthesized in the nucleolus and found in the cytoplasm of cells. Ribosomes are the main sites of protein synthesis. Messenger RNA attaches to them and there receives molecules of transfer RNA bearing amino acids. [NIH] Rickettsiae: One of a group of obligate intracellular parasitic microorganisms, once regarded as intermediate in their properties between bacteria and viruses but now classified as bacteria in the order Rickettsiales, which includes 17 genera and 3 families: Rickettsiace. [NIH]

Risk factor: A habit, trait, condition, or genetic alteration that increases a person's chance of developing a disease. [NIH] Rods: One type of specialized light-sensitive cells (photoreceptors) in the retina that provide side vision and the ability to see objects in dim light (night vision). [NIH] Saccades: An abrupt voluntary shift in ocular fixation from one point to another, as occurs in reading. [NIH] Saline: A solution of salt and water. [NIH] Salivary: The duct that convey saliva to the mouth. [NIH] Salivary glands: Glands in the mouth that produce saliva. [NIH] Scabies: A contagious cutaneous inflammation caused by the bite of the mite Sarcoptes scabiei. It is characterized by pruritic papular eruptions and burrows and affects primarily the axillae, elbows, wrists, and genitalia, although it can spread to cover the entire body. [NIH]

Scans: Pictures of structures inside the body. Scans often used in diagnosing, staging, and monitoring disease include liver scans, bone scans, and computed tomography (CT) or computerized axial tomography (CAT) scans and magnetic resonance imaging (MRI) scans. In liver scanning and bone scanning, radioactive substances that are injected into the bloodstream collect in these organs. A scanner that detects the radiation is used to create pictures. In CT scanning, an x-ray machine linked to a computer is used to produce detailed pictures of organs inside the body. MRI scans use a large magnet connected to a computer to create pictures of areas inside the body. [NIH] Schizoid: Having qualities resembling those found in greater degree in schizophrenics; a person of schizoid personality. [NIH] Schizophrenia: A mental disorder characterized by a special type of disintegration of the personality. [NIH] Schizotypal Personality Disorder: A personality disorder in which there are oddities of thought (magical thinking, paranoid ideation, suspiciousness), perception (illusions, depersonalization), speech (digressive, vague, overelaborate), and behavior (inappropriate affect in social interactions, frequently social isolation) that are not severe enough to characterize schizophrenia. [NIH] Sclerosis: A pathological process consisting of hardening or fibrosis of an anatomical

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structure, often a vessel or a nerve. [NIH] Screening: Checking for disease when there are no symptoms. [NIH] Secretion: 1. The process of elaborating a specific product as a result of the activity of a gland; this activity may range from separating a specific substance of the blood to the elaboration of a new chemical substance. 2. Any substance produced by secretion. [EU] Secretory: Secreting; relating to or influencing secretion or the secretions. [NIH] Sedative: 1. Allaying activity and excitement. 2. An agent that allays excitement. [EU] Segmental: Describing or pertaining to a structure which is repeated in similar form in successive segments of an organism, or which is undergoing segmentation. [NIH] Segregation: The separation in meiotic cell division of homologous chromosome pairs and their contained allelomorphic gene pairs. [NIH] Seizures: Clinical or subclinical disturbances of cortical function due to a sudden, abnormal, excessive, and disorganized discharge of brain cells. Clinical manifestations include abnormal motor, sensory and psychic phenomena. Recurrent seizures are usually referred to as epilepsy or "seizure disorder." [NIH] Self-Help Groups: Organizations which provide an environment encouraging social interactions through group activities or individual relationships especially for the purpose of rehabilitating or supporting patients, individuals with common health problems, or the elderly. They include therapeutic social clubs. [NIH] Semicircular canal: Three long canals of the bony labyrinth of the ear, forming loops and opening into the vestibule by five openings. [NIH] Sensitization: 1. Administration of antigen to induce a primary immune response; priming; immunization. 2. Exposure to allergen that results in the development of hypersensitivity. 3. The coating of erythrocytes with antibody so that they are subject to lysis by complement in the presence of homologous antigen, the first stage of a complement fixation test. [EU] Sensor: A device designed to respond to physical stimuli such as temperature, light, magnetism or movement and transmit resulting impulses for interpretation, recording, movement, or operating control. [NIH] Sequencing: The determination of the order of nucleotides in a DNA or RNA chain. [NIH] Serotonin: A biochemical messenger and regulator, synthesized from the essential amino acid L-tryptophan. In humans it is found primarily in the central nervous system, gastrointestinal tract, and blood platelets. Serotonin mediates several important physiological functions including neurotransmission, gastrointestinal motility, hemostasis, and cardiovascular integrity. Multiple receptor families (receptors, serotonin) explain the broad physiological actions and distribution of this biochemical mediator. [NIH] Serum: The clear liquid part of the blood that remains after blood cells and clotting proteins have been removed. [NIH] Sex Characteristics: Those characteristics that distinguish one sex from the other. The primary sex characteristics are the ovaries and testes and their related hormones. Secondary sex characteristics are those which are masculine or feminine but not directly related to reproduction. [NIH] Shock: The general bodily disturbance following a severe injury; an emotional or moral upset occasioned by some disturbing or unexpected experience; disruption of the circulation, which can upset all body functions: sometimes referred to as circulatory shock. [NIH]

Side effect: A consequence other than the one(s) for which an agent or measure is used, as

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the adverse effects produced by a drug, especially on a tissue or organ system other than the one sought to be benefited by its administration. [EU] Signal Transduction: The intercellular or intracellular transfer of information (biological activation/inhibition) through a signal pathway. In each signal transduction system, an activation/inhibition signal from a biologically active molecule (hormone, neurotransmitter) is mediated via the coupling of a receptor/enzyme to a second messenger system or to an ion channel. Signal transduction plays an important role in activating cellular functions, cell differentiation, and cell proliferation. Examples of signal transduction systems are the GABA-postsynaptic receptor-calcium ion channel system, the receptor-mediated T-cell activation pathway, and the receptor-mediated activation of phospholipases. Those coupled to membrane depolarization or intracellular release of calcium include the receptormediated activation of cytotoxic functions in granulocytes and the synaptic potentiation of protein kinase activation. Some signal transduction pathways may be part of larger signal transduction pathways; for example, protein kinase activation is part of the platelet activation signal pathway. [NIH] Signs and Symptoms: Clinical manifestations that can be either objective when observed by a physician, or subjective when perceived by the patient. [NIH] Single Parent: A natural, adoptive, or substitute parent of a dependent child, who lives with only one parent. The single parent may live with or visit the child. The concept includes the never-married, as well as the divorced and widowed. [NIH] Skeletal: Having to do with the skeleton (boney part of the body). [NIH] Skeleton: The framework that supports the soft tissues of vertebrate animals and protects many of their internal organs. The skeletons of vertebrates are made of bone and/or cartilage. [NIH] Skull: The skeleton of the head including the bones of the face and the bones enclosing the brain. [NIH] Small intestine: The part of the digestive tract that is located between the stomach and the large intestine. [NIH] Smoke Inhalation Injury: Pulmonary injury following the breathing in of toxic smoke from burning materials such as plastics, synthetics, building materials, etc. This injury is the most frequent cause of death in burn patients. [NIH] Smooth muscle: Muscle that performs automatic tasks, such as constricting blood vessels. [NIH]

Social Behavior: Any behavior caused by or affecting another individual, usually of the same species. [NIH] Social Environment: The aggregate of social and cultural institutions, forms, patterns, and processes that influence the life of an individual or community. [NIH] Social Perception: The perceiving of attributes, characteristics, and behaviors of one's associates or social groups. [NIH] Social Problems: Situations affecting a significant number of people, that are believed to be sources of difficulty or threaten the stability of the community, and that require programs of amelioration. [NIH] Social Support: Support systems that provide assistance and encouragement to individuals with physical or emotional disabilities in order that they may better cope. Informal social support is usually provided by friends, relatives, or peers, while formal assistance is provided by churches, groups, etc. [NIH] Social Work: The use of community resources, individual case work, or group work to

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promote the adaptive capacities of individuals in relation to their social and economic environments. It includes social service agencies. [NIH] Socialization: The training or molding of an individual through various relationships, educational agencies, and social controls, which enables him to become a member of a particular society. [NIH] Solvent: 1. Dissolving; effecting a solution. 2. A liquid that dissolves or that is capable of dissolving; the component of a solution that is present in greater amount. [EU] Somatic: 1. Pertaining to or characteristic of the soma or body. 2. Pertaining to the body wall in contrast to the viscera. [EU] Somatosensory Cortex: Area of the parietal lobe concerned with receiving general sensations. It lies posterior to the central sulcus. [NIH] Sound Localization: Ability to determine the specific location of a sound source. [NIH] Sound wave: An alteration of properties of an elastic medium, such as pressure, particle displacement, or density, that propagates through the medium, or a superposition of such alterations. [NIH] Spasm: An involuntary contraction of a muscle or group of muscles. Spasms may involve skeletal muscle or smooth muscle. [NIH] Spasmodic: Of the nature of a spasm. [EU] Spastic: 1. Of the nature of or characterized by spasms. 2. Hypertonic, so that the muscles are stiff and the movements awkward. 3. A person exhibiting spasticity, such as occurs in spastic paralysis or in cerebral palsy. [EU] Spasticity: A state of hypertonicity, or increase over the normal tone of a muscle, with heightened deep tendon reflexes. [EU] Spatial disorientation: Loss of orientation in space where person does not know which way is up. [NIH] Specialist: In medicine, one who concentrates on 1 special branch of medical science. [NIH] Species: A taxonomic category subordinate to a genus (or subgenus) and superior to a subspecies or variety, composed of individuals possessing common characters distinguishing them from other categories of individuals of the same taxonomic level. In taxonomic nomenclature, species are designated by the genus name followed by a Latin or Latinized adjective or noun. [EU] Specificity: Degree of selectivity shown by an antibody with respect to the number and types of antigens with which the antibody combines, as well as with respect to the rates and the extents of these reactions. [NIH] Spectrum: A charted band of wavelengths of electromagnetic vibrations obtained by refraction and diffraction. By extension, a measurable range of activity, such as the range of bacteria affected by an antibiotic (antibacterial s.) or the complete range of manifestations of a disease. [EU] Speech Disorders: Acquired or developmental conditions marked by an impaired ability to comprehend or generate spoken forms of language. [NIH] Speech Perception: The process whereby an utterance is decoded into a representation in terms of linguistic units (sequences of phonetic segments which combine to form lexical and grammatical morphemes). [NIH] Sperm: The fecundating fluid of the male. [NIH] Spinal cord: The main trunk or bundle of nerves running down the spine through holes in the spinal bone (the vertebrae) from the brain to the level of the lower back. [NIH]

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Spinal Cord Diseases: Pathologic conditions which feature spinal cord damage or dysfunction, including disorders involving the meninges and perimeningeal spaces surrounding the spinal cord. Traumatic injuries, vascular diseases, infections, and inflammatory/autoimmune processes may affect the spinal cord. [NIH] Sporadic: Neither endemic nor epidemic; occurring occasionally in a random or isolated manner. [EU] Staging: Performing exams and tests to learn the extent of the cancer within the body, especially whether the disease has spread from the original site to other parts of the body. [NIH]

Stem Cells: Relatively undifferentiated cells of the same lineage (family type) that retain the ability to divide and cycle throughout postnatal life to provide cells that can become specialized and take the place of those that die or are lost. [NIH] Stereotypy: Unvarying repetition or unvarying persistence. [NIH] Stimulant: 1. Producing stimulation; especially producing stimulation by causing tension on muscle fibre through the nervous tissue. 2. An agent or remedy that produces stimulation. [EU]

Stimulus: That which can elicit or evoke action (response) in a muscle, nerve, gland or other excitable issue, or cause an augmenting action upon any function or metabolic process. [NIH] Stomach: An organ of digestion situated in the left upper quadrant of the abdomen between the termination of the esophagus and the beginning of the duodenum. [NIH] Stool: The waste matter discharged in a bowel movement; feces. [NIH] Strabismus: Deviation of the eye which the patient cannot overcome. The visual axes assume a position relative to each other different from that required by the physiological conditions. The various forms of strabismus are spoken of as tropias, their direction being indicated by the appropriate prefix, as cyclo tropia, esotropia, exotropia, hypertropia, and hypotropia. Called also cast, heterotropia, manifest deviation, and squint. [EU] Stress: Forcibly exerted influence; pressure. Any condition or situation that causes strain or tension. Stress may be either physical or psychologic, or both. [NIH] Striatum: A higher brain's domain thus called because of its stripes. [NIH] Stroke: Sudden loss of function of part of the brain because of loss of blood flow. Stroke may be caused by a clot (thrombosis) or rupture (hemorrhage) of a blood vessel to the brain. [NIH] Subacute: Somewhat acute; between acute and chronic. [EU] Subclinical: Without clinical manifestations; said of the early stage(s) of an infection or other disease or abnormality before symptoms and signs become apparent or detectable by clinical examination or laboratory tests, or of a very mild form of an infection or other disease or abnormality. [EU] Subiculum: A region of the hippocampus that projects to other areas of the brain. [NIH] Subspecies: A category intermediate in rank between species and variety, based on a smaller number of correlated characters than are used to differentiate species and generally conditioned by geographical and/or ecological occurrence. [NIH] Substance P: An eleven-amino acid neurotransmitter that appears in both the central and peripheral nervous systems. It is involved in transmission of pain, causes rapid contractions of the gastrointestinal smooth muscle, and modulates inflammatory and immune responses. [NIH]

Substrate: A substance upon which an enzyme acts. [EU] Support group: A group of people with similar disease who meet to discuss how better to

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cope with their cancer and treatment. [NIH] Suppression: A conscious exclusion of disapproved desire contrary with repression, in which the process of exclusion is not conscious. [NIH] Sympathomimetic: 1. Mimicking the effects of impulses conveyed by adrenergic postganglionic fibres of the sympathetic nervous system. 2. An agent that produces effects similar to those of impulses conveyed by adrenergic postganglionic fibres of the sympathetic nervous system. Called also adrenergic. [EU] Symptomatic: Having to do with symptoms, which are signs of a condition or disease. [NIH] Synapses: Specialized junctions at which a neuron communicates with a target cell. At classical synapses, a neuron's presynaptic terminal releases a chemical transmitter stored in synaptic vesicles which diffuses across a narrow synaptic cleft and activates receptors on the postsynaptic membrane of the target cell. The target may be a dendrite, cell body, or axon of another neuron, or a specialized region of a muscle or secretory cell. Neurons may also communicate through direct electrical connections which are sometimes called electrical synapses; these are not included here but rather in gap junctions. [NIH] Synapsis: The pairing between homologous chromosomes of maternal and paternal origin during the prophase of meiosis, leading to the formation of gametes. [NIH] Synaptic: Pertaining to or affecting a synapse (= site of functional apposition between neurons, at which an impulse is transmitted from one neuron to another by electrical or chemical means); pertaining to synapsis (= pairing off in point-for-point association of homologous chromosomes from the male and female pronuclei during the early prophase of meiosis). [EU] Synaptic Transmission: The communication from a neuron to a target (neuron, muscle, or secretory cell) across a synapse. In chemical synaptic transmission, the presynaptic neuron releases a neurotransmitter that diffuses across the synaptic cleft and binds to specific synaptic receptors. These activated receptors modulate ion channels and/or secondmessenger systems to influence the postsynaptic cell. Electrical transmission is less common in the nervous system, and, as in other tissues, is mediated by gap junctions. [NIH] Synaptic Vesicles: Membrane-bound compartments which contain transmitter molecules. Synaptic vesicles are concentrated at presynaptic terminals. They actively sequester transmitter molecules from the cytoplasm. In at least some synapses, transmitter release occurs by fusion of these vesicles with the presynaptic membrane, followed by exocytosis of their contents. [NIH] Systemic: Affecting the entire body. [NIH] Systolic: Indicating the maximum arterial pressure during contraction of the left ventricle of the heart. [EU] Tardive: Marked by lateness, late; said of a disease in which the characteristic lesion is late in appearing. [EU] Telecommunications: Transmission of information over distances via electronic means. [NIH]

Temperament: Predisposition to react to one's environment in a certain way; usually refers to mood changes. [NIH] Temporal: One of the two irregular bones forming part of the lateral surfaces and base of the skull, and containing the organs of hearing. [NIH] Temporal Lobe: Lower lateral part of the cerebral hemisphere. [NIH] Tetracycline: An antibiotic originally produced by Streptomyces viridifaciens, but used mostly in synthetic form. It is an inhibitor of aminoacyl-tRNA binding during protein

Dictionary 307

synthesis. [NIH] Thalamic: Cell that reaches the lateral nucleus of amygdala. [NIH] Thalamic Diseases: Disorders of the centrally located thalamus, which integrates a wide range of cortical and subcortical information. Manifestations include sensory loss, movement disorders; ataxia, pain syndromes, visual disorders, a variety of neuropsychological conditions, and coma. Relatively common etiologies include cerebrovascular disorders; craniocerebral trauma; brain neoplasms; brain hypoxia; intracranial hemorrhages; and infectious processes. [NIH] Thalamus: Paired bodies containing mostly gray substance and forming part of the lateral wall of the third ventricle of the brain. The thalamus represents the major portion of the diencephalon and is commonly divided into cellular aggregates known as nuclear groups. [NIH]

Therapeutics: The branch of medicine which is concerned with the treatment of diseases, palliative or curative. [NIH] Thermal: Pertaining to or characterized by heat. [EU] Thinness: A state of insufficient flesh on the body usually defined as having a body weight less than skeletal and physical standards. [NIH] Third Ventricle: A narrow cleft inferior to the corpus callosum, within the diencephalon, between the paired thalami. Its floor is formed by the hypothalamus, its anterior wall by the lamina terminalis, and its roof by ependyma. It communicates with the fourth ventricle by the cerebral aqueduct, and with the lateral ventricles by the interventricular foramina. [NIH] Threshold: For a specified sensory modality (e. g. light, sound, vibration), the lowest level (absolute threshold) or smallest difference (difference threshold, difference limen) or intensity of the stimulus discernible in prescribed conditions of stimulation. [NIH] Thrombosis: The formation or presence of a blood clot inside a blood vessel. [NIH] Thymus: An organ that is part of the lymphatic system, in which T lymphocytes grow and multiply. The thymus is in the chest behind the breastbone. [NIH] Thyroid: A gland located near the windpipe (trachea) that produces thyroid hormone, which helps regulate growth and metabolism. [NIH] Thyroxine: An amino acid of the thyroid gland which exerts a stimulating effect on thyroid metabolism. [NIH] Time Management: Planning and control of time to improve efficiency and effectiveness. [NIH]

Tinnitus: Sounds that are perceived in the absence of any external noise source which may take the form of buzzing, ringing, clicking, pulsations, and other noises. Objective tinnitus refers to noises generated from within the ear or adjacent structures that can be heard by other individuals. The term subjective tinnitus is used when the sound is audible only to the affected individual. Tinnitus may occur as a manifestation of cochlear diseases; vestibulocochlear nerve diseases; intracranial hypertension; craniocerebral trauma; and other conditions. [NIH] Tissue: A group or layer of cells that are alike in type and work together to perform a specific function. [NIH] Toilet Training: Conditioning to defecate and urinate in culturally acceptable places. [NIH] Token Economy: A practice whereby tokens representing money, toys, candy, etc., are given as secondary reinforcers contingent upon certain desired behaviors or performances. [NIH] Tomography: Imaging methods that result in sharp images of objects located on a chosen

308 Learning Disabilities

plane and blurred images located above or below the plane. [NIH] Tonicity: The normal state of muscular tension. [NIH] Tooth Preparation: Procedures carried out with regard to the teeth or tooth structures preparatory to specified dental therapeutic and surgical measures. [NIH] Topical: On the surface of the body. [NIH] Toxic: Having to do with poison or something harmful to the body. Toxic substances usually cause unwanted side effects. [NIH] Toxicity: The quality of being poisonous, especially the degree of virulence of a toxic microbe or of a poison. [EU] Toxicology: The science concerned with the detection, chemical composition, and pharmacologic action of toxic substances or poisons and the treatment and prevention of toxic manifestations. [NIH] Toxins: Specific, characterizable, poisonous chemicals, often proteins, with specific biological properties, including immunogenicity, produced by microbes, higher plants, or animals. [NIH] Transcription Factors: Endogenous substances, usually proteins, which are effective in the initiation, stimulation, or termination of the genetic transcription process. [NIH] Transduction: The transfer of genes from one cell to another by means of a viral (in the case of bacteria, a bacteriophage) vector or a vector which is similar to a virus particle (pseudovirion). [NIH] Transfection: The uptake of naked or purified DNA into cells, usually eukaryotic. It is analogous to bacterial transformation. [NIH] Transgenes: Genes that are introduced into an organism using gene transfer techniques. [NIH]

Translation: The process whereby the genetic information present in the linear sequence of ribonucleotides in mRNA is converted into a corresponding sequence of amino acids in a protein. It occurs on the ribosome and is unidirectional. [NIH] Translational: The cleavage of signal sequence that directs the passage of the protein through a cell or organelle membrane. [NIH] Translocation: The movement of material in solution inside the body of the plant. [NIH] Transmitter: A chemical substance which effects the passage of nerve impulses from one cell to the other at the synapse. [NIH] Transplantation: Transference of a tissue or organ, alive or dead, within an individual, between individuals of the same species, or between individuals of different species. [NIH] Trauma: Any injury, wound, or shock, must frequently physical or structural shock, producing a disturbance. [NIH] Trigger zone: Dolorogenic zone (= producing or causing pain). [EU] Tubercle: A rounded elevation on a bone or other structure. [NIH] Tumour: 1. Swelling, one of the cardinal signs of inflammations; morbid enlargement. 2. A new growth of tissue in which the multiplication of cells is uncontrolled and progressive; called also neoplasm. [EU] Tyrosine: A non-essential amino acid. In animals it is synthesized from phenylalanine. It is also the precursor of epinephrine, thyroid hormones, and melanin. [NIH] Unconscious: Experience which was once conscious, but was subsequently rejected, as the "personal unconscious". [NIH]

Dictionary 309

Urethra: The tube through which urine leaves the body. It empties urine from the bladder. [NIH]

Urinary: Having to do with urine or the organs of the body that produce and get rid of urine. [NIH] Urinate: To release urine from the bladder to the outside. [NIH] Urine: Fluid containing water and waste products. Urine is made by the kidneys, stored in the bladder, and leaves the body through the urethra. [NIH] Uterus: The small, hollow, pear-shaped organ in a woman's pelvis. This is the organ in which a fetus develops. Also called the womb. [NIH] Vaccination: Administration of vaccines to stimulate the host's immune response. This includes any preparation intended for active immunological prophylaxis. [NIH] Vaccine: A substance or group of substances meant to cause the immune system to respond to a tumor or to microorganisms, such as bacteria or viruses. [NIH] Vacuoles: Any spaces or cavities within a cell. They may function in digestion, storage, secretion, or excretion. [NIH] Vascular: Pertaining to blood vessels or indicative of a copious blood supply. [EU] Vasodilator: An agent that widens blood vessels. [NIH] Vein: Vessel-carrying blood from various parts of the body to the heart. [NIH] Venous: Of or pertaining to the veins. [EU] Ventral: 1. Pertaining to the belly or to any venter. 2. Denoting a position more toward the belly surface than some other object of reference; same as anterior in human anatomy. [EU] Ventricle: One of the two pumping chambers of the heart. The right ventricle receives oxygen-poor blood from the right atrium and pumps it to the lungs through the pulmonary artery. The left ventricle receives oxygen-rich blood from the left atrium and pumps it to the body through the aorta. [NIH] Ventricular: Pertaining to a ventricle. [EU] Verbal Learning: Learning to respond verbally to a verbal stimulus cue. [NIH] Vestibular: Pertaining to or toward a vestibule. In dental anatomy, used to refer to the tooth surface directed toward the vestibule of the mouth. [EU] Vestibule: A small, oval, bony chamber of the labyrinth. The vestibule contains the utricle and saccule, organs which are part of the balancing apparatus of the ear. [NIH] Vestibulocochlear Nerve: The 8th cranial nerve. The vestibulocochlear nerve has a cochlear part (cochlear nerve) which is concerned with hearing and a vestibular part (vestibular nerve) which mediates the sense of balance and head position. The fibers of the cochlear nerve originate from neurons of the spiral ganglion and project to the cochlear nuclei (cochlear nucleus). The fibers of the vestibular nerve arise from neurons of Scarpa's ganglion and project to the vestibular nuclei. [NIH] Vestibulocochlear Nerve Diseases: Diseases of the vestibular and/or cochlear (acoustic) nerves, which join to form the vestibulocochlear nerve. Vestibular neuritis, cochlear neuritis, and acoustic neuromas are relatively common conditions that affect these nerves. Clinical manifestations vary with which nerve is primarily affected, and include hearing loss, vertigo, and tinnitus. [NIH] Veterinary Medicine: The medical science concerned with the prevention, diagnosis, and treatment of diseases in animals. [NIH] Villi: The tiny, fingerlike projections on the surface of the small intestine. Villi help absorb

310 Learning Disabilities

nutrients. [NIH] Viral: Pertaining to, caused by, or of the nature of virus. [EU] Virulence: The degree of pathogenicity within a group or species of microorganisms or viruses as indicated by case fatality rates and/or the ability of the organism to invade the tissues of the host. [NIH] Virus: Submicroscopic organism that causes infectious disease. In cancer therapy, some viruses may be made into vaccines that help the body build an immune response to, and kill, tumor cells. [NIH] Visual Acuity: Acuteness or clearness of vision, especially of form vision, which is dependent mainly on the sharpness of the retinal focus. [NIH] Visual Cortex: Area of the occipital lobe concerned with vision. [NIH] Visual field: The entire area that can be seen when the eye is forward, including peripheral vision. [NIH] Visual Perception: The selecting and organizing of visual stimuli based on the individual's past experience. [NIH] Vitamin A: A substance used in cancer prevention; it belongs to the family of drugs called retinoids. [NIH] Vitreous Body: The transparent, semigelatinous substance that fills the cavity behind the crystalline lens of the eye and in front of the retina. It is contained in a thin hyoid membrane and forms about four fifths of the optic globe. [NIH] Vitro: Descriptive of an event or enzyme reaction under experimental investigation occurring outside a living organism. Parts of an organism or microorganism are used together with artificial substrates and/or conditions. [NIH] Vivo: Outside of or removed from the body of a living organism. [NIH] Voice Disorders: Disorders of voice pitch, loudness, or quality. Dysphonia refers to impaired utterance of sounds by the vocal folds. [NIH] Vomeronasal Organ: A specialized part of the olfactory system located anteriorly in the nasal cavity within the nasal septum. Chemosensitive cells of the vomeronasal organ project via the vomeronasal nerve to the accessory olfactory bulb. The primary function of this organ appears to be in sensing pheromones which regulate reproductive and other social behaviors. While the structure has been thought absent in higher primate adults, data now suggests it may be present in adult humans. [NIH] War: Hostile conflict between organized groups of people. [NIH] White blood cell: A type of cell in the immune system that helps the body fight infection and disease. White blood cells include lymphocytes, granulocytes, macrophages, and others. [NIH]

Withdrawal: 1. A pathological retreat from interpersonal contact and social involvement, as may occur in schizophrenia, depression, or schizoid avoidant and schizotypal personality disorders. 2. (DSM III-R) A substance-specific organic brain syndrome that follows the cessation of use or reduction in intake of a psychoactive substance that had been regularly used to induce a state of intoxication. [EU] Xenobiotics: Chemical substances that are foreign to the biological system. They include naturally occurring compounds, drugs, environmental agents, carcinogens, insecticides, etc. [NIH]

Xenograft: The cells of one species transplanted to another species. [NIH] X-ray: High-energy radiation used in low doses to diagnose diseases and in high doses to

Dictionary 311

treat cancer. [NIH] Yeasts: A general term for single-celled rounded fungi that reproduce by budding. Brewers' and bakers' yeasts are Saccharomyces cerevisiae; therapeutic dried yeast is dried yeast. [NIH]

313

INDEX 1 1-phosphate, 64, 257 A Abdomen, 257, 264, 286, 305 Abdominal, 69, 118, 257, 293 Accommodation, 91, 143, 144, 149, 168, 170, 257, 273 ACE, 242, 257 Acetylcholine, 257, 267 Acoustic, 16, 49, 61, 67, 120, 143, 216, 217, 218, 257, 309 Activities of Daily Living, 257, 273 Acuity, 120, 182, 185, 257 Adaptability, 154, 257, 265 Adaptation, 49, 183, 257, 295 Adjustment, 31, 33, 48, 58, 136, 140, 151, 157, 159, 168, 257 Adolescence, 51, 58, 71, 75, 95, 114, 119, 220, 257, 267 Adrenergic, 257, 260, 273, 275, 306 Adverse Effect, 257, 258, 303 Afferent, 10, 45, 257, 270, 296 Affinity, 257, 258, 262 Agonist, 44, 258, 273, 291 Akathisia, 258, 261 Alertness, 258, 266 Alexia, 258, 274 Algorithms, 258, 263 Alkaline, 258, 264 Alkaloid, 258, 267, 291 Alleles, 29, 67, 196, 258, 281, 286 Allergen, 258, 272, 302 Allogeneic, 25, 258 Alpha Particles, 258, 299 Alternative medicine, 224, 258 Amblyopia, 35, 189, 258 Ambulatory Care, 25, 258 Ameliorated, 11, 67, 259 Amine, 259, 281 Amino Acid Sequence, 259, 260 Amino Acids, 191, 259, 294, 296, 297, 301, 308 Amnestic, 259, 288 Amniotic Fluid, 259, 287 Amphetamines, 259, 268 Amputation, 42, 259 Amygdala, 65, 259, 263, 286, 307 Anaesthesia, 259, 283

Anal, 63, 80, 107, 259, 277, 286 Analogous, 189, 259, 308 Anaphylatoxins, 259, 269 Anaplasia, 259 Anatomical, 32, 42, 49, 54, 63, 67, 259, 262, 282, 301 Anesthesia, 259, 288 Animal model, 12, 15, 25, 27, 49, 52, 65, 260 Anisotropy, 17, 260 Anomalies, 47, 52, 218, 260 Antibacterial, 260, 304 Antibiotic, 260, 304, 306 Antibodies, 196, 260, 287, 295 Antibody, 258, 260, 268, 281, 282, 283, 287, 289, 299, 302, 304 Antiemetic, 260, 261 Antigen, 258, 260, 269, 281, 282, 283, 287, 302 Antigen-Antibody Complex, 260, 269 Anti-infective, 260, 284 Antipsychotic, 83, 260, 291 Antiseptic, 261, 265 Anus, 259, 261, 264, 284 Anxiety, 50, 69, 103, 110, 118, 123, 134, 157, 200, 213, 244, 258, 261, 293 Anxiety Disorders, 200, 261, 293 Anxiolytic, 261, 288 Aorta, 261, 265, 309 Apathy, 261, 291 Aphasia, 133, 217, 259, 261 Aplasia, 47, 261 Apoptosis, 59, 61, 261 Applicability, 14, 21, 261 Aptitude, 6, 142, 261, 284, 298 Aqueous, 261, 263, 271, 275 Aromatic, 261, 295 Arterial, 31, 84, 261, 266, 277, 282, 297, 306 Arteries, 261, 263, 270, 277, 288 Articulation, 169, 220, 232, 261 Artifacts, 32, 261 Astigmatism, 185, 261, 300 Astringent, 261, 265 Astrocytes, 34, 261 Ataxia, 217, 262, 281, 307 Atrium, 262, 265, 309 Atrophy, 262, 290 Attenuated, 262

314 Learning Disabilities

Atypical, 20, 65, 70, 262 Aura, 27, 262 Autoimmune disease, 80, 262 Autonomic, 32, 257, 261, 262, 270, 290, 292, 294 Autonomic Nervous System, 262, 290, 294 Axillary, 262, 277 Axonal, 42, 48, 62, 262 Axons, 17, 262, 272, 293, 294, 298 B Bacteria, 260, 262, 277, 288, 301, 304, 308, 309 Bacterial Physiology, 257, 262 Bactericidal, 262, 276 Basal Ganglia, 261, 262, 263, 264, 267, 278, 286, 292 Basal Ganglia Diseases, 262, 263, 267 Base, 29, 85, 180, 181, 186, 263, 271, 272, 284, 298, 306 Benign, 36, 263, 264, 278, 280, 290, 299 Bereavement, 72, 73, 75, 218, 263 Bewilderment, 263, 269 Bilateral, 10, 52, 263, 293 Bile, 263, 278, 286, 287 Bile Pigments, 263, 287 Biochemical, 11, 13, 18, 25, 28, 64, 191, 258, 263, 276, 285, 302 Biological Factors, 41, 263 Biological Transport, 263, 272 Biotechnology, 66, 67, 210, 224, 231, 263 Bipolar Disorder, 62, 236, 263 Bladder, 263, 283, 309 Blood Coagulation, 263, 264 Blood pressure, 263, 266, 282, 289 Blood vessel, 257, 263, 264, 265, 284, 286, 287, 294, 303, 305, 307, 309 Body Composition, 56, 263 Body Fluids, 264 Body Mass Index, 264, 293 Bone scan, 264, 301 Bowel, 259, 264, 272, 305 Bowel Movement, 264, 272, 305 Brachytherapy, 264, 284, 299 Brain Diseases, 217, 264, 285, 293 Brain Injuries, 173, 220, 264 Brain Neoplasms, 264, 281, 307 Brain Stem, 264, 266, 268 Branch, 57, 253, 264, 271, 274, 287, 291, 294, 298, 304, 307 Bronchial, 264, 281 Bypass, 195, 264

C Calcium, 18, 62, 264, 268, 303 Carbon Dioxide, 264, 271, 277, 300 Carboxy, 13, 264 Carcinogenic, 264, 283, 297 Carcinogens, 264, 310 Cardiac, 15, 46, 65, 84, 265, 275, 276, 277, 288, 289 Cardiopulmonary, 14, 265 Cardiopulmonary Bypass, 14, 265 Cardiorespiratory, 32, 265, 288 Cardiovascular, 78, 265, 302 Carotene, 265, 300 Case report, 114, 265 Catalogs, 216, 265 Catechol, 16, 265 Catecholamine, 265, 273 Caudal, 265, 272, 292, 296 Caudate Nucleus, 263, 265, 292 Cell Cycle, 61, 265 Cell Death, 18, 261, 265, 290 Cell Differentiation, 265, 303 Cell Division, 262, 265, 287, 288, 295, 297, 302 Cell proliferation, 22, 265, 303 Cell Survival, 62, 265 Central Nervous System, 6, 12, 18, 22, 27, 45, 54, 65, 183, 257, 259, 262, 264, 265, 266, 268, 276, 278, 279, 280, 281, 291, 293, 294, 302 Central Nervous System Infections, 266, 280, 281 Central Nervous System Stimulants, 54, 266 Cerebellar, 12, 50, 179, 180, 189, 190, 262, 266, 300 Cerebellum, 11, 18, 50, 51, 264, 266, 270, 300 Cerebral hemispheres, 263, 264, 266 Cerebral Infarction, 266, 281 Cerebral Palsy, 59, 215, 266, 304 Cerebrospinal, 266, 281 Cerebrospinal fluid, 266, 281 Cerebrum, 266, 270 Cervical, 67, 69, 73, 111, 118, 266 Cervix, 266 Character, 25, 193, 194, 266 Chemoreceptor, 261, 266 Chemotactic Factors, 266, 269 Child Behavior, 21, 266 Child Development, 35, 56, 58, 86, 213, 267

Index 315

Child Psychiatry, 267, 279 Chimeras, 13, 267 Cholesterol, 15, 263, 267 Cholinergic, 10, 260, 267, 291 Chorea, 260, 267 Choroid, 267, 300 Chromatin, 33, 261, 267 Chromosomal, 33, 47, 65, 267 Chromosome, 29, 33, 46, 50, 56, 61, 65, 197, 267, 286, 302 Chronic, 32, 213, 216, 264, 267, 283, 305 CIS, 46, 267, 301 Cleft Palate, 46, 65, 216, 218, 267 Clinical Medicine, 267, 296 Clinical trial, 10, 56, 173, 175, 231, 267, 270, 297, 299 Clone, 47, 63, 267 Cloning, 263, 267 Coal, 19, 267 Coca, 267 Cocaine, 21, 54, 267 Cochlea, 268, 283 Cochlear, 218, 268, 307, 309 Cochlear Diseases, 268, 307 Cochlear Implants, 218, 268 Cochlear Nerve, 268, 309 Cofactor, 268, 297 Cognition, 14, 23, 28, 33, 37, 75, 117, 160, 191, 268, 285, 290 Collagen, 268, 277, 297 Collapse, 4, 268 Communication Disorders, 4, 74, 107, 122, 175, 201, 204, 217, 218, 230, 236, 268 Comorbidity, 36, 43, 51, 97, 268 Complement, 60, 62, 259, 268, 269, 302 Complementary and alternative medicine, 117, 125, 269 Complementary medicine, 117, 269 Computational Biology, 231, 269 Computed tomography, 77, 269, 301 Computer Simulation, 14, 26, 269 Computer Systems, 188, 269 Computerized axial tomography, 269, 301 Computerized tomography, 269 Conception, 129, 166, 269, 277 Cones, 269, 301 Confusion, 185, 190, 194, 269, 273, 291 Congestion, 261, 270 Consciousness, 270, 271, 273 Constipation, 261, 270 Constriction, 270, 284 Consultation, 24, 130, 154, 216, 270

Consumption, 270, 292, 300 Contamination, 60, 270 Continuum, 5, 226, 270 Contraindications, ii, 270 Contrast Sensitivity, 182, 270 Controlled study, 117, 270 Coordination, 190, 266, 270 Cornea, 261, 270 Coronary, 270, 288 Coronary Thrombosis, 270, 288 Corpus, 51, 270, 307 Corpus Callosum, 51, 270, 307 Cortices, 16, 63, 270, 280 Cranial, 77, 266, 268, 270, 276, 280, 284, 290, 292, 294, 309 Cranial Nerves, 270, 290 Craniocerebral Trauma, 263, 270, 280, 281, 307 Cribriform, 270, 292 Crossing-over, 271, 299 Cues, 49, 61, 219, 271 Curative, 271, 307 Cutaneous, 271, 301 Cybernetics, 271, 283 Cytokine, 54, 271 Cytoplasm, 261, 271, 275, 280, 301, 306 Cytosine, 57, 271 Cytoskeleton, 34, 271 Cytotoxic, 271, 299, 303 D Data Collection, 271, 278 Databases, Bibliographic, 231, 271 Decarboxylation, 271, 281 Deletion, 16, 33, 46, 47, 50, 65, 261, 271 Delirium, 260, 271 Dementia, 9, 90, 102, 260, 271, 272 Dendrites, 60, 272, 291, 292, 298 Dendritic, 42, 59, 62, 272 Density, 29, 47, 59, 63, 264, 272, 292, 304 Dental Care, 7, 8, 215, 216, 272 Dentate Gyrus, 44, 272, 281 Depersonalization, 272, 293, 301 Depolarization, 272, 303 Deprivation, 258, 272 Derealization, 272, 293 Desensitization, 44, 272 Dexterity, 187, 272 Diagnostic procedure, 177, 225, 272 Diastolic, 272, 282 Diencephalon, 272, 296, 307 Diffuse Axonal Injury, 264, 272 Diffusion, 31, 45, 263, 272

316 Learning Disabilities

Digestion, 263, 264, 272, 286, 305, 309 Digestive system, 175, 272 Dilatation, 272, 297 Dilation, 272, 281 Direct, iii, 31, 32, 49, 52, 59, 62, 64, 124, 132, 266, 267, 273, 295, 300, 306 Disabled Children, 19, 140, 162, 273 Disabled Persons, 182, 273 Discrimination, 4, 8, 26, 49, 51, 63, 160, 171, 194, 220, 273 Discrimination Learning, 51, 273 Disease-Free Survival, 45, 273 Disinfectant, 273, 276 Disorientation, 269, 271, 273 Dissection, 66, 273 Dissociation, 53, 258, 273 Dissociative Disorders, 273 Distal, 47, 262, 273, 298 Dizziness, 216, 217, 273, 293 Dominance, 16, 149, 184, 273, 285 Dopamine, 16, 260, 268, 273, 295 Dorsal, 182, 273, 290, 296 Dorsum, 273, 278 Drug Interactions, 273 Duodenum, 263, 274, 275, 305 Dyskinesia, 261, 274 Dysphonia, 217, 274, 310 Dyspnea, 274, 293 Dystonia, 216, 217, 218, 261, 274 E Ectoderm, 274, 290 Ectopic, 51, 274 Effector, 257, 268, 274 Efficacy, 40, 42, 54, 66, 70, 94, 131, 134, 135, 153, 163, 165, 169, 225, 274, 286 Elastin, 33, 268, 274 Elective, 218, 274 Electric Conductivity, 260, 274 Electric Fish, 45, 274 Electrolyte, 271, 274, 296 Electrons, 263, 274, 284, 287, 299 Electrophysiological, 54, 274 Electroplating, 265, 274 Elementary Particles, 274, 287, 291, 297 Embryo, 265, 274, 283 Embryology, 274, 291 Empirical, 79, 129, 142, 152, 165, 274 Emulsion, 275, 278 Encephalitis, 64, 275 Encephalitis, Viral, 275 Encephalopathy, 20, 275 Encopresis, 72, 275

Endemic, 275, 305 Endocytosis, 54, 275 Endoscopic, 275, 288 Endotoxins, 269, 275 Enhancer, 11, 275 Entorhinal Cortex, 65, 275, 281 Environmental Health, 19, 230, 232, 275 Enzymatic, 264, 265, 269, 275, 281, 300 Enzyme, 64, 257, 274, 275, 296, 297, 303, 305, 310 Epidemic, 30, 275, 305 Epidemiological, 30, 60, 275 Epidural, 50, 275, 284 Epinephrine, 257, 273, 275, 291, 308 Erythrocytes, 276, 302 Esophagus, 272, 276, 305 Esotropia, 276, 305 Estrogen, 28, 276 Ethanol, 15, 44, 276 Ethmoid, 276, 292 Ethylmaleimide, 13, 276 Eukaryotic Cells, 276, 282 Evoke, 276, 305 Evoked Potentials, 49, 50, 62, 71, 276 Excitability, 11, 57, 276 Excitation, 42, 259, 266, 276 Excitatory, 34, 276, 279 Excitotoxicity, 18, 59, 276 Exogenous, 276, 297 Exotropia, 276, 305 External-beam radiation, 276, 299 Extracellular, 262, 275, 276, 277 Extracellular Matrix, 277 Extracorporeal, 33, 277 Extracorporeal Membrane Oxygenation, 33, 277 Extrapyramidal, 258, 261, 273, 277 Eye Movements, 186, 277 F Facial, 46, 47, 55, 65, 93, 277, 293 Family Planning, 74, 231, 277 Fat, 264, 265, 277, 286, 293 Fathers, 31, 217, 277 Fatty acids, 277, 287 Feces, 270, 275, 277, 305 Femoral, 265, 277 Femoral Artery, 265, 277 Fetus, 32, 277, 287, 297, 309 Fibroblasts, 64, 277 Fibromuscular Dysplasia, 84, 277 Fibrosis, 277, 301 Fissure, 267, 270, 272, 277, 296

Index 317

Fixation, 179, 185, 189, 190, 277, 301, 302 Flicker Fusion, 183, 278 Focus Groups, 107, 278 Folate, 57, 278 Fold, 15, 44, 54, 277, 278 Folic Acid, 278 Follow-Up Studies, 110, 278 Fossa, 266, 278 Fovea, 277, 278 Frontal Lobe, 266, 278, 289, 296 Functional magnetic resonance imaging, 16, 29, 35, 63, 174, 278 Fungi, 278, 288, 311 G Galactosemia, 64, 278 Gallbladder, 257, 272, 278 Galvanic Skin Response, 191, 278 Gamma Rays, 278, 299 Ganglia, 257, 263, 278, 290, 294 Ganglion, 268, 278, 290, 293, 309 Gap Junctions, 278, 306 Gas, 264, 272, 279, 282, 291, 292, 300 Gastric, 279, 281 Gastrin, 279, 281 Gastrointestinal, 275, 276, 279, 302, 305 Gastrointestinal tract, 276, 279, 302 Gene Expression, 12, 15, 33, 34, 46, 48, 56, 279 Genetics, 6, 28, 33, 37, 42, 46, 64, 66, 84, 86, 87, 104, 273, 279 Genomics, 33, 279 Genotype, 15, 20, 22, 36, 46, 279, 295 Gestation, 15, 44, 56, 279, 294 Gestational, 12, 56, 279 Gifted, 87, 130, 131, 135, 171, 205, 210, 241, 279 Gland, 279, 287, 293, 302, 305, 307 Glomeruli, 279, 292 Glucose, 278, 279, 283 Glutamate, 15, 16, 18, 44, 276, 279, 284, 288 Glutamic Acid, 278, 279, 297 Glycoprotein, 65, 279 Governing Board, 279, 296 Government Agencies, 17, 279, 296 Grading, 196, 279 Granule, 272, 280, 301 Granulocytes, 280, 303, 310 Group Homes, 59, 280 H Habitual, 266, 280 Habituation, 57, 280 Handicap, 121, 280

Headache, 280, 281 Health Services, 69, 97, 102, 118, 280 Health Status, 55, 100, 280 Hearing Disorders, 268, 280 Hemiparesis, 264, 280 Hemorrhage, 270, 280, 305 Hepatic, 271, 277, 280 Heredity, 279, 280 Heritability, 197, 280 Herpes, 64, 280 Herpes Zoster, 280 Heterotropia, 280, 305 Heterozygotes, 273, 281 Hippocampus, 11, 15, 18, 65, 272, 281, 286, 298, 305 Histamine, 34, 54, 259, 260, 281 Histidine, 281 Homeostasis, 34, 281 Homogeneous, 50, 270, 281 Homologous, 258, 271, 281, 302, 306 Homozygotes, 273, 281 Hormone, 25, 275, 279, 281, 284, 288, 303, 307 Hospitals, Public, 17, 281 Host, 281, 282, 309, 310 Housekeeping, 280, 281 Human Development, 55, 173, 174, 230, 281 Human Rights, 7, 281 Hybrid, 267, 281 Hybridization, 47, 281 Hydrocephalus, 79, 224, 281, 284 Hydrogen, 259, 263, 281, 289, 291, 292, 295, 298 Hyperplasia, 80, 282 Hypersensitivity, 258, 272, 282, 302 Hypertension, 36, 84, 282, 284 Hypertrophy, 282 Hypnotic, 282, 288 Hypotension, 261, 282 Hypoxia, 32, 178, 271, 282, 307 I Id, 61, 115, 124, 171, 237, 245, 252, 254, 282 Idiopathic, 277, 282 Imagination, 79, 282 Immaturity, 142, 214, 282 Immune response, 260, 262, 282, 302, 305, 309, 310 Immune system, 54, 282, 287, 309, 310 Immunization, 282, 302 Immunofluorescence, 54, 282 Immunotherapy, 272, 282

318 Learning Disabilities

Implant radiation, 282, 284, 299 In situ, 49, 282 In Situ Hybridization, 49, 282 In vitro, 11, 42, 60, 283 In vivo, 11, 25, 28, 42, 60, 283 Incision, 283, 284 Incontinence, 72, 275, 281, 283 Indicative, 150, 191, 202, 283, 294, 309 Induction, 61, 260, 283 Infancy, 33, 58, 283 Infant Behavior, 266, 283 Infarction, 266, 270, 283, 288 Infection, 61, 64, 90, 266, 271, 275, 283, 286, 287, 305, 310 Inflammation, 275, 277, 280, 283, 301 Information Theory, 13, 283 Initiation, 92, 283, 308 Inner ear, 218, 268, 283 Innervation, 10, 283 Inositol, 44, 283, 288 Inotropic, 273, 283 Insecticides, 283, 310 Insight, 30, 52, 57, 62, 63, 199, 283 Intelligence Tests, 192, 284 Interindividual, 58, 284 Intermittent, 278, 284 Internal radiation, 284, 299 Interstitial, 46, 264, 284 Intestinal, 265, 284, 287 Intestines, 257, 277, 279, 284, 287 Intoxication, 271, 284, 310 Intracellular, 18, 283, 284, 288, 296, 301, 303 Intracellular Membranes, 284, 288 Intracranial Hemorrhages, 281, 284, 307 Intracranial Hypertension, 280, 281, 284, 307 Intraindividual, 58, 284 Invasive, 31, 45, 284, 287 Involuntary, 263, 267, 284, 289, 300, 304 Iodine, 114, 284 Ion Channels, 54, 262, 284, 306 Ions, 263, 273, 274, 282, 284 Ischemia, 14, 18, 262, 284 J Joint, 183, 202, 261, 284 K Kainate, 60, 284 Kb, 47, 230, 284 L Labile, 268, 284 Labyrinth, 207, 268, 283, 285, 302, 309

Lag, 214, 285 Language Development, 21, 158, 285 Language Development Disorders, 285 Language Disorders, 4, 5, 86, 142, 160, 268, 285 Language Therapy, 5, 285 Large Intestine, 272, 284, 285, 299, 303 Laryngectomy, 218, 285 Larynx, 285 Latency, 64, 71, 122, 285 Laterality, 17, 285 Learning Disorders, 52, 173, 206, 236, 285 Lectin, 285, 288 Lenses, 124, 285, 300 Lesion, 25, 181, 285, 286, 306 Lethal, 59, 64, 262, 285 Lethargy, 281, 285 Library Services, 252, 285 Life cycle, 51, 278, 285 Ligands, 28, 286 Limbic, 50, 65, 259, 286, 296 Limbic System, 259, 286, 296 Linkage, 19, 29, 36, 37, 41, 197, 286 Linkage Disequilibrium, 29, 286 Lip, 218, 236, 286 Lipid, 286, 288 Lipreading, 220, 286 Lithium, 114, 260, 286 Liver, 257, 263, 272, 275, 277, 278, 280, 286, 301 Liver scan, 286, 301 Lobe, 45, 266, 286 Localization, 11, 27, 28, 54, 62, 286 Localized, 16, 22, 31, 184, 196, 264, 277, 283, 286, 295 Longitudinal study, 25, 29, 56, 286 Long-Term Potentiation, 15, 42, 54, 286 Lymph, 262, 266, 286, 287 Lymph node, 262, 266, 287 Lymphatic, 283, 286, 287, 307 Lymphatic system, 286, 287, 307 Lymphocyte, 260, 287 Lymphoid, 260, 287 M Magnetic Resonance Imaging, 26, 31, 50, 62, 287, 301 Magnetic Resonance Spectroscopy, 45, 287 Malignant, 36, 69, 264, 287, 290, 299 Malnutrition, 262, 287 Manic, 260, 263, 286, 287, 298 Manifest, 23, 44, 61, 157, 196, 262, 287, 305

Index 319

Man-made, 265, 287 Meconium, 21, 287 Medial, 15, 276, 287 Mediate, 11, 28, 58, 60, 268, 273, 287 Mediator, 58, 287, 302 MEDLINE, 231, 287 Meiosis, 287, 306 Melanin, 288, 295, 308 Membrane Proteins, 10, 288 Meninges, 265, 266, 270, 288, 305 Mental Disorders, 26, 175, 267, 285, 288, 298 Mental Health, iv, 9, 63, 78, 80, 83, 103, 106, 110, 175, 216, 217, 218, 230, 233, 244, 288, 298 Mental Processes, 273, 288, 298 Mesolimbic, 260, 288 Metabolite, 46, 288 Metabotropic, 44, 288 Metastasis, 288 MI, 93, 200, 255, 288 Microbe, 288, 308 Microbiology, 64, 257, 262, 288 Microorganism, 268, 288, 310 Microscopy, 54, 59, 288 Midazolam, 100, 288 Mitosis, 261, 288 Modeling, 26, 31, 35, 41, 58, 289 Modification, 13, 36, 57, 71, 152, 210, 289, 299 Molecular, 13, 15, 18, 28, 33, 37, 43, 46, 47, 48, 54, 57, 63, 66, 191, 231, 234, 263, 269, 272, 289 Molecule, 54, 260, 263, 269, 273, 274, 276, 285, 289, 292, 299, 303 Monitor, 31, 60, 289, 292 Monoclonal, 289, 299 Morphogenesis, 10, 11, 289 Morphological, 10, 11, 12, 36, 41, 50, 52, 57, 274, 289 Morphology, 42, 50, 52, 57, 59, 108, 289 Motility, 59, 289, 302 Motivations, 14, 289 Motor Cortex, 52, 289, 300 Motor Skills, 6, 14, 21, 182, 200, 289 Movement Disorders, 260, 289, 307 Mucilaginous, 287, 289 Multiparous, 56, 289 Muscular Diseases, 289, 293 Musculature, 277, 289 Mutilation, 215, 289 Mutism, 218, 289

Myocardium, 288, 289 N Nausea, 260, 289, 293 NCI, 1, 175, 229, 267, 289 Necrosis, 261, 266, 283, 288, 290 Needs Assessment, 103, 153, 290 Neocortex, 10, 290 Neonatal, 10, 12, 20, 21, 290 Neonatal period, 12, 290 Neoplasm, 290, 308 Nerve Growth Factor, 290, 291 Nervous System Diseases, 290 Networks, 16, 44, 50, 196, 290 Neural Crest, 46, 290 Neural Pathways, 178, 290 Neuroanatomy, 25, 31, 63, 119, 213, 286, 290 Neurobehavioral Manifestations, 264, 272, 290 Neurodegenerative Diseases, 28, 263, 290 Neuroleptic, 69, 77, 258, 260, 290 Neurologic, 15, 39, 57, 119, 120, 264, 281, 291 Neurology, 22, 27, 59, 62, 72, 77, 78, 80, 86, 87, 98, 186, 291 Neuroma, 216, 217, 218, 291 Neuromuscular, 57, 257, 290, 291, 293 Neuromuscular Junction, 57, 257, 290, 291 Neuronal, 10, 12, 14, 28, 34, 42, 49, 54, 56, 57, 59, 62, 291, 294 Neuronal Plasticity, 57, 291 Neurophysiology, 25, 224, 272, 291 Neuropsychological Tests, 52, 291 Neuropsychology, 70, 75, 90, 98, 106, 119, 123, 148, 206, 211, 291 Neurosciences, 15, 27, 44, 85, 291 Neurotoxic, 11, 291 Neurotoxicity, 12, 291 Neurotrophins, 28, 291 Neutrons, 258, 291, 299 Nicotine, 32, 291 Nitrogen, 258, 259, 277, 291 Nonverbal Communication, 268, 291 Norepinephrine, 257, 273, 291 Nuclear, 28, 41, 263, 274, 276, 278, 286, 287, 290, 292, 307 Nuclei, 12, 44, 258, 259, 268, 274, 286, 287, 288, 291, 292, 293, 296, 297, 309 Nucleic acid, 271, 281, 282, 291, 292 Nucleic Acid Hybridization, 281, 292 Nucleus Accumbens, 51, 292 Nutritional Status, 292

320 Learning Disabilities

Nystagmus, 179, 189, 292 O Occipital Lobe, 292, 310 Ocular, 189, 190, 276, 292, 301 Olfaction, 65, 292 Olfactory Bulb, 65, 292, 310 On-line, 188, 255, 292 Opacity, 272, 292 Operon, 292, 300 Ophthalmology, 277, 292 Opsin, 292, 301 Optic Nerve, 258, 292, 300 Oral Health, 8, 215, 293 Orbit, 293 Orbital, 51, 293 Orthostatic, 261, 293 Outpatient, 25, 293 Overweight, 115, 293 Ovum, 279, 285, 293 Owls, 48, 293, 299 Oxygenator, 265, 277, 293 P Palate, 236, 267, 293 Palliative, 79, 101, 293, 307 Pancreas, 257, 272, 293 Panic, 244, 293 Panic Disorder, 244, 293 Paralysis, 276, 280, 293, 304 Paraplegia, 17, 293 Parent-Child Relations, 55, 293 Paresthesias, 293 Parietal, 50, 294, 304 Parietal Lobe, 294, 304 Parkinsonism, 261, 294 Paroxysmal, 262, 294 Pathogenesis, 20, 30, 34, 56, 65, 294 Pathologic, 261, 264, 270, 282, 294, 300, 305 Pathologic Processes, 261, 294 Pathologies, 32, 294 Pathophysiology, 20, 26, 38, 64, 294 Patient Advocacy, 246, 294 Patient Education, 94, 239, 250, 252, 255, 294 Pentylenetetrazole, 60, 294 Peptide, 294, 296, 297 Perception, 26, 55, 94, 105, 121, 123, 152, 155, 159, 181, 272, 280, 294, 301 Perfusion, 282, 294 Perinatal, 32, 56, 294 Peripheral Nerves, 290, 294 Peripheral Nervous System, 290, 293, 294, 305

Peripheral Nervous System Diseases, 293, 294 Peripheral vision, 179, 295, 310 PH, 59, 100, 119, 123, 295 Phallic, 277, 295 Pharmacologic, 50, 259, 295, 308 Phenotype, 20, 22, 24, 33, 36, 38, 46, 50, 65, 295 Phenylalanine, 114, 295, 308 Phospholipases, 295, 303 Phospholipids, 277, 283, 295 Phosphorus, 264, 295 Phosphorylation, 15, 34, 54, 295 Physiologic, 25, 32, 258, 295, 299, 300 Physiology, 32, 34, 60, 274, 291, 295 Pigments, 263, 265, 295, 301 Pilot study, 30, 295 Pitch, 295, 310 Plants, 258, 264, 267, 279, 285, 289, 292, 295, 308 Plasma, 34, 260, 295 Plasma cells, 260, 295 Plasticity, 7, 11, 12, 15, 26, 42, 44, 48, 57, 62, 295 Platelet Activation, 296, 303 Pleomorphic, 292, 296 Policy Making, 279, 296 Polymerase, 296, 300 Polymorphic, 46, 272, 296 Polymorphism, 196, 296 Polypeptide, 259, 268, 281, 296 Pontine, 12, 296 Posterior, 259, 262, 266, 267, 273, 292, 293, 296, 304 Postnatal, 28, 56, 65, 214, 296, 305 Postsynaptic, 296, 303, 306 Post-synaptic, 57, 296 Post-traumatic, 14, 264, 289, 296 Post-traumatic stress disorder, 14, 296 Potassium, 11, 296 Potentiation, 44, 286, 296, 303 Practice Guidelines, 233, 296 Precursor, 54, 273, 274, 275, 291, 295, 296, 308 Prefrontal Cortex, 51, 52, 296 Prenatal, 12, 15, 32, 44, 56, 214, 274, 297 Presynaptic, 35, 297, 306 Prevalence, 9, 17, 29, 30, 90, 94, 136, 201, 233, 297 Probe, 11, 131, 297 Problem Solving, 21, 97, 146, 162, 200, 297 Progression, 25, 260, 297

Index 321

Progressive, 84, 186, 265, 271, 280, 290, 296, 297, 308 Projection, 45, 292, 293, 296, 297, 298, 300 Proline, 16, 268, 297 Promoter, 63, 297 Prone, 46, 297 Prophase, 297, 306 Prophylaxis, 297, 309 Prospective study, 286, 297 Protein Binding, 13, 297 Protein Kinases, 11, 297 Protein S, 210, 263, 297, 301, 307 Proteolytic, 268, 297 Protocol, 17, 31, 187, 297 Protons, 258, 282, 287, 297, 299 Protozoa, 288, 298 Proximal, 47, 273, 297, 298 Pruritic, 298, 301 Psychiatric, 9, 27, 35, 46, 51, 54, 63, 77, 80, 81, 83, 102, 104, 106, 114, 268, 288, 298 Psychic, 298, 302 Psychological Tests, 7, 298 Psychomotor, 15, 271, 291, 298 Psychopathology, 43, 79, 298 Psychophysiology, 119, 120, 123, 291, 298 Psychosis, 260, 279, 298 Public Health, 19, 59, 233, 298 Public Policy, 21, 231, 298 Pulmonary, 25, 263, 270, 298, 303, 309 Pulse, 16, 289, 298 Pyramidal Cells, 272, 298 Q Quality of Life, 14, 25, 26, 299 R Radiation, 45, 274, 276, 278, 284, 287, 299, 301, 310 Radiation therapy, 45, 276, 284, 299 Radioactive, 264, 282, 284, 286, 287, 292, 299, 301 Radiolabeled, 299 Radiotherapy, 264, 299 Randomized, 23, 59, 274, 299 Randomized clinical trial, 59, 299 Rape, 296, 299 Raptors, 293, 299 Reagent, 276, 299 Receptor, 13, 15, 18, 28, 44, 45, 54, 257, 260, 266, 273, 276, 284, 288, 299, 302, 303 Recombinant, 65, 299 Recombination, 33, 65, 299 Recovery of Function, 42, 299 Rectum, 261, 264, 272, 279, 283, 285, 299

Recurrence, 263, 299 Red Nucleus, 262, 299 Refer, 1, 215, 268, 273, 277, 278, 279, 280, 286, 290, 291, 298, 300, 309 Reflective, 40, 119, 300 Reflex, 57, 142, 149, 189, 277, 300 Refraction, 260, 300, 304 Refractive Errors, 258, 300 Regimen, 214, 274, 300 Rehabilitative, 49, 300 Relapse, 23, 300 Reliability, 7, 8, 103, 105, 121, 131, 139, 148, 300 Remission, 263, 299, 300 Repressor, 56, 292, 300 Research Design, 66, 151, 300 Resorption, 281, 300 Respiration, 264, 266, 289, 300 Respiratory failure, 277, 300 Respite Care, 106, 300 Response rate, 55, 300 Retina, 182, 261, 267, 269, 293, 300, 301, 310 Retinal, 185, 293, 300, 310 Retinol, 300, 301 Ribosome, 301, 308 Rickettsiae, 301 Risk factor, 14, 28, 29, 58, 68, 215, 297, 301 Rods, 301 S Saccades, 186, 301 Saline, 54, 301 Salivary, 272, 301 Salivary glands, 272, 301 Scabies, 114, 118, 301 Scans, 63, 77, 178, 301 Schizoid, 301, 310 Schizophrenia, 27, 28, 45, 50, 54, 62, 63, 98, 178, 301, 310 Schizotypal Personality Disorder, 272, 301, 310 Sclerosis, 36, 301 Screening, 6, 33, 67, 73, 89, 94, 137, 139, 147, 161, 179, 180, 185, 187, 190, 195, 201, 267, 302 Secretion, 34, 281, 302, 309 Secretory, 302, 306 Sedative, 178, 288, 302 Segmental, 277, 302 Segregation, 36, 41, 65, 67, 104, 138, 183, 299, 302 Seizures, 36, 59, 65, 271, 294, 302

322 Learning Disabilities

Self-Help Groups, 217, 218, 302 Semicircular canal, 283, 302 Sensitization, 57, 302 Sensor, 12, 302 Sequencing, 190, 192, 302 Serotonin, 260, 302 Serum, 259, 268, 302 Sex Characteristics, 257, 302 Shock, 302, 308 Side effect, 257, 258, 261, 266, 302, 308 Signal Transduction, 11, 28, 33, 283, 303 Signs and Symptoms, 199, 214, 300, 303 Single Parent, 217, 303 Skeletal, 56, 289, 303, 304, 307 Skeleton, 284, 303 Skull, 270, 293, 303, 306 Small intestine, 274, 281, 284, 303, 309 Smoke Inhalation Injury, 277, 303 Smooth muscle, 259, 281, 289, 303, 304, 305 Social Behavior, 31, 66, 139, 164, 303, 310 Social Environment, 196, 299, 303 Social Perception, 6, 152, 303 Social Problems, 31, 199, 303 Social Support, 22, 138, 303 Social Work, 170, 216, 217, 221, 303 Socialization, 55, 304 Solvent, 276, 304 Somatic, 257, 270, 286, 288, 294, 296, 304 Somatosensory Cortex, 42, 52, 304 Sound Localization, 48, 304 Sound wave, 300, 304 Spasm, 304 Spasmodic, 217, 304 Spastic, 18, 304 Spasticity, 304 Spatial disorientation, 273, 304 Specialist, 9, 142, 187, 247, 272, 304 Species, 27, 258, 275, 281, 288, 289, 303, 304, 305, 308, 310 Specificity, 36, 258, 304 Spectrum, 20, 45, 65, 206, 213, 246, 304 Speech Disorders, 84, 304 Speech Perception, 17, 49, 304 Sperm, 267, 304 Spinal cord, 261, 264, 265, 266, 267, 275, 278, 288, 290, 293, 294, 300, 304, 305 Spinal Cord Diseases, 293, 305 Sporadic, 56, 64, 290, 305 Staging, 301, 305 Stem Cells, 57, 305 Stereotypy, 82, 305

Stimulant, 281, 294, 305 Stimulus, 16, 45, 52, 72, 183, 186, 258, 276, 278, 283, 284, 285, 294, 300, 305, 307, 309 Stomach, 110, 257, 272, 276, 279, 281, 284, 289, 303, 305 Stool, 283, 285, 305 Strabismus, 35, 100, 258, 305 Stress, 5, 7, 21, 32, 110, 128, 131, 133, 185, 191, 213, 215, 262, 265, 289, 305 Striatum, 292, 305 Stroke, 14, 18, 27, 35, 42, 100, 174, 175, 211, 230, 237, 238, 244, 305 Subacute, 283, 305 Subclinical, 179, 283, 302, 305 Subiculum, 281, 305 Subspecies, 304, 305 Substance P, 288, 302, 305 Substrate, 15, 34, 53, 274, 305 Support group, 216, 217, 305 Suppression, 189, 306 Sympathomimetic, 273, 275, 292, 306 Symptomatic, 54, 306 Synapses, 13, 34, 54, 286, 292, 306 Synapsis, 306 Synaptic, 11, 13, 15, 18, 42, 43, 44, 57, 62, 286, 291, 303, 306 Synaptic Transmission, 43, 57, 291, 306 Synaptic Vesicles, 306 Systemic, 167, 261, 263, 271, 275, 283, 284, 299, 306 Systolic, 282, 306 T Tardive, 261, 306 Telecommunications, 269, 306 Temperament, 16, 58, 149, 306 Temporal, 10, 11, 12, 16, 26, 27, 45, 49, 52, 57, 62, 63, 64, 120, 182, 196, 259, 280, 281, 306 Temporal Lobe, 27, 64, 259, 306 Tetracycline, 11, 306 Thalamic, 50, 52, 262, 307 Thalamic Diseases, 262, 307 Thalamus, 50, 51, 264, 272, 286, 296, 307 Therapeutics, 307 Thermal, 260, 273, 291, 307 Thinness, 307 Third Ventricle, 307 Threshold, 12, 179, 189, 276, 282, 307 Thrombosis, 297, 305, 307 Thymus, 47, 282, 287, 307 Thyroid, 103, 284, 307, 308 Thyroxine, 295, 307

Index 323

Time Management, 39, 214, 307 Tinnitus, 217, 218, 307, 309 Toilet Training, 104, 307 Token Economy, 104, 307 Tomography, 26, 63, 287, 307 Tonicity, 274, 308 Tooth Preparation, 257, 308 Topical, 261, 276, 308 Toxic, iv, 11, 258, 291, 303, 308 Toxicity, 11, 18, 64, 78, 273, 308 Toxicology, 232, 308 Toxins, 258, 260, 275, 283, 308 Transcription Factors, 33, 62, 308 Transduction, 303, 308 Transfection, 263, 308 Transgenes, 11, 308 Translation, 5, 14, 33, 308 Translational, 11, 308 Translocation, 13, 308 Transmitter, 19, 44, 257, 262, 273, 284, 287, 292, 306, 308 Transplantation, 25, 282, 308 Trauma, 178, 214, 264, 271, 290, 299, 308 Trigger zone, 261, 308 Tubercle, 292, 308 Tumour, 28, 278, 308 Tyrosine, 273, 308 U Unconscious, 282, 308 Urethra, 309 Urinary, 72, 281, 283, 309 Urinate, 307, 309 Urine, 21, 263, 283, 309 Uterus, 266, 270, 309 V Vaccination, 90, 309 Vaccine, 297, 309 Vacuoles, 275, 309 Vascular, 267, 283, 305, 309

Vasodilator, 273, 281, 309 Vein, 292, 309 Venous, 266, 297, 309 Ventral, 182, 292, 309 Ventricle, 259, 265, 281, 292, 298, 306, 307, 309 Ventricular, 281, 309 Verbal Learning, 75, 140, 204, 309 Vestibular, 179, 180, 189, 190, 217, 309 Vestibule, 268, 283, 302, 309 Vestibulocochlear Nerve, 268, 307, 309 Vestibulocochlear Nerve Diseases, 307, 309 Veterinary Medicine, 231, 309 Villi, 281, 309 Viral, 61, 65, 275, 308, 310 Virulence, 262, 308, 310 Virus, 13, 61, 64, 266, 275, 308, 310 Visual Acuity, 270, 285, 310 Visual Cortex, 34, 258, 310 Visual field, 63, 190, 310 Visual Perception, 34, 50, 105, 184, 310 Vitamin A, 283, 301, 310 Vitreous Body, 300, 310 Vitro, 42, 310 Vivo, 11, 42, 60, 310 Voice Disorders, 216, 310 Vomeronasal Organ, 292, 310 W War, 296, 310 White blood cell, 257, 260, 287, 295, 310 Withdrawal, 83, 98, 271, 310 X Xenobiotics, 11, 310 Xenograft, 260, 310 X-ray, 269, 278, 287, 292, 299, 301, 310 Y Yeasts, 278, 295, 311

324 Learning Disabilities