The symposium discussion topic, the current role of differential psychoeducational assessment and training in the fields of learning disabilities and special education, is presented by Lester Mann and then followed by six responses and Lester Mann's rebuttal. (CB)

The Ozawa Behavioral Rating Scale contains six items related to distractibility and nine items related to impulsivity. This validity study showed that the Scale shows statistically significant relationships with the Wechsler Intelligence Scale for Children--Revised and the Matching Familiar Figures Test and may be appropriate for identifying…

A school district made identification decisions for 51 students referred because of academic difficulties; 24 students were learning disabled. The school identification decisions, based on application of a severe discrepancy on the Woodcock-Johnson Psycho-Educational Battery, did not correlate with decisions based on the federal definition of…

The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)

Recently endorsed definitions of learning disabilities presume that the disability is due to central nervous system dysfunction. To identify those children who should receive a comprehensive neuropsychological evaluation, an effective approach to neuropsychological screening is needed. Provides a rationale and conceptual framework for development…

Problems with restricting learning disabilities to a range of mild handicaps are noted and five areas of controversy affecting severely learning disabled students are addressed: definitions, student characteristics, identification criteria, educational methods and technology, and educational services. (CL)

The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)

Evaluates diagnostic utility of Bannatyne's recategorized WISC-R scores in differentiating among children referred to a developmental evaluation center. Results failed to provide support for the diagnostic utility of recategorized WISC-R scores in general. Use of measure is limited in differentiating psychological and learning problems. (Author/CJ)

Intake placement data were collected from the files of 1,966 students labeled and served as learning disabled in Child Service Demonstration Centers (CSDC) in 22 states. There appeared to be a lack of consistency in the characteristics of students labeled learning disabled. (Author)

The paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. (Author/SBH)

Operational criteria for childhood depression, specific learning disability, developmental hyperactivity, and Gilles de la Tourette syndrome were used to establish the correct diagnosis in 55 of 100 school age Ss. Forty-five Ss were diagnosed as having one of three classical neurological syndromes (epilepsy, sensorineural deafness, and childhood…

The validity of the Myklebust Pupil Rating Scale (PRS) in predicting learning disability was investigated in a two-year follow-up study of 55 preschool children. Correlational analysis yielded highly significant results with all correlations between the PRS scores and criterion measures. (SBH)