Diagnostic procedures used to identify children (grades K-6) with learning disabilities in 14 school districts were studied and compared. Although some similarities existed between districts, uniformity was lacking in important areas such as test selection, extent of testing, and cutoff scores on intelligence and other tests. (Author/CL)

Though clinical judgement is necessary for appropriate diagnosis and provision of services to learning disabled children, such judgement must be based on objective evidence. A statistical procedure for applying the severe discrepancy criterion dictated in federal regulations is suggested for objectifying learning disability diagnosis. (Author/DB)

The response to a previous article by Mardell-Czednowski and Lessen notes the lack of common criteria for evaluating technical adequacy of assessment instruments used with handicapped children and stresses the need to evaluate instruments with the specific populations to which they are administered. (DB)

The paper describes how the Iowa state education agency has attempted to provide leadership in defining those handicapped students who are behaviorally disordered. Emphasizes the literature base from which initial direction was taken, data-gathering activities initiated by the SEA, and subsequent policy decisions made. (Author/CL)

Comparison of psychometric profiles of learning disabled and non-LD students (total N=223) across LD status, district, and age variables indicated that only severity of academic underachievement consistently differentiated the LD and non-LD pupils. Comparison across districts revealed different LD profiles despite use of identitical eligibility…

Thirty visually impaired children (6-12 years old) were administered The Word Test which does not use visual stimulus. Correlation between age and scores and comparisons of test results for individuals with test norms indicate that The Word Test can be used in assessing language disorders among visually impaired children. (Author/CL)

The article describes the history and resolution of the Lora Litigation (Lora v. Board of Education of the City of New York) and the standards and procedures intended to prevent future discriminatory practices or to detect them as soon as they occur put as forward in the final order. (Author/CL)

Questionnaire data from 276 directors of special education and a review of state plans revealed variations in personnel on evaluation teams, variability in the number of evaluation team members among states, and an apparent reluctance on the part of states to require participation of parents or particular professionals on the multidisciplinary…

Forty-nine states and the District of Columbia responded to a survey about early school screening, giving information about timing, sources of data, and content areas of screening programs. Responses indicate great variation at the state and local district levels, and confusion of screening with evaluation. Results are discussed in relation to…

An analysis of errors in written language as indicators of communication disorders reviews problems with assumptions that writing and spelling are phonetically based. A six-stage model of written language reduction is proposed that helps to analyze and type errors according to such classifications as neuromuscular, phonographic, and duplication…

Four unresolved issues and research needs in central auditory processing disorders in children are addressed: (1) early identification through screening; (2) relationship between test battery results and auditory behaviors; (3) relationship between test battery results and therapy planning, and (4) new assessment procedures. (Author/CL)

The author describes his model for determining severe discrepancy in children with learning disabilities (LD). The model stresses quality of data. The author also notes that the most highly trained personnel available should evaluate potential LD children. (CL)

The author reviews methods of studying individuals in context (ecological, phenomenological, and system approaches) and offers suggestions for implementing these approaches in identification, assessment, and intervention procedures for language-disordered children. (CL)

Intended to provide information about learning disabled gifted students, the article discusses a rationale for providing enrichment activities within the framework of a program for the gifted. Identification strategies are discussed and program ideas using the enrichment triad model are offered. (Author/CL)

Scatter analysis among the Tests of Cognitive Ability for the Woodcock-Johnson Psycho-Educational Battery was conducted on the performance of 3,566 Ss (grades one to 12) from the standardization sample. Examining scatter on the Tests of Cognitive Ability and identifying specific "types" of learning disabilities using this test are discouraged.…