Although many distortion-product otoacoustic emissions (DPOAEs) may be measured in the ear canal in response to 2 pure tone stimuli, the majority of clinical studies have focused exclusively on the DPOAE at the frequency 2f1-f2. This study investigated another DPOAE, 2f2-f1, in an attempt to determine the following: (a) the optimal stimulus…

The use of the term "response to intervention" focuses on its potential utility for diagnosis of learning disabilities. In this context, "response to intervention" can be understood as a diagnostic approach for determining which students are entitled to special educational services. It is important to notice that the validity of the RTI diagnostic…

Many schools are beginning to use Response to Intervention (RTI) in the classroom, and educators have found that it has made a difference for many students. The purpose of RTI is to identify those children who are struggling in school and to ensure that each of those children receive just the right instruction or intervention to be successful.…

As a school leader, what do you need to know about Response to Intervention (RTI) and your role in leading instruction for struggling learners? In this article the authors offer guidance about the content of the RTI initiative based on policy, research, and practice. They provide a brief history of the Individuals with Disabilities Education Act…

Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n = 15) and low achieving (LA, n = 44) were identified. These groups and a group of typically achieving (TA, n = 46) children were administered a battery of mathematical cognition, working…

Pragmatic language skills are important for developing relationships with others, and for communicating with a range of interlocutors in a variety of contexts, including preschool and elementary school classrooms. Pragmatic language difficulties frequently are a primary area of disability for children diagnosed with autism, Asperger's syndrome,…

Background: While researchers have attempted to address the difficulties of diagnosing affective disorders in the intellectually disabled population, diagnosing bipolar disorder in an individual with severe intellectual disability (ID) remains a challenge. The aim of this study was to identify what symptoms can predict a diagnosis of mania in the…

Describes ways of identifying the handicapped and integrating them with "normal" children. Advantages, potential problems and the apparent impact of mainstreaming are discussed briefly. (BRT)

Discusses the importance of early detection of speech defects and briefly describes the activities of the Pre-School Diagnostic Center for Severe Communication Disorders in New Haven, Connecticut. (ED)

E. Burns' (1984) attempt to explain the below average mean IQ scores reported for samples of learning dsabled (LD) students through the use of the bivariate normal probability distribution was examined. Alternative explanations which focus on issues related to the referral, identification, and placement of children are presented.(Author)

Educators have a role in identifying auditory problems. Common hearing disorders include high frequency hearing loss, unilateral hearing loss, fluctuating conductive hearing loss, and auditory processing deficiency. Reduction in the level of classroom noise is recommended for optimum hearing of all children. (Author/DB)

Teachers of the learning disabled (N=150) reported that major identification criteria in recent learning disability (LD) placements were intraindividual variability, achievement-potential discrepancy, below grade level academic achievement, and exclusion of other handicapping conditions. Teachers serving only LD students reported more emphasis on…

Five formulas for identifying discrepancies for eligibility as learning disabled (LD) were applied to 137 children (ages 6-14) already diagnosed as LD. Among results cited was that 64 percent were not identified as LD by any formula. Issues concerning the use of discrepancy formulas for LD screening are discussed. (Author/JW)

The article summarizes concurrent policy and practice concerning categorical and noncategorical diagnostic procedures for young handicapped children. The strengths and weaknesses of four noncategorical policy options are discussed. Potential misuses of noncategorical policies are reviewed, and recommendations for policy research are offered.…

Parent and teacher ratings of 141 middle-school children were collected using the Revised Behavior Problem Checklist. Pearson correlation coefficients indicated a low degree of relationship between parent and teacher ratings. The lack of agreement in identifying children as either mildly deviant or highly deviant suggests rating subjectivity.…