The article reviews the literature on factors contributing to mathematical disabilities, the remediation of mathematical disabilities in children, and an applied behavioral analysis orientation to math disabilities. The author notes a trend toward applied behavior analysis and productive changes in teaching strategies to deal with individual…

Following the treatment the experimental Ss showed a significant increase in response time and made significantly fewer errors compared to a similar control group. Treatment effects were still evident one month after treatment terminated. (DB)

Writing samples were analyzed for syntactic maturity, productivity and word selection; for conventions such as tense and number markers and number agreement; and for spelling, punctuation, and capitalization. Only spelling performance proved significantly different in favor of low achievers. (Author)

Consistent with earlier research using the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised, the Information, Digit Span, and Digit Symbol (i.e., Coding) subtests contribute substantially and independently to group differentiation. A. Bannatyne's Sequential factor also discriminates between these groups. (Author)

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)

The study introduced a testing procedure that could be used to determine the optimal response modes of 24 primary school age learning disabled children on a standardized diagnostic test such as the Frostig Developmental Test of Visual Perception (FDTVP). (Author/SBH)

To extend the applicability of intervention within the successive simultaneous processing model (which involves constant verbalization of actions), 68 fourth grade Canadian children were tested and divided into four groups: below average experimental, below average control, average control, average experimental. (Author/SBH)

The article describes the teaching and research activities of a primary classroom in Australia which serves 8- to 11-year-old children who have major deficits in basic academic skills. Sections address classroom organization, referral, entry, teaching programs, and procedures. The cases of two children are presented to demonstrate the effects of…

To increase feelings of self-worth and confidence, drain tension and hostility, and set the stage for understanding, about 90 elementary and junior high school students from developmental learning classes participate in farm activities. "Each activity opens the door to a number of pathways to learning as a natural consequence." (AN)

Described are the development, evolution, and creative art activities of a summer camp for handicapped, learning disabled children--Learning through Creative Arts With Handicapped Children--in Ashville, New York. (KC)

Discusses a set of neuropsychodiagnostic rules proposed by Selz and Reitan. That study was found to be seriously limited on theoretical grounds and in terms of research methodology. Sampling problems were indicated, and issues of neurological integrity and learning disabilities were poorly conceptualized. (Author)

A modified operant design demonstrated the effectiveness of the feedback procedure. Significant changes were evidenced by all groups of subjects. Initial results and follow-up observations indicated that the attending behavior of the experimental subjects increased and was maintained, without the use of tangible reinforcers. (Author)

An interdisciplinary training program for the instruction of residents in child psychiatry and graduate students in special education is described with focus on the needs of children with academic and behavioral problems. (DB)

Part Two of the article focuses on the development of manual motor skills in learning disabled children. After a discussion of test methods, the author considers aspects of a medical examination, including a general exam, a neurological exam, an electroencephalogram, and a diagnostic test of hand/motor skill development. (For Part One, see EC 123…

The emotional development of learning disabled (LD) students is an important aspect of their education and LD teachers should consider this need in planning the relationship with their students. Communication between student and teacher is an especially important part of the emotional development process. (PHR)