This article describes a treatment program for psychogenic learning problems which synthesizes the functions of therapist and teacher into one helping role. Several cases illustrating different applications of the therapeutic-tutoring procedure are described. (Author/EAK)

Neurologically impaired children require consiciously and thoughtfully tailored speech on the part of teachers conversing with them. (Author/MC)

One-hundred children (mean age 10 years) who had been referred to an interdisciplinary learning disabilities group were described on the bases of physical and neuropsychological status, intelligence, level of reading and school achievement, and family background. (Author)

Sixty-two first graders were identified as high-risk learners and randomly assigned to one of three remediation techniques or a control treatment. (Author/DB)

Described is an intervention program which stresses observation and therapy of the developmentally delayed preschool child in a variety of settings ranging from the one-to-one therapist and child clinic setting to integration in a community kindergarten with limited supportive tutoring. (DB)

Discusses ways a teacher can help handicapped students by providing the experiences which realistically take into consideration the children's limitations but encourage them to reach out toward their fullest capacities. (Author/GB)

Examined are teacher education priorities of a program whose goal was to have first grade teachers feel confident enough to retain learning disabled children in their regular public school classes. (GW)

Six socioeconomic traits were assessed from questionnaire data returned from the homes of 92 children (ages 7 to 13 years) in special classes for the minimally brain injured and 110 children of the same age range in classes for the educable mentally retarded. (Author/DB)

Describes new incentive program which has eased adult-child tension in a home for disturbed adolescents. (ST)