Williams, Thomas Edwin (1987) A multimodal approach to the assessment and treatment of children with learning difficulties. PhD thesis. https://theses.gla.ac.uk/662/ Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] A MULTIMODAL APPROACH TO THE ASSESSMENT AND TREATMENT OF CHILDREN WITH WITH LEARNING DIFFICULTIES. THOMAS EDWIN WILLIAMS. DEGREE OF Ph.D. UNIVERSITY OF GLASGOW. JANUARY 1987. DEPARTMENT OF PSYCHOLOGY. DEDICATION. I dedicate this work to three marvellous children: EMMA, JENNIFER, & NEIL. ACKNOWLEDGMENTS. The following individuals gave freely and openly of their time and energies throughout the duration of the research project reported in this thesis, a contribution I gratefully acknowledge. Mr. R.Thompson, Kilmarnock Child Guidance Centre. Mr. L. Nicholl, Ayr Child Guidance Centre. Ms. A. Cuthill, Irvine Child Guidance Centre. Ms.J.McPherson, Irvine Child Guidance Centre. Mr. R. Rutherford, Paisley Child Guidance Centre. Mr. H.Cummings, Paisley Child Guidance Centre. Mr.A. Haughey, Govan Child Guidance Centre. Mrs. C. Vassie, Kirkintilloch Child Guidance Centre. Ms. R. Wheeler, Drumchapel Child,Guidance Centre. Mrs. M. Marshall, Ayr Child Guidance Centre. Mr.W. Gilmour, Formerly, Silverwood Primary School, Kilmarnock. Mrs.G. Holmes, Darvel Primary School. Mr. H. Jones, Jordanhill College Of Education. Mrs. M. Browning, H.M.I., Formerly, Jordanhill College Of Education. Dr. H. Turnbull, Craigie College Of Education. Mrs. G. Kamming, Marnock School, Kilmarnock. It is also important to express a debt of gratitude to the schools, and above all, the teachers, who gave so freely of their time and went out of their way to be helpful and cooperative at all stages in the project. Additionally, the children and their parents involved at all stages of this work deserve my deepest thanks and respects. The debt of gratitude I owe to my supervisor — Dr.Ian Wallace, Departent of Psychology, University of Glasgow — is immense. His encouragement and constructive criticisms provided the framework without which I would have gone wildly astray. I must pay particular thanks to him for the manner in which his committment and computing skills extricated me from a very deep hole I had strayed into at one point. Finally, sincere love and thanks to my wife Mary, without whose patience and understanding I could never have completed this work. CONTENTS. 1. CHAPTER ONE: A Multimodal Approach to Psychological Intervention. — A Review of the Literature. Chapter Outline 6 1. Introduction 7 2. The Multimodal Paradigm 8 2.1. Historical Perspectives 8 2.2 Basic Principles Behind The Multimodal Paradigm 13 2.2.1. Comprehensiveness of the BASIC IB 16 2.2.2. Multimodalism and Technical Eclecticism 17 2.2.3. Theoretical Background to the BASIC TB 19 2.2.4. Modality Interaction Across the BASIC 1B 22 2.2.5. The Multimodal Perspective — Summary 24 3. The Multimodal Approach — A Critical Evaluation 25 3.1. Introduction 25 3.2. Fundamental Issues in The Multimodal Perspective 25 3.2.1. The Comprehensiveness Assumption 26 3.2.2. The Separate But Equal Assumption 29 3.2.3. The Theoretical Issue 32 3.2.4. The Therapy/Framework Debate 36 3.2.5. The Effectiveness Debate 38 3.3. The Use of the Multimodal Approach in Other Settings 42 3.3.1. The Multimodal Approach in Institutional Settings 42 3.3.2. The Multimodal Approach With Children 44 3 - 1" LTT2EZ 47 4. The Multimodal Perspective and Educational Psychological Practice 49 4.1. Introduction 49 4.2. Professional Needs of the Educational Psychologist 49 4.3. Advantages of the Multimodal Approach to Educational Psychology in Practice 50 4.3.1. Micro-Analysis - The BASIC /B and Individual Assessment 51 4.3.2. Macro Analysis - The BASIC IB in a Systemic Context 54 4.4. Disadvantages of the Multimodal Approach to Educational Psychology in Practice 55 4.5. Conclusion 57 5. The Multimodal Perspective and the Present Research Issue 59 5.1. Introduction 59 5.2. The Multimodal Approach in this Context 59 5.2.1. Educational Model 60 5.2.2. Individualistic and Comprehensive Model 60 5.2.3. Systematic Model 61 5.2.4. Technical Eclectic 61 5.2.5.;Rcele iultimoa 1 Acnroach - ommunicatini witn tne roressional 62 CHAPTER TWO: Learning Difficulties - A Multimodal Perspective on the Literature Chapter Outline 65 1. Introduction 70 70 1.1. Overview 1.2. Structure of the Review 74 2. Genetic Aspects of Learning Difficulties 76 • 76 2.1. Introduction 76 2.2. Family History Studies 2.3. Twin Studies 79 2.4. Longitudinal Life History 79 Studies 80 2.5. Biochemical Studies 81 2.6. Gender Studies 2.7. Genetic Studies - A Summary 83 2.8. Genetic Factors - A Multimodal View of the Literature 84 3. Gross Physical Impairment and Learning Difficulties 85 3.1. Introduction 85 3.2. Gross Motor Difficulties 85 3.3. Body Concept 86 3.4. Eurythmicy 87 3.5. Gross Physical Impairment - A Summary 87 3.6. Gross Physical Impairment - A Multimodal View of the Literature 87 4. Brain Damage and Learning Difficulties 88 4.1. Introduction 88 4.2. Soft Neurological Signs 89 4.3. Electroencephalographic Studies 92 4.4. Specific Brain Damage - A Summary 94 4.5. Brain Damage and Learning Difficulties - A Multimodal View of the Literature. 95- 5. Psychopharmacological Aspects of Learning Difficulties 96 5.1. Introduction 96 5.2. Biochemical Studies 96 5.3 • PsychopharmazPioga Approaches - A Summary 98 5.4. PsychopharmaclApproaches - A Multimodal View of the Literature 99 6. Vision and Oculomotor Factors and Learning Difficulties 100 6.1. Introduction 100 6.2. Eye Disorders 100 6.3. Oculomotor Control and Eye Movement Studies 101 6.4. Vision and Oculomotor Factors - A Summary 105 6.5. Vision and Oculomotor Factors - A Multimodal View of the Literature 105 7. Maturational Lag and Learning Difficulties 106 7.1. Introduction 106 7.2. Maturational Lag Studies 106 7.3. Maturational Lag Studies - A Summary 110 7.4. Maturational Lag Studies - A Multimodal View of the Literature 110 iv. 8. Hemispheric Functioning in Learning Difficulties 111. 8.1. Introduction 111 8.2. Hemispheric Damage 111 8.3. Hemispheric Specialisation 112 8.4. Cerebral Dominance 114 8.5. Laterality 115 8.6. Theoretical Issues in Hemispheric Functioning and Learning Difficulties 118 8.7. Hemispheric Functioning - A Summary 119 8.8. Hemispheric Functioning - A Multimodal View of the Literature 119 9. Sensory Perception and Learning Difficulties 121 9.1. Introduction 121 9.2. General Perceptual Difficulties 121 9.3. Perception and Maturational Lage 122' 9.4. Visual Perception 123 9.5. Auditory Perception 124 9.5.1. Auditory Discrimination Difficulties 125 9.5.2. Auditory Memory Difficulties 126 9.5.3. Auditory Rythmicity 127 9.5.4. Auditory Perception - A Summary 128 9.6. Sensory Perceptual Integration 128 9.7. Spatial Sensory Perceptual Skills 130 9.8. Perception and Learning Difficulties - A Summary 132 9.9. Perceptual Difficulties - A Multimodal View of the Literature 132 10. Information Processing and Learning Difficulties 133 10.1. Introduction 133 10.2. Sensory Perception and Pattern Recognition 134 10.2.1. Visual Processing 135 10.2.2. Auditory Processing 136 10.2.3. Perceptual Masking 136 10.3. Short Term Memory 137 10.4. Long Term Memory 138 10.4.1. Semantic Memory 139 10.4.2. Sequencing, Orientation and Long Term Memory 141 10.5. Information Processing and Learning Difficutlies - A Summary 143 10.6. Information Processing and Learning Difficulties - A Multimodal View of the Literature 144 V. 11. Behavioural Approaches to Learning Difficulties 145 11.1. Introduction 145 11.2. Attention Span 145 11.2.1. Attention Span - A Multimodal View of the Literature 149 11.3. Behavioural Aspects of Memory 149 11.3.1. Behavioural Aspects of Memory - A Multimodal View of the Literature 151 11.4. Metacognition and Learning Difficulties 151 11.5. Individual Control Variables and Learning Difficulties 153. 11.5.1. Introduction 153 11.5.2. Locus of Control Studies 153 11.5.3. Learned Helplessness Studips 154 11.5.4. Individual Control Variables - A Multimodal View of the Literature 154. 11.6. Cognitive Style and Learning Difficulties 155 11.6.1. Introduction 155 11.6.2. The Research 155 11.6.3. Cognitive Style - A Multimodal View of the Literature 157 12. Emotional Variables and Learning Difficulties 158 12.1. Introduction 158 12.2. The Research 158 12.3. Emotional Variables - A Summary 160 12.4. Emotional Variables - A Multimodal View of the Literature 160 13. Environmental Influences and Learning Difficulties 162 13.1. Introduction 162 13.2. The Research 162 13.3. Environmental Factors - A Summary 166 13.4. Environmental Factors - A Multimodal View of the Literature 166 vi. 14. Intervention and Remediation with Learning Difficulties. 168 14.1. Introduction 168 14.2. Assessment 168 14.3. Effectiveness of Intervention Strategies - Some General Issues 169 14.4.Some Specific Strategies 173 14.4.1. Normal Teaching Methods 173 14.4.2. Behavioural Methods 174 14.4.3. Cognitive Processing Approaches 175 14.4.4. Physiological Approaches 176 14.5. Remediation and Intervention - A Summary 178 14.6 Intervention and Remediation - A Multimodal View of the Literature 178 15. Recent Research - Findings and Implications...180 15.1.