The findings indicated that the two-component (direct and indirect service) resource room model successfully served a greater number of pupils than did the direct-services-only model. However, the two-component model achieved fewer successful program completions in the direct services component than did the single component model. (Author/DLS)

An approach to ameliorate social perception deficits in learning disabled children is described. Based on task analysis and diagnosis and prescription, the approach is seen to cover four stages in teaching nonverbal communication skills: discrimination of specific social cues (body language), understanding of the social meanings of such cues,…

The collaborative efforts of clinic and school district personnel to provide comprehensive evaluations in children with severe learning disabilities are described. Reasons for mixed success of the program are discussed. (CL)

Problems in the application of traditional process-oriented approaches to diagnosis and treatment of learning disabilities suggest a need to alter the manner in which these basic processes are conceptualized and measured. (Author)

Compared the WISC-R performance of children ranging in age from 6-6 to 15-10, referred to a university center for suspected learning disabilities, with that of clinically-defined groups of learning disabled children. The university center children were bound to have WISC-R profiles similar to those of the learning disabled children. (Author)

The study involving 40 learning disabled children (6-8 years old) investigated the relationships between the various indexes of the McCarthy Scales of Children's Abilities (MSCA) and the scales of the Wechsler Intelligence Scale for Children-Revised (WISC-R), and the comparability between the MSCA General Cognitive Index and the WISC-R Full Scale…

A new approach to follow-up support, the "SOS" tapes were given to 57 first-year learning disabilities teachers with the instruction to record problems and wait for responses. (PHR)

Health educators are warned not to overlook the relationships among the academic, emotional, and social problems of a learning disability. (MM)

The author offers guidelines to professionals for helping parents provide tutorial instruction to learning disabled children. Among suggestions outlined are a positive learning situation, short teaching sessions, feedback for work well done, and personalized learning activities. (SBH)

Presents a checklist to help teachers identify learning disabled children, and describes a child development program which deals effectively with such learning problems. (CM)

In the interview, the president of the Association for Children with Learning Disabilities (ACLD) discusses the organization's present activities and future directions. (CL)

The authors respond to their colleagues' critiques of a self-control curriculum for students with learning or emotional disorders. (SBH)

Two experiments investigated the development of verbal rehearsal strategies and selective attention in learning disabled children. In Experiment 1, Hagen's Central-Incidental task was administered to younger learning disabled and normal boys. In Experiment 2 the task was given to intermediate and older boys along with an experimentally induced…

In response to S. A. Cohen's paper on research problems in learning disabilities the author agrees on the need for better definitions and more experimental studies (rather than ex post facto correlational studies) but suggests that subgroups within the broad classification of learning disabilities be identified for research and instructional…

In response to S. A. Cohen's paper on research problems in learning disabilities, the author supports an eclectic attitude toward research advocating the utilization of both theory and experimentation. (DB)