Though labeling often is correctly condemned as reductionism, sometimes naming a disability assists the affected person by explaining unusual behavior and facilitating acceptance and remediation of it. (JG)

Some methods for evaluating movements are reviewed and their usefulness for neuropediatric diagnosis discussed. (SBH)

The practice of posthumously diagnosing historical figures is discussed. Emphasis is on the unsatisfactory nature of evidence found for those diagnosed as learning-disabled or dyslexic and the possibility of other explanations for identified problems. Posthumous diagnoses of Auguste Rodin, George Patton, Thomas Edison, Woodrow Wilson, and Albert…

The author describes the use of the revised Detroit Tests of Learning Aptitude and the Woodcock-Johnson Psycho-Educational Battery for students with learning disabilities. He cautions about making a diagnosis on the basis of only one test. (CL)

Students (N=147) referred for special education evaluation by curriculum-based and traditional methods were compared. Numbers referred through each method were similar. Academic achievement was almost the sole criterion in teacher referral and Ss referred through weekly achievement measurements were as likely as teacher referred Ss to demonstrate…

The article reviews the origins of the intelligence testing movement in the U.S., discusses the difficulties inherent in measuring intelligence, and considers alternatives to current LD identification procedures. (CL)

In Study 1, 85 percent of 248 third-, fifth-, and twelfth- grade students identified as normal could have been classified learning disabled (LD). In Study 2, 88 percent of a low achieving fourth grade sample could have been identified as LD, with 4 percent not meeting any criteria for classification. (Author/CL)

Criticized are existing methods of identifying learning disabled children, and suggested are three objective conditions thought to be more appropriate. (DB)

A behavior rating scale for hyperkinesis is presented. (CB)

The author asserts that the diagnosis learning disability is applied too often and too loosely. It is recommended that the possibility be considered that poor school adjustment may be due simply to immaturity and unreadiness rather than to some general learning disability. (Author/CL)

The author reviews research on early deprivation and neglect and recounts his own experience with children whose dwarfism is attributed to abuse or neglect. The existence of specific learning disability and diminished IQ in many of these children is cited. The author suggests further attention to the problem. (CL)

The study examined the use of A. Bannatyne's Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest score recategorization hierarchy in identifying elementary students with learning disabilities (LD). The results indicated that Bannatyne's pattern was of little value in differentiating between LD students and nonLD students and, if…

The author discusses the dangers of using grade equivalency scores to identify learning disabled students. Deficiencies include that grade equivalents invite misleading interpretations, assume that the learning rate is constant throughout the school year, and exaggerate the significance of small differences in performance. Standard scores are…

Thirty kindergarten children with teacher-identified learning difficulties were matched for age, sex, and socioeconomic status with 30 children who were not experiencing any problems learning. The matched control group exhibited superiority on all A. Bannatyne categories. However, the predicted Bannatyne pattern for the group with learning…