Recent advances related to the achievement and school behavior in children with tic syndromes, seizure disorders, and minor physical anomolies are discussed. The role of the school psychologist as liaison between the pupil's teacher, family, and physician is described, as well as his or her role with the children themselves. (Author/EGS)

In the last few decades, the field of dual diagnosis as applied to those with intellectual disabilities has boasted a monumental surge in assessment devices and treatment approaches. These relatively recent advances include those in the development of behavior modification principles and procedures that have had a dramatic impact on services for…

This final report describes the activities and outcomes of a federally funded project designed to enable teachers of young children (ages 5-8) with mental retardation, cognitive disabilities and other developmental disabilities to teach problem solving and self-determination related skills in multiple districts across Texas and Kansas. The project…

This book is intended to give educators an overview of Fragile X syndrome, including how it affects individuals, usually males, and how teachers can use strategies and methods suited to their specific needs. Chapter 1 briefly describes those medical aspects of Fragile X that teachers may find helpful. Chapter 2 looks at typical characteristics of…

Language disorders in children are one of the most frequent causes of difficulties in communication, social interaction, learning and academic achievement. It has been estimated that over 5% of children present with some kind of language disorder. This volume illustrates the state of the art in neurogenic language disorders in children. The most…

This report presents results of a comprehensive review of the research on the improvement of reading comprehension for students with disabilities and is organized into two major sections, the first on learning disabilities and the second on low incidence disabilities. Section 1 is organized into seven chapters which cover: (1) an explanation of…

Describes strategies used by reference librarians to provide service to the developmentally disabled, including reference service to volunteer and professional service providers, specialized information networks, information and referral services, and key reference tools. Deinstitutionalization, normalization, the developmental model, and least…

Linguistic and cognitive assessment of children whose home language is not English involves numerous complex issues: criteria for labeling minority children cognitively deficient, relationship between bilingualism and cognitive development, acquisition of Spanish and English by bilingual children, and design of programs for non-English speaking…

Ninety-seven school-age children who had previously sustained a unilateral compound depressed fracture of the skull were studied using tests of intelligence and reading attainment. Intellectual impairment was significantly associated with overall severity of brain trauma. Neither the child's age at injury nor the brain hemisphere damaged had…

The paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained behaviorally oriented noncategorical program for preschool children with speech and language impairments and other developmental delays. (CL)

A study accessed the outcomes achieved by preschoolers with both severe mental retardation and autistic features who received intensive Lovass (O Ivar) behavioral treatment (n=11) and those who received minimal treatment (n=10). Results found that the intensively treated children obtained a higher mean IQ and evinced more expressive speech.…

This article discusses a program that used holistic literacy instruction to foster literacy growth, self-expression, and communication skills in children with developmental disabilities. Strategies are highlighted for providing writing opportunities in the classroom, and recommendations are made to guide teachers in planning curricula and…

The Yes I Can Social Inclusion Program fosters the development and maintenance of social relationships of students with and without developmental disabilities by helping them to overcome negative behaviors and increase interpersonal skills. A sample lesson plan is included. Two case studies illustrate the program's effects on socially isolated…

This article makes the case for early intervention with young children with both developmental and behavioral problems. It cites intervention research that supports the effectiveness of parent management training and the use of applied behavior analysis, but recognizes the need for randomized controlled trials with adequate follow-up and…

A study was conducted of 217 clients with developmental disabilities and behavioral and psychiatric disorders, who had been referred for crisis intervention, to determine what factors predicted their rereferral. Factors included nonfamily residence and self-injurious behavior for those under age 30, and aggression for those over age 30. (CR)