Designed to emphasize areas of interaction, the papers on learning disabilities include discussions of the importance and procedures of early diagnoses of developmental disorders, by Joseph DiLeo; traditional concepts and problems of minimal brain dysfunction (MBD), by Ernest Siegel; interactions of the MBD child, family, and teacher, by Bernard Aronov; and psychological problems of minimally brain injured adolescents, by Sol Gordon. Edward Scagliotta explores effects and contributions of the learning disabled child in family relationships, while Willetta Silva examines the existing school procedures for children with minimal brain dysfunctions and suggests future developments and changes. In three papers, Doreen Kronick describes the concept of secondary gain in the MBD child, unique factors affecting family interaction with learning disabled children, and realistic goals and objectives for children with minimal brain dysfunction. (RD)