Examined relationship among Conners Teacher Rating Scale, Revised Conners Parent Rating Scale, Revised Behavior Problem Checklist, and Freedom-from-Distractibility (FD) factor score of Wechsler Intelligence Scale for Children-Revised for 135 children and adolescents referred to learning disabilities clinic. Results appear to corroborate evidence…

Thirteen children (age 8-14) with an auditory-linguistic subtype of learning disability participated for 1 year in a Tomatis Program of auditory training and were assessed in a 2-year follow-up study. Results fail to support educational efficacy of the program but do support the efficacy of less exotic remedial procedures. (Author/JDD)

Strategies for establishing and maintaining an effective vocational assessment program for students with learning disabilities involve highlighting the school motivation and career planning connection, securing administrative support, conducting a needs assessment, communicating goals, maintaining open communication with school personnel,…

The study compared responses to the Wide Range Interest Opinion Test of 77 mentally retarded, 97 learning-disabled, and 30 low-achieving alternative education middle-school and high-school students. Findings suggested significant differences in vocational motivation between mentally retarded and non-retarded students. (DB)

The prevalence of communication disorders in a population of 242 children with learning disabilities between 8 and 12 years of age was determined. A speech, language, or hearing problem was exhibited by 96.2 percent of the children. Only six percent of the children were considered to be receiving appropriate services. (Author/DB)

A spelling program was devised for learning-disabled students, using elements from "Signs for Sounds," the Cloze method, and "Auditory Discrimination In-Depth." Day-by-day use of the program involves drawing word pictures, spelling the words with tiles and blocks, writing on the board, using the words in written sentences, spelling bees, etc. (JDD)

Twelve teaching strategies are suggested to help learning-disabled students learn to evaluate their writing skills. Checklists for scoring writing samples and for self-evaluation are included. (DB)

Four alternative strategies to enhance learning-disabled students' learning and improve their self-concept include creative writing, peer tutoring, creative teaching, and behavior modification. (DB)

Examined the level of depressive symptomatology in 100 learning-disabled and normal fourth through sixth grade students, using the Children's Depression Inventory (CDI) and behavior ratings by classroom teachers. Significant positive correlations were found between learning-disabled students and CDI scores and between CDI scores and teacher…

Analysis of responses of 107 college faculty members to a questionnaire assessing faculty willingness to make accommodations for learning-disabled students found that, in general, faculty were willing to provide such accommodations. Education faculty responded more positively than did faculty of the College of Business and College of Arts and…

The question of realistic expectations for achievement growth for learning disabled students is discussed. The controversy among previous authors is caused by the acceptance of unsupported claims about interval scales, and not by the explicit definition of realism and fairness, which can fix a growth expectation. (SLD)

A literature-based cognitive developmental approach to learning and instruction in mainstreamed settings is presented. The approach considers children with learning disabilities to be ineffective and inactive learners, and focuses on addressing learning skills for all children and emphasizing mutual support and communication within the classroom.…

Individualized self-monitoring checklists were developed for 3 learning-disabled students, aged 10-13; students followed the checklists as they completed their subtraction assignments. The procedures produced immediate gains in correct responding; when the checklists were removed and the previous incentives condition was reinstated, continued…

A study evaluated the usefulness of instruction in specific learning strategies to improve the learning processes of students with learning disabilities and attention deficits. The intervention sought to provide students with tools for maximizing atypical strengths, remediating weaknesses, and activating processing. Some strategies are described.…

Results indicated that students identified as disadvantaged who participated in Chapter One received significantly more reading and language arts instruction in regular education classes than did mainstreamed children identified as handicapped and served through special education programs. (PCB)