A Comprehensive Study Of Learning Disabled Adults

Abstract

Personal and educational histories and test data of 33 learning disabled adults were collected and analyzed. Characteristics of this population are described, and an analysis of the test data is presented. It was found that many of the characteristics of learning disabled youngsters described in the literature persist into adulthood. Some significant sex differences in the Reasoning section of the Woodcock-Johnson Cognitive Ability Test and in Math Achievement are also reported. Issues related to understanding this population are discussed.F ew systematic studies of learning disabled adults, either of a descriptive or experimental nature, have been reported in the literature. A limited number of case study reports, often with less than four subjects, have appeared in the last few years (Cox, 1977;Raim and Adams, 1982). These reports have focused on young people under 21 years of age, many of whom are college students and not necessarily a representative sample. Other studies have been descriptive in nature based on classroom observations and clinical judgment. Most reports have focused on characteristics of young learning disabled adults, but do not address intervention strategies effective for this population. With the recognition of learning disabilities as a legitimate handicapping condition, agency personnel in community mental health setttings, vocational rehabilitation offices, and post secondary insitutions are seeking information to help them develop intervention strategies for this population.The purpose of this study was to analyze results of comprehensive evaluations for a sample of learning disabled adults. Gathering data on this population was seen as a first step in determining how characteristics affect programming and service delivery.Our sample consisted of 33 learning disabled adults. This population represents a fairly significant number when compared to the current state of the art. The subjects were self-referred or referred by professionals (physician, psychologist, counselor) for comprehensive testing in order to plan career goals or to gain additional information about their problems. The study focused on the following questions:What characteristics of the learning disabled population which have been described in the literature persist into adulthood? What implications do these characteristics have for programming and general service delivery to learning disabled adults? A matrix was designed to collect the following information: demographics, family history, personal development and medical history, behavioral characteristics, and school experiences. Comprehensive test data were also gathered. These included both ability levels and achievement scores in the basic areas of reading, math, and written language.For most subjects the following tests were used in two or three test sessions approximately 90 minutes in length: Wechsler Adult Intelligence Scale Revised (WAIS-R) 1 Woodcock-Johnson Psycho-Educational Battery (W-J) 2Writing Sample The writing sample consisted of either or both of the...

A Descriptive Study of Adults with Suspected Learning Disabilities

“…This male predominance in sample composition concurred with sex distribution in the samples of identified adults with LD reported by Buchanon and Wolf (1986) and Hoffmann et al (1987). The average age of the sample was 29.4 years (SZ) = 8.79).…”

“…The incidence and prevalence of LD in the adult population are difficult to determine for several reasons, including the absence of an operational definition of LD; insufficient diagnostic criteria; the lack of standardized assessment techniques; the tendency of adults with LD to compensate for or even "hide" their disabilities (Advisory Committee on Educational Opportunities for Adults, 1984); and limited self-awareness with respect to the underlying reasons for apparent functional problems (Buchanon & Wolf, 1986). Estimates have indicated that some type of learning disability exists in 15% of adults (Advisory Committee on Educational Opportunities for Adults, 1984) and that learning disabilities are disproportionately overrepresented in specific subgroups of the general population.…”

“…Presentation does not guarantee identification of the disabilities or recognition of individual needs. Agencies and professionals serving those with learning disabilities must be aware of the problems, strengths, and needs of their target population (Buchanon & Wolf, 1986) in order to implement effective identification, remediation, and compensation strategies.…”

Helping Young Adults Understand Their Learning Disabilities

“…With limited selfawareness and the poor self-concept that often accompanies learning disabilities (Hoffman et al, 1987), these individuals often experience significant difficulty setting and meeting meaningful goals and struggle to derive satisfaction from their lives (Buchanan & Wolf, 1986;Mangrum & Strichart, 1988). All too often, they find themselves struggling in the classroom (Mangrum & Strichart, 1988), underemployed, or otherwise inappropriately placed in the job market (Alley, Deshler, Schumaker, & Warner, 1983).…”

“…Whereas accommodations are generally built into the system in high school, when the student enters the mainstream after graduation, the burden of self-advocacy greatly increases; decision making regarding when to disclose one's learning disability and when to request accommodations becomes a continuing issue (Buchanan & Wolf, 1986 uncomfortable about their abilities and disabilities may prefer to avoid participating in class rather than selfdisclose; in employment settings, employees with learning disabilities may feel reluctant to disclose their diagnosis for fear of experiencing social rejection or being fired; in social arenas, the young adult may be hesitant about when to divulge his or her learning disability to a new friend.…”