Discusses importance of creating positive self image by provision of tasks with realistic goals where child is assured of success and recognition. (Author/CJ)

Reports behavior changes achieved after a 3-week training program with 2 profoundly retarded children who were acute management problems. (DR)

Development of a screening tool for detecting developmental disabilities and at-risk conditions in younger children is described. Data obtained from this tool are correlated with two other widely used screening instruments. Future research should continue to explore the interrelationship of items on screening instruments to obtain valid and…

The usefulness of the Woodcock-Johnson Psycho-Educational Battery (W-J) to assess learning disabled (LD) children was assessed. The W-J factor clusters could not be replicated with this LD sample, and little evidence was found of the validity of either the cognitive factor clusters or the aptitude factor clusters. (Author/SEW)

LD adolescents had substantially lower academic self-concepts and academic expectations than normally achieving adolescents. Similarly, teachers had negative perceptions of and low academic expectations for LD adolescents. Finally, parents of LD adolescents had lower academic expectations for their children than did parents of normally achieving…

After viewing short segments from soap operas revealing subtle emotional and social relationships, the children were questioned to determine their comprehension of the scenarios. The LD group consistently made more social comprehension errors than did their non-LD peers. (Author/SEW)

Four main topics are addressed (sample findings in parentheses): generalization (LD adolescents have trouble generalizing across settings); motivation (goal setting and self-control can be effective); social skills (LD subjects can readily learn social skills); and young adulthood (LD young adults face difficulties coping with daily living and…

Investigated the concurrent validity of the Wechsler Intelligence Scale for Children (Revised) subtests and three IQs compared to Wide Range Achievement Test standard scores, in 28 learning-disabled children. Analysis showed no significant correlations between WISC-R and WRAT scores, indicating a lack of concurrent validity on the WAIS-R. (WAS)

Twenty-nine third and fourth grade learning disabled children's attributions for success and failure were examined. Results indicated that Ss did not always interpret successes as reflecting something positive about themselves. Nor did they view failure as something that could be overcome with effort. (Author/CL)

Forty-four children identified as learning disabled were administered Harter's Scale of Intrinsic versus Extrinsic Orientation in the Classroom. Scores were correlated with several indices of school behavior, standardized achievement test scores, report-card grades, and teachers' behavioral ratings. No pattern was evidenced between the scale and…

Describes the operation of Project HELDS (Higher Education for Learning Disabled Students) on one campus. Evaluation results showed the use of existing university resources such as tutoring and taping books and lectures had a meaningful impact on the academic achievement of the 27 participants. (JAC)