All physical activities incorporate perceptual motor coordination, and physical activities for learning disabled children should provide from among three types of movement outcomes--movement control, movement behavior, or movement experience. Instruction should focus on task analysis, the student's strengths, and success with an appropriate amount…

The Ozawa Behavioral Rating Scale contains six items related to distractibility and nine items related to impulsivity. This validity study showed that the Scale shows statistically significant relationships with the Wechsler Intelligence Scale for Children--Revised and the Matching Familiar Figures Test and may be appropriate for identifying…

The paper highlights motivation itself as a problem, suggests times when correction of the motivation problem should be the initial focus of intervention, and describes a framework and specific procedures for enhancing positive motivation and reducing avoidance as key aspects of correcting students' learning and behavior problems. (Author/MC)

Applied behavioral analysis in education is expanding rapidly. This article describes the dimensions of applied behavior analysis and the contributions this technology offers teachers in the area of systematic applications, direct and daily measurement, and experimental methodology. (CJ)

The uses of corporal punishment with mildly handicapped students (learning disabled, behaviorally disordered, and mentally retarded students) in integrated public school settings were investigated. It was found that corporal punishment with mildly handicapped students occurs in virtually every region of the country, in communities of every size,…

Criterion-referenced tests in a time-series design were found to be the most feasible methodology for evaluating placement in an early intervention program for mildly retarded, learning disabled, and emotionally disturbed children. Advantages included provision of longitudinal data, while the major disadvantage was administration time. (CL)

The instructional program, "Learning About Social Behavior," was designed to teach social and behavioral skills to elementary students in regular and learning disability classrooms. Students are taught with strategies used in reading, math, and assertiveness training. (Author/AM)

The author addresses the planning of learning-disabled (LD) college students toward programing considerations. (SW)

A school district made identification decisions for 51 students referred because of academic difficulties; 24 students were learning disabled. The school identification decisions, based on application of a severe discrepancy on the Woodcock-Johnson Psycho-Educational Battery, did not correlate with decisions based on the federal definition of…

Determined if retention capacities of learning disabled children with strong visual-spatial skills/weak verbal skills would improve if verbal material was presented within musical contexts. Visual-spatial group subjects obtained significantly higher recognition scores when lyrics were sung rather than spoken whether instrumental musical…

The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)

The study examined the effects of two group counseling approaches--social skills and relaxation training--on 46 learning disabled (LD) first and second graders' self-concept and on their in-class behavior, as assessed by their teachers. (Author)

Forty-seven pairs of learning disabled (LD) and non-LD junior high students were observed in their regular classrooms using a continuous recording system. Results show that LD adolescents do not appear to be social isolates in the classroom. (Author)

Evaluates the use of self-instructional learning packages using a visual image approach for teaching the technical language of five trade areas to learning handicapped high school students enrolled in regular vocational education classes. (FL)

Performance on tasks of memory and of attention was consistently interrelated for nonlearning disabled children and less consistently so for learning disabled subjects. Hyperactivity was also related to poorer performance on the cognitive measures. (Author/DB)