To examine how consistently categories are defined and identification procedures are followed, the study compared variability of prevalence rates from state to state for each of the categories of special education. With effects of the size of means controlled for, the higher prevalence categories were no more variable as a group than lower ones.…

Meta-analysis was used to arrive at a quantitative synthesis of the results of 94 studies of the validity of Wechsler regroupings for differential diagnosis of learning disabilities. The primary findings indicated that no recategorization, profile, factor cluster, or pattern showed a significant difference between learning disabled and normal…

The article logs descriptive demographic and psychometric data on 1,839 randomly selected learning disabled students from across Iowa. In contrast to the results of other studies, nearly 75 percent of the students in Iowa LD programs met a moderate level of academic discrepancy. Variability was found among the standard scores for the achievement…

Focusing identification and programing only on behavior related to students ability to function in the environment might give a uniform perspective for service and a specific goal for special education. Such an approach may alleviate problems with client specificity, program goals and philosophies, and service efficacy. (CL)

To determine the degree of controversy or consensus regarding definitions at the state level, questionnaires focusing on six learning disability topics were sent to each state education agency (SEA) and the District of Columbia. In general, more consensus than controversy exists when broad areas are considered. Changes in some SEA definitions…

The Development Indicators for the Assessment of Learning (DIAL), a preschool screening instrument, was administered to 436 three- to five-year-olds. Results, in terms of the number of children identified as having potential problems, and the organization of the DIAL subscales, supported the use of the DIAL. (Author/CL)

Results demonstrated that while there were differences in the behaviors of Ss (in grades five-seven) with and without diagnosis of hyperactivity, the number of behavior changes per minute was essentially the same and that, for most behaviors, the probability of a behavior following an emission of the same behavior did not differ. (Author/CL)

Nine procedures assessing the magnitude or statistical significance of ability-achievement discrepancy dealing only with magnitude were evaluated and found to possess one or more serious statistical deficiencies. The approach with the greatest potential involves assessing the statistical significance (reliability) of a discrepancy score and then…

Retrospective examination of relationships between independent social system variables and prevalence rates for emotionally disturbed (ED) children revealed that ED Ss are significantly underdetected and underserved in public school systems, social and economic factors affect the type of service provided, and attitudinal variables affect both…

Syndromes of dysfunction are discussed with reference to commonalities of neuropsychological deficit. The results support the usefulness of this version of profile analysis in developmental neuropsychological investigations. (Author)

This article suggests some practical resources for classroom teachers in the detection of learning disabilities." (Authors)

Twenty-four adult patients who presented to a number of hospital services with complaints related to difficulty in hearing, understanding, remembering, or writing were examined for auditory perceptual disorders. Results support the desirability of examining auditory perceptual abilities in adults even though the tools available are designed…

Researchers, policymakers, and teacher trainers, identified as being on the "cutting edge" of research and programing in learning disabilities, responded to surveys in 1975 and 1981. The "experts" generally endorsed learning disabilities as viable classifications and asserted that they are identifiable by specific symptoms or syndrome of symptoms.…

The Child Assessment Scale (CAS), developed to address the need for a standardized child interview in identifying psychological disorders, was administered to 32 outpatients, 18 inpatients, and 37 normal controls. The CAS discriminated among the three groups in terms of degree of psychopathology, content areas, and symptom complexes. (Author)

The author cites issues involved in defining learning disabilities and suggests that it is a subcategory of underachievement. He summarizes his ongoing attempt to identify underachievers in kindergarten through a regression-referenced approach. (CL)