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Use of Haptic Training to Modify Impulse and Attention Control Deficits of Learning Disabled Children.
Peer reviewed Peer reviewed
Locher, Paul J. – Journal of Learning Disabilities, 1985
Significant improvements in scanning and processing times, attention deployment strategies, and response accuracy on haptic and visual discrimination tasks coupled with increases in reflectivity demonstrate the effectiveness, durability, and generalizability of haptic training with 12 communications disordered/neurologically impaired elementary…
Descriptors: Attention Control, Conceptual Tempo, Elementary Education, Learning Disabilities
Use of Hypnosis and Sensory Motor Stimulation to Aid Children with Learning Problems
Peer reviewed Peer reviewed
Jampolsky, Gerald G. – Journal of Learning Disabilities, 1970
Paper presented at the Annual Meeting of the American Society of Clinical Hypnosis (12th, San Francisco, California, November 1, 1969). (RJ)
Descriptors: Exceptional Child Research, Hypnosis, Kinesthetic Perception, Learning Disabilities
Electrodermal and Cardiovascular Responses in Nonreaders
Peer reviewed Peer reviewed
Hunter, Edna J.; And Others – Journal of Learning Disabilities, 1972
Descriptors: Biological Influences, Cardiovascular System, Exceptional Child Research, Learning Disabilities
Sensory Integration in the Learning Disabled
Peer reviewed Peer reviewed
Baker, Georgia P.; Raskin, Larry M. – Journal of Learning Disabilities, 1973
Letter learning and recognition by 72 young (kindergarten or grades 1 or 2) learning disabled children were studied using visual, tactual, and visual plus tactual training and testing with 5- and 15-second exploration times. (Author)
Descriptors: Exceptional Child Research, Kindergarten, Learning Disabilities, Primary Education
Visual and Tactual Integration and Cerebral Dysfunction in Children with Learning Disabilities
Peer reviewed Peer reviewed
Adams, Jerry – Journal of Learning Disabilities, 1978
Performance on visual and tactual form-recognition tasks of 74 learning disabled children (age 6-17 years) with cerebral dysfunction was compared with that of 72 similar children without cerebral dysfunction. (Author)
Descriptors: Elementary Secondary Education, Exceptional Child Research, Learning Disabilities, Neurological Impairments