Soft Neurological Signs in Learning-Disabled Children and Controls

Adams, Richard M.

doi:10.1001/archpedi.1974.02110300024004

Cited by 35 publications

(25 citation statements)

References 18 publications

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“…A neuropaediatric examination with assessment of vision, squint, handedness, right/left awareness, imitation of gestures, balance, coordination, involuntary movements, fine and gross motor functions, short term memory, articulation, copying figures, muscle tone, deep tendon reflexes, concentration ability, attention and general behaviour during the examination. The items were selected from several earlier studies (Gubbay, 1972;Berges and Lezine, 1965;Adams et al, 1974;Peters et al, ig75;Touwen, 1979). The selection criteria were the reliability of the scoring and the validity in differentiating minor nuerodevelopmental disturbances.…”

Section: Nine-year Assessmentsmentioning

confidence: 99%

Prognosis of neonatal “at risk” infants at early school‐age: A comprehensive outcome score as a measure of impairment

Lindahl

Michelsson

1987

Early Child Development and Care

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Three hundred and eighty-six children with neonatal high risk factors were followed up to the age of eight to nine years. One hundred and seven children with no neonatal risk factors were examined as controls. A neuropaediatric examination, Test of Motor Impairment, part of the ITPA, WISC as well as test for reading and writing were performed. A comprehensive score for the nine-year performance describing the grade of impairment was computed. The risk group children were found to have more problems at school in general than the non-risk children. Low birth weight, neurological symptoms and children with several risk diagnoses had the poorest performances. Low social class and smallness for gestational age increased the risk of having problems at the age of nine.

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Section: Nine-year Assessmentsmentioning

confidence: 99%

Prognosis of neonatal “at risk” infants at early school‐age: A comprehensive outcome score as a measure of impairment

Lindahl

Michelsson

1987

Early Child Development and Care

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“…They have been associated with behaviour,1 2 coordination,3and learning difficulties 4. Other authors believe they represent a developmental lag rather than a fixed abnormality 5.…”

mentioning

confidence: 99%

Neurological soft signs in mainstream pupils

Fellick

2001

Archives of Disease in Childhood

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Aims-(1) To examine the relation between neurological soft signs and measures of cognition, coordination, and behaviour in mainstream schoolchildren. (2) To determine whether high soft sign scores may predict children with significant problems in other areas. Methods-A total of 169 children aged between 8 and 13 years from mainstream schools were assessed. They form part of a larger study into the outcome of meningococcal disease in childhood. Half had previous meningococcal disease and half were controls. Assessment involved measurement of six soft signs followed by assessment of motor skills (movement ABC), cognitive function (WISC-III), and behaviour (Conners' Rating Scales). Results-Children having an age corrected soft sign score above the 90th centile were considered to have an excess of soft signs. When compared to the other children they had significantly worse scores on the other three measures. Median movement ABC score was 15.3 v 7. Mean total IQ scores were lower by 10.3 points. Median behaviour scores were significantly higher on both parental and teacher questionnaires. A soft sign score above the 90th centile had a sensitivity of 38% for detecting cognitive impairment, 42% for detecting coordination problems, and 25% for detecting possible attention deficit hyperactivity disorder. Conclusion-In this group of children higher scores on the soft sign battery were related to significantly worse performance on measures of cognition, coordination, and behaviour. However, although soft sign assessment may be of interest it cannot accurately predict which children are likely to have impairment in other areas. (Arch Dis Child 2001;85:371-374)

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“…The incidence results for right-left discrimination were 18.2%. Adams (1974) 59 found incidence of poor finger-localization as one of the soft neurological sign, in 9.6% males & 7.1% females and mixed laterality in 36.1% males & 42.9% females.…”

Section: Field Testingmentioning

confidence: 99%

“…Poor directionality (especially left-right orientation) and poor extra corporeal space perception are frequency referred to as "soft signs" of neurological dysfunction 10 . Adams et al (1974) 59 compared learning disabled fourth graders with a control group for incidence of selected neurological signs. Factors evaluated were eye-hand preferences, balance,stereognosis, graphesthesia, choreoathetosis, finger localization and diadochokinesia.…”

Section: Introductionmentioning

confidence: 99%

Incidence and Association of Body Scheme Disorders in Learning Disabled

2017

IJSR

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Abstract:Child's representation of his own body is an indispensable element in the formation of his personality. Children first learn their body coordinates e.g. left/right, up/ down, and that this knowledge is then applied to letter direction. In other words, the child first develops a body scheme, and then uses the body as a reference for perceiving the difference between letters. Children with learning difficulties have difficulty receiving and processing sensory and perceptual information disrupting their body scheme. This study aims to prove the presence of body scheme disorders in thirty learning disabled children as compared to thirty normal children and in the process helps to develop a standardized assessment measure specifically for learning disabled. The result of the study indicates that there was moderate association of somato-spatial (body-visualization) concepts with reading disorder children.

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Soft Neurological Signs in Learning-Disabled Children and Controls

Cited by 35 publications

References 18 publications

Prognosis of neonatal “at risk” infants at early school‐age: A comprehensive outcome score as a measure of impairment

Prognosis of neonatal “at risk” infants at early school‐age: A comprehensive outcome score as a measure of impairment

Neurological soft signs in mainstream pupils

Incidence and Association of Body Scheme Disorders in Learning Disabled

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