Discusses educational environments that minimize inappropriate referrals to special education for culturally and linguistically diverse (CLD) learners. Effective instructional practices and competencies needed by teachers of CLD students with learning disabilities are suggested. Specific attention is given to needs of students with learning…

The article reviews work conducted on the assessment and training of social skills in learning disabled individuals, outlining cognitive social skills and overt social behaviors that should be included in interventions, and discussing assessment techniques (such as behavioral observation codes and sociometric techniques). (CL)

This article describes school-based assessment procedures related to attention deficit-hyperactivity disorder, including teacher rating measures, direct observations in classrooms and on playgrounds, peer ratings and sociometric measures, and permanent product measures such as academic performance. Components of a comprehensive assessment and…

The systems approach for learning disabilities provides a contextual perspective which incorporates both school and family considerations. Research on families with a learning disabled child is reviewed. Family factors which facilitate adjustment of the learning disabled child are explored. Implications for assessment and intervention as well as…

The paper reviews research on the effects of motivation on performance of learning disabled children and presents a treatment approach (attribution retraining) designed to help children link their difficulties to factors under their own control. (CL)

A comprehensive approach to assessment and treatment of severe developmental speech and language disorders is discussed based on clinical experience with 69 children between 2 1/2 and 7 years of age. A framework is presented that distinguishes therapy goals from therapy styles. (Author)

The article examines the following issues: (1) overlapping symptoms of chemical impairment and learning handicap that may result in misdiagnosis; (2) student populations at high risk for chemical abuse; (3) preventive measures; and (4) intervention and treatment for chemically impaired students. A table of drug symptoms and a behavioral checklist…

This article discusses behavioral sequelae common in children and adolescents following a traumatic brain injury (TBI) and the design of intervention strategies. Emphasis is on the unique needs of these students and the cognitive sequelae of TBI (such as impaired attention, reasoning, learning, and memory) that can cause further behavioral…

This article focuses on the educational implications of traumatic brain injury (TBI). It considers conceptual issues of TBI and discusses how assessment of this group differs from assessment of other groups. It offers an integrated intervention approach which attempts to bring order to students' life experiences, called the S.O.S. (Structure,…

This paper examines acculturation of Southeast Asian-American students, most of whom come from refugee backgrounds; outlines their unique conditions of educational risk; describes assessment procedures which call for identifying skills previously developed in a different environment; and recommends reciprocal teaching to help refugee children…

Tourette Syndrome is described in terms of causes, treatment, associated disorders (attention deficit hyperactivity disorder, obsessive-compulsive behaviors, learning disabilities), and classroom management (dealing with tics, writing problems, language problems, and attention problems). Common teacher questions concerning Tourette Syndrome are…

This article describes common experiences of families following a child's brain injury, and offers specific strategies that might help families through the recovery/reentry process. These include education, family support and advocacy, family counseling, and home-school consultation. (DB)

The school reentry of students with traumatic brain injury (TBI) is discussed, focusing on federal legislation requirements, TBI characteristics, assessment methods, the range of services that need to be considered, problems affecting students' academic and social functioning, need for a school team approach, schedule for reintegration planning,…