Only the abstracts are available now as I haven't been able to find the time to key in everything yet. The research quoted are done entirely in Singapore.

	Assessment and Treatment of Learning Disabilities : Recent Findings
	Computer-Assisted Instruction for Autistic Children
	Children Who Can't Pay Attention - Attention Deficit Hyperactivity Disorder

1.  Assessment and Treatment of Learning Disabilities : Recent Findings

Author : S J Rickard Liow

Source : Invited Paper presented at the Academy of Medicine's public seminar on Enhancing Children's Learning, Singapore, Jan 1997

(Reproduced with the kind permission of Dr. Susan J. RICKARD LIOW, Senior Lecturer and Chartered Clinical Psychologist, Department Of Social Work and Psychology, National University Of Singapore)

Abstract / Foreword

Maximising the potential of children with learning disabilities depends on careful assessment and early intervention. In multilingual communities patterns of language acquisition are often so heterogeneous that identifying and differentiating between general intellectual difficulty, second language problems, and specific language impairment (SLI) can be quite a complex task. Beyond this, a fine-grained analysis of the obstacles facing individual children is required before the development, implementation, and evaluation of optimal intervention programs can take place.

Singaporean kindergarten and primary school children with all kinds of learning disability are referred for help less often, and later, than their unilingual counterparts. Local children seem to be particularly at risk for undetected specific language impairments, known as developmental dysphasia (oral language impairment) and developmental dyslexia (written language impairment). This in turn can put them at greater risk for secondary behavioural problems and socio-emotional sequelae, as well as unnecessary academic failure.

The language tests and norms developed for screening in the U.S. and U.K. are not suitable for local use, even when the child's first language is English, and reliable tests in other school languages are not yet available. This makes early detection of specific language impairments difficult and may be one of the several reasons why the rate of referral remains well below the average international incidence of 6%. This paper provides an overview of the main categories of learning disability, but focuses on two recent projects designed to enhance the assessment and hence the treatment, of developmental dysphasia and developmental dyslexia in local multilingual children.

 

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2.  Computer-Assisted Instruction for Autistic Children

Authors : V Bernard-Opitz, K Ross, M L Tuttas

Source : Annals Academy of Medicine, 1990, 5 : 611-616

(Reproduced with the kind permission of Dr. Vera Bernard-Opitz. Requests for reprints should be directed to Dr Vera Bernard-Opitz, Department Of Social Work and Psychology, Faculty of Arts & Social Sciences, National University Of Singapore, Kent Ridge Cresent, Singapore 119260.)

        Abstract

Since the beginning of 1980,  Computer - Assisted Instruction (CAI) has been used systematically in special education.

The use of computers in the treatment of autistic children is highly controversial and emotional among parents and professionals. Fears of reinforcing autistic withdrawal are often mixed with insecurity and dislike of new technologies.

On the other hand, positive effects of CAI on learning and behaviour are reported by parents and published as single case studies. The following paper relates perception, motivation, communication and behaviour - characteristics of autistic children to features of computer-assisted learning.

Preliminary findings support the benefit of the use of computer-technology for the management of behaviour and learning of autistic children. In 12 autistics, video-taped evaluations showed higher enthusiasm ratings in computer-sessions than personal instruction sessions. Single case studies demonstrated a positive influence of CAI on autistic children's behaviour problems (e.g. avoidance of eye-contact, echolalia) as well as improved spontaneous communication and better learning of academics.

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