Midline crossing behavior in children with learning disabilities

Adapted Physical Activity Quarterly

Volumn 16, Issue 2, 1999, Pages 155-166

  Woodard, Rebecca J ^a   Surburg, Paul R ^b  

^a BALL STATE UNIVERSITY   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARM; ARTICLE; CHILD; CLINICAL ARTICLE; CONTROLLED STUDY; FEMALE; HUMAN; LEARNING DISORDER; LEG; MALE; NEUROPSYCHOLOGICAL TEST; NORMAL HUMAN; RESPONSE TIME;

EID: 0032917687     PISSN: 07365829     EISSN: None     Source Type: Journal    
DOI: 10.1123/apaq.16.2.155     Document Type: Article

References (42)

1. Arendt, R., Muclean, W., & Baumeister, A. (1988). Sensory integration theory and practice: An uncertain connection. American Journal on Mental Retardation, 92, 427-429.
2. Auxter, D., Pyfer, J., & Huettig, C. (1997). Principles and methods of adapted physical education and recreation (6th ed.). St. Louis, MO: Mosby.
3. Ayres, A. (1976). Interpreting the Southern California sensory integration tests. Los Angeles: Western Psychological Services.
4. Ayres, A. (1989). Sensory integration and praxis tests. Los Angeles: Western Psychological Services.
5. Bluechardt M., Wiener, J., & Shephard, R. (1995). Exercise programs in the treatment of children with learning disabilities. Sports Medicine, 19, 55-72.
6. Bruininks, D., & Bruininks, R. (1977). Motor proficiency and learning disabled and nondisabled students. Perceptual and Motor Skills, 44, 1131-1137.
7. Brunt, D., & Distefano, E. (1983). The effect of movement uncertainty on reaction time and movement times of learning disabled and normal boys. Canadian Journal of Applied Sport Sciences, 7, 138-141.
8. Brunt, D., Magill, R., & Eason, R. (1983). Distinctions in variability of motor output between learning disabled and normal children. Perceptual and Motor Skills, 57, 731-734.
9. Cermak, S., & Ayres, A.J. (1984). Crossing the body midline in learning-disabled and normal children. The American Journal of Occupational Therapy, 38, 35-39.
10. Cermak, L., Quintero, E., & Cohen, P. (1980). Developmental age trends in crossing the body midline in normal four through eight year old children. American Journal of Occupational Therapy, 34, 313-319.
11. Eason, B., & Surburg, P. (1993). Effects of midline crossing on reaction time and movement time with adolescents classified as mildly mentally retarded. Adapted Physical Activity Quarterly, 10, 269-280.
12. Ellis, E. (1993). Teaching strategy sameness using integrated formats. Journal of Learning Disabilities, 26, 448-481.
13. Fitts, P. (1954). The information capacity of the human motor system in controlling the amplitude of movement. Journal of Experimental Psychology, 47, 381-391.
14. Ginsburg, H. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30, 20-33.
15. Haubenstricker, J. (1982). Motor development in children with learning disabilities. Journal of Physical Education, Recreation, and Dance, 53, 41-43.
16. Henry, F., & Rogers, D. (1960). Increased latency for complicated movements and a "memory drum" theory of neuromotor reaction. Research Quarterly, 31, 448-458.
17. Indiana Council of Administrators of Special Education, Learning Disabilities Task Force. (1986). Learning disability: Definition and eligibility criteria: Guidelines for implementation. Indianapolis: Indiana Council of Administrators of Special Education.
18. Johnston-Lombardi, J., & Surburg, P. (1995). Midline crossing effects of individuals 65 years and older with lower extremity movement. Paper presented at the annual conference of the American Alliance for Health. Physical Education, Recreation and Dance, Portland, OR.
19. Kephart, N.C. (1970). The slow learner in the classroom (2nd ed.). Columbus, OH: Charles E. Merrill.
20. Keppel, G. (1991). Design and analysis: A researchers handbook (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
21. Kerr, R., & Hughes, K. (1987). Movement difficulty and learning disabled children. Adapted Physical Activity Quarterly, 4, 72-79.
22. Lazarus, J. (1990). Factors underlying inefficient movement in learning disabled children. In G. Reid (Ed.), Problems in movement control (pp. 241-281). North-Holland: Elsevier Science.
23. Lazarus, J. (1994). Evidence of disinhibition in learning disabilities: The associated movement phenomenon. Adapted Physical Activity Quarterly, 11, 57-70.
24. Miyahara, M. (1994). Subtypes of students with learning disabilities based upon gross motor functions. Adapted Physical Activity Quarterly, 11, 302-382.
25. O'Shea, D., & O'Shea, L. (1997). What have we learned and where are we headed? Issues in collaboration and school reform. Journal of Learning Disabilities. 30, 376-377.
26. Pihl, R., & Niauro, R. (1982). Learning disability: An inability to sustain attention. Journal of Clinical Psychology. 38, 632-634.
27. Porretta, D. (1987). Selected parameters of response organization in mildly mentally retarded children. Perceptual and Motor Skills, 64, 95-100.
28. Pressley, M. (1991). Can learning disabled children become good information processors? How can we find out? In L. Feagans, & Short, & Meltzer, G. (Eds.), Subtypes of learning disabilities: Theoretical perspectives and research (pp. 137-162). Hillsdale, NJ: Lawrence Erlbaum.
29. Provine, R., & Westerman, J. (1979). Crossing the midline: Limits of early eye-hand behavior. Child Development, 50, 437-441.
30. Rimmer, J., & Kelly, L. (1989), Gross motor development in preschool children with learning disabilities. Adapted Physical Activity Quarterly. 6, 268-279.
31. Schmidt, R. (1988). Motor control and learning: A behavioral emphasis. Champaign, IL: Human Kinetics.
32. Sherrill, C. (1998). Adapted physical activity, recreation and sport (5th ed.). Dubuque, IA: WCB/McGraw-Hill.
33. Stilwell, J. (1981). Relationship between development of the body-righting reaction and manual midline crossing behavior in the learning disabled. The American Journal of Occupational Therapy, 35, 391-398.
34. Stilwell, J. (1987). The development of manual midline crossing in two to six year old children. The American Journal of Occupational Therapy, 41, 783-789.
35. Surburg, P., Johnston, J., & Eason, B. (1994). Effects of midline crossing on response processing of adults with mental retardation. Journal of Developmental and Physical Disabilities, 13, 364-371.
36. Swanson, H. (1993). An information processing analysis of learning disabled children's problem solving. American Educational Research Journal, 30, 861-893.
37. Tabachnick, B., & Fidell, L. (1996). Using multivariate statistics (3rd. ed.). New York: Harper Collins.
38. Torgesen, J. (1980). Conceptual and educational implications of the use of efficient task strategies by learning disabled children. Journal of Learning Disabilities, 13, 364-371.
39. Vogel, S. (1990). Gender differences in intelligence, language, visual-motor abilities, and academic achievement in students with learning disabilities: A review of literature. Journal of Learning Disabilities, 23, 44-52.
40. Watson, C., & Willows, D. (1995). Information-processing patterns in specific reading disability. Journal of Learning Disabilities, 28, 216-231.
41. Wolfe, J. (1996). Relations of cognitive functions associated with the frontal lobes and learning disorders in children. Psychological Reports, 79, 323-333.
42. Woodard, R., Surburg, P., & Lewis, C. (1998). Upper and lower extremity midline crossing effects upon individuals with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 386-394.