Evaluates diagnostic utility of Bannatyne's recategorized WISC-R scores in differentiating among children referred to a developmental evaluation center. Results failed to provide support for the diagnostic utility of recategorized WISC-R scores in general. Use of measure is limited in differentiating psychological and learning problems. (Author/CJ)

Investigated teacher attribution of the nature of the handicapped child's problem by ED or LD handicap label and strength of expectancy as a function of amount and type of information. Type and valence, rather than just amount of information, appeared to be more influential of attributioning in decision making. (Author/RC)

Intake placement data were collected from the files of 1,966 students labeled and served as learning disabled in Child Service Demonstration Centers (CSDC) in 22 states. There appeared to be a lack of consistency in the characteristics of students labeled learning disabled. (Author)

The paper traces the development of an integrated model of cognition stemming from Soviet neuropsychology and reviews recent research on simultaneous and successive syntheses. Implications for mental retardation, learning disability, hyperactivity, and reading disability are given. (Author/CL)

Cases are presented to illustrate the effects of these dysfunctional attitudes and therapeutic approaches toward them. Cognitive, behavioral, and dynamically oriented interventions are presented which have been effective when a child's difficulties result from his acting in accordance with the family's attitude toward learning. (Author)

Eighty learning disabled (LD) students at four age levels (ranging from 7 to 14) were studied to compare their vocabulary and syntactic maturity with normal children and to describe the developmental trends (using several instruments). (PHR)

Examined the concerns of regular class teachers who were the primary instructors for educable mentally retarded pupils and educationally handicapped children. Different teacher response patterns were identified, and teachers were found to be somewhat less comfortable with the retarded than with the educationally handicapped child. (Author)

The article focuses on the controversy over norm-referenced v criterion-referenced measures (CRM) in assessment of learning disorders. The authors contend that while the reliability of CRMs is generally indisputable, the validity of measures designed from local curricula is still dependent on the intuitive judgments of teachers. (Author/SBH)

Fifty hyperactive and learning disabled children (8 to 12 years old) were selected for study because of severe handwriting difficulties. The children received methylphenidate (Ritalin) or placebo under double blind conditions. Twenty-six students (52 percent) showed improvement in overall handwriting following the administration of methylphenidate…

The effects of the teacher directed language training approach of C. Bereiter and S. Engelmann and the child centered language training approach of M. Blank were experimentally investigated with descriptor words and functor words in four children, aged four to five, whose language was deficient in these parts of speech. (Author/SBH)

The study was designed to determine the effects of the Neurological Impress Method (NIM) as an approach to remediation of reading disabilities in 44 children (7 to 14 years old) classified as learning disabled. (SBH)

Two studies examined underachieving and control children's beliefs about the causes of their successes and failures. In Study 1, children (N=186) were administered a scale measuring locus of control in achievement situations. In Study 2, children rated the importance of ability, effort, task difficulty, and luck for success and failure in reading,…

Illinois assessment personnel (N=579) completed a survey designed to shed light on which professionals use tests, which categories of children are most frequently tested, and which tests are usually used and for what purpose. (Author/SBH)

The paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. (Author/SBH)