Despite success of cognitive behavior modification (CBM) techniques in changing the behavior of learning disabled children in specific situations, little success has been achieved in changing cognitions of learning disabled children. Reasons for lack of evidence that CBM brings about cognitive change are explored. (Author/CL)

After an overview of several studies of cognitive instruction used with problem learners, the article describes two learning mechanisms that explain why such cognitive interventions work--prolepsis (communication that initially leaves implicit some information) and reflective abstraction (changing observables into meaningful internalized…

Attention deficit disorder with hyperactivity (ADHD), which is conceptualized as a lack of behavioral inhibition or self-regulation, is reviewed. The article examines the relationship between ADHD and language delays/disorders, possible language and social-emotional cognitive underpinnings for pragmatic and metacognitive deficits in ADHD children,…

An Assimilative Base Model is presented and related to the improvement of instruction in writing for learning-disabled and other children. The model, based on Piagetian theory, involves three interchange processes: automatic skill development; puzzlement leading to reorganization of relationships; and strategy development leading to enrichment of…