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Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities

Janet K. Williams is an assistant professor in the College of Nursing, The University of Iowa, Iowa City.

Lynn Charles Richman

Lynn Charles Richman is professor and director of the Division of Pediatric Psychology in the College of Medicine, The University of Iowa.

Donald B. Yarbrough

Donald B. Yarbrough is an associate professor in the Division of Psychological and Quantitative Foundations, College of Education, The University of Iowa. Address: Janet K. Williams, College of Nursing, The University of Iowa, Iowa City, IA 52242.

This study examined the effects of a verbal mediation strategy on three groups of subjects who had visual-spatial deficits. Thirteen females with Turner syndrome, 13 females with nonverbal learning disabilities, and 14 males with nonverbal learning disabilities, who ranged in age from 7 to 14 years, were taught via a cognitive behavioral modification approach to verbally mediate a spatial matching task. Pretest and posttest performance differences on parallel forms of a visual-spatial orientation task were examined. All three groups showed significant improvement in visual-spatial task performance after the training. There were no significant differences in the degree of improvement among the three groups. The results suggest that children with Turner syndrome may benefit from problem-solving strategy training in a manner similar to children with nonverbal learning disabilities.

Journal of Learning Disabilities, Vol. 25, No. 10, 658-664 (1992)
DOI: 10.1177/002221949202501005


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