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)

Research concerning cerebral asymmetry and its effect on scholastic achievement, reading disabilities, learning disabilities, and linguistic competence is reviewed in an exploration of brain hemisphere-specific etiologies of dyslexia. (CJ)

Recently endorsed definitions of learning disabilities presume that the disability is due to central nervous system dysfunction. To identify those children who should receive a comprehensive neuropsychological evaluation, an effective approach to neuropsychological screening is needed. Provides a rationale and conceptual framework for development…

Teacher ratings and observational data were gathered on 22 pairs of learning disabled (LD) and non-LD children in the second and fourth grades in an effort to compare their task-oriented, social, and affective behavior patterns in regular class settings. (Author)

Problems with restricting learning disabilities to a range of mild handicaps are noted and five areas of controversy affecting severely learning disabled students are addressed: definitions, student characteristics, identification criteria, educational methods and technology, and educational services. (CL)

The analysis indicated that 10 distinct patterns could account for the variance within the WISC-R subtests. Knowledge of the pattern of strengths and weaknesses did not provide additional prognostic power over that available using the WISC-R full scale IQ alone. (Author/CL)

Describes development, rationale, and potential uses of a scale designed for use in conjunction with the Wechsler Intelligence Scale for Children-Revised or the Wechsler Adult Intelligence Scale. Suggests this scale may provide information on a variety of aspects of memory function in individuals with whom the scale is utilized. (Author)

The role of optometry in the study of learning difficulties and the problems of interpreting research results in the fields of optometry and ophthalmology are discussed. Limitations of school visual screening are described, and it is suggested that many children with learning difficulties should be referred for a full clinical visual examination.…

The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

American educators first turned to behaviorism and the forerunner of systems theory to make education an instrument of social control for the preservation of cultural homogeneity. Rather than offering "backward" or "learning disabled" children increased educational opportunities, these procedures relegated them to a subordinate place in American…

A program in which trainable mentally handicapped (TMH) students are taught home economics skills is described. Discusses why home economics is the area usually chosen for educating TMH, how a suitable curriculum is developed, and how this curriculum can be implemented in food classes and in clothing classes. (CT)

Evaluated the personality functioning of learning disabled children, who ranged in age from 7 through 11. Significant externality was noted for both males and females. Older children were significantly more external than their younger counterparts. (Author)