Argues that knowledge from studies of individuals with sex chromosome abnormalities can further understanding of aspects of normal human development. Studies of XO girls, XXY boys, XXX girls, and males with a fragile X chromosome are summarized to demonstrate how results contribute to knowledge about normal cognitive development and about…

Comparison of hyperactive and normal children indicated that hyperactive children did not show deficits in the ability to sustain attention, although signal detection analysis showed some lowered capacity in both focused and selective attention to targets. Subsamples of learning-disabled and neurologically impaired hyperactive children showed…

Learning disabled students need help in developing those prerequisite skills that are necessary for achieving order: dividing tasks into parts, establishing routines, managing time, and making decisions. (CL)

A special curriculum for learning disabled students incorporates social and emotional components. Case studies illustrate the effectiveness of giving students opportunities to acknowledge their feelings and release energy constructively. Suggested methods for social and emotional skill development are offered. (CL)

A peer extinction procedure in which students refrained from laughing at or attending to a targeted student's inappropriate behavior decreased the adolescent learning disabled student's obscene language. (CL)

Learning Disabled children (N=198) were tested on both the WISC-R (Wechsler Intelligence Scale for Children-Revised) and K-ABC (Kaufman Assessment Battery for Children). Joint factor analysis produced three-factor and four-factor solutions. Factors corresponding to three K-ABC scales generally converged with three WISC-R factors. (Author/CL)

Pupil achievement data (N=252 mildly disabled elementary students) are analyzed by type of class, classification of student, subject, grade level, number of years teachers were in the project, and amount of charting done by teachers. In addition, data are presented on teacher judgment with pupil achievement, and supervisor judgment and teacher…

A survey of special education teachers, school officials, and parents of learning disabled students suggested that labelers attach multiple and sometimes conflicting meanings to "learning disabled," that formal and informal criteria are employed by labelers, and that backgrounds, work duties, and interest of labelers apparently influence their…

Paraprofessional training in administration and scoring of educational and psychological tests for learning disability diagnosis is examined, and it is concluded that projected disadvantages outweigh advantages, indicating caution in adopting the practice. (Author/CL)

The review of research on teaching of reading to learning disabled (LD) students first examines past conceptualizations of LD, favors the hypothesis that LD students fail to deploy cognitive resources effectively, examines recent research on teacher effectiveness, and suggests 10 strategies for teaching reading to LD students. (Author/MC)

Findings from a comparison of two samples of school age children, one sample (N=40) identified as learning disabled (LD), the other comprised of low achievers (N=51), indicated few psychometric differences. Many LD students did not meet federal definition guidelines, and many low achievers did meet the guidelines. (MC)

Research is reviewed on the communicative ability of learning disabled (LD) adolescents and its effects on acceptance by peers. Difficulties are noted in social perception, oral language, and social experience. Suggestions for enhancing communication and social skills include using group-contingent reinforcements and exposing LD students to normal…

Evaluated correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) with 55 behavior disordered adolescent males. Results indicated good concurrent validity for the WJTCA Broad Cognitive Score but suggest that WJTCA is heavily verbal weighted. (JAC)

Investigated the effects of verbal-mediated modeling on transfer to a criterion-referenced paper/pencil task in 51 low-IQ students. Results indicated no significant correlation between concrete operational reasoning and reading comprehension, mathematical reasoning, or language expression. (JAC)

Recommendations are offered for combining study skills and test-taking training, relaxation, and modification in thinking processes to help learning disabled college students improve their academic effectiveness. A stress management program is outlined in terms of assessment and interventions. (CL)