bluuebunny/crossref_metadata_2025 huggingface dataset:
The Relation of Subclinical Lead Level to Cognitive and Sensorimotor Impairment in Black Preschoolers
Authors: Perino Joseph , Ernhart Claire B.
Published: December 2008

The relation of blood lead levels to cognitive and perceptual-performance functioning was determined for 80 black preschool children. Their lead levels were below the criteria set for lead poisoning, but a regression formula revealed that the relationship was significant and as lead level increased general cognitive, verbal, and perceptual abilities decreased. Lead levels were not related significantly to parental intelligence, birth order, birth weight, and number of siblings. Lead level was, however, related to the educational level of the parents. It was concluded that the criteria set for lead poisoning warrant re-examination.
Teacher Nonverbal Behavior Related to Perceived Pupil Social-Personal Attributes
Authors: Lyon Susan
Published: December 2008

Social behavior is of major concern in many classes for the educationally handicapped. Teacher nonverbal communication is one of the processes by which social behaviors are learned. In this case study, the relationships between socially reinforcing nonverbal behaviors of a teacher and that teacher's perception of the social-personal attributes of his/her pupils in a self-contained class for the educationally handicapped were investigated. There was no relationship between a high or low rating on social-personal attributes and receipt of positive nonverbal behaviors or overall teacher attention. However, low-rated pupils received a significantly greater amount of negative nonverbal behaviors. These low-rated pupils also were younger, less preferred by the teacher, and rated lower academically. Attention should be given to communication skills in training teachers for the educationally handicapped.
The Role of Academic Failure in Hyperactive Behavior
Authors: Cunningham Charles E. , Barkley Russell A.
Published: December 2008

Numerous empirical studies have demonstrated that stimulant drugs such as Ritalin do not improve the academic performance of hyperactive youngsters, though short-term manageability may be improved. This interesting article reviews and integrates many of the central research papers. In addition, the authors propose a potentially useful means of conceptualizing how stimulant drugs may act to assist the hyperactive youngster and his teacher. Their conceptualization leads directly to a variety of intervention plans as well as suggesting future research. — G.M.S.

The model and supporting research presented here propose that academic failure resulting from a variety of etiological factors is sufficient to generate the behavioral patterns observed in many hyperactive children. These responses can be strengthened and may persist because of the inadverlent social responses of teachers and peers or because of their effectiveness in reducing the frustration and anxiety elicited by failure. Treatment predictions confirmed by outcome research indicate that intervention focusing only on the child's hyperactive behavior will not result in improvements in academic achievement. In contrast, interventions aimed at increasing the child's level of success on academic tasks are likely to result in corresponding reductions in hyperactive behavior while improving the child's academic achievement.
The Application of Single-Subject Research Designs to the Field of Learning Disabilities
Authors: Guralnick Michael J.
Published: December 2008

This article discusses the acknowledged gap that exists between educational research and practice, specifically the limited relevance of the former for the latter. The author describes, illustrates, and advocates the multiple baseline, single-subject research method as an approach that produces applicable results. — G.M.S.

Arguments are presented suggesting that single-subject research designs can form a basis for establishing a working relationship between researchers and clinicians. At the heart of the arguments is an emphasis on focusing activities at the level of the individual child. Issues regarding variability, generality, sampling, and the “believability” of multiple-baseline single-subject designs are discussed from the researcher's perspective. The potential benefits of such a relationship to the clinician as well as to the learning disabilities field in general are also explored.
Allergy, Learning, and Behavior Problems
Authors: Mayron Lewis W.
Published: December 2008

Allergy is an immunologic disease that affects adults as well as children. The process begins when allergens---food or chemical---enter the circulation where they stimulate the production of antibodies. Because the allergens enter the circulation, they can travel to any site in the body; therefore, any organ or tissue in the body can be a shock organ, including the brain. When the brain is affected, the resultant effects are learning and behavior problems. Characteristic of many immunologic sensitivity reactions are two stages manifested as a “high” or tension stage followed by a “low” or fatigue stage, usually in that order but sometimes reversed. This is known as the allergic tension-fatigue syndrome.

Food dyes have been shown to act as chemical allergens, which can be demonstrated in vivo and in vitro. The literature that has evolved from the Feingold hypothesis is presented here, showing both positive and negative results from double-blind studies. Procedures for the diagnosis of immunologic sensitivity disease are presented for the parent who has the willingness, patience, and perseverance to follow them.
Muller-Lyer Illusion in Hyperactive Boys
Authors: Houghton Robert Roy , Tabachnick Barbara Gerson
Published: December 2008

Changes in magnitude of Muller-Lyer illusion as a function of age were studied in 48 hyperactive and 48 nonhyperactive boys. As expected, a decreasing linear trend in magnitude of illusion was found with increasing age from 6 to 9 years for nonhyperactive boys. For hyperactive boys, illusion increased from 6 to 7 years and then decreased. Differences in illusion with age for hyperactives resembled Piaget's hypothesized developmental curve for primary illusion moved forward in years, supporting the notion of a lag rather than an aberrancy in perceptual development. Peak illusion was found for 6-year-old non-hyperactives and 7-year-old hyperactives. By ages 8 and 9, no significant differences were found between the two groups.
SOS: Follow-up Support to Beginning Learning Disabilities Teachers
Authors: Morsink Catherine V. , Blackhurst A. Edward , Williams Sharon
Published: December 2008

W hen I graduated, I felt ready to handle an LD resource room. But I got a selfcontained class It's a very interesting situation and very different from what I expected; but we're getting along better all the time. Thanks for letting me know I could still come for help. You just can't learn everything before you graduate. -a first-year teacher
Service Delivery to the Handicapped
Authors: Donaldson William S. , Stephens Thomas M.
Published: December 2008

In this concluding segment of the three-part series on the federal procurement process and service delivery, the focus is on the appeal-of-award supposition. Following the major topics of program definition and selection of contractors, Part III implies by its very presence that offerors to federal solicitations may need to expand their proposal-preparation procedure to include a monitoring function, one calculated to yield the facts surrounding just how the institution's bid was processed through the agency's procurement model.

Why one offer is selected over another remains speculative to an extent — not that it could be otherwise, for the federal procurement process cannot ever be totally objective. Nevertheless, the process must favor objective review, shunning the purely subjective but lending itself to subfective and intuitive insights. Empirical assessment, however, is the backbone of any justifiable evaluation procedure. It is in this arena that marked differences between real/ideal models begin to emerge.

The General Accounting Office (CAO) has ruled (January 1979) that there are at least three highly significant points for those preparing offers (1) although appearing to be outside the stated RFP specifications (as interpreted by the offeror), the wfse offeror will rewrite his first offer to accommodate any new “directions” from the Selection Official prior to submtfting the best and final offer; (2) evaluation criteria stated In the RFP/IFB announcement do not display all the criteria, for the sponsor may insert and/or interpret as needed as the process unfolds; and (3) the Technical Review Panel's recommendations do not bind the Selection Official to any one offer, being merely another “low level” step in the procurement process. A case study terminating with this GAO decision is presented for the reader's edification.

Under the present model, service delivery to the handicapped or any other target group cannot be maximized. Federal procurements must be responsive to the needs of target audiences. Contractors should be selected for their abilities to deher the most seruices at the lowest possible prices. Cost effectiveness, long a banner useful for campaigning, must become more than a convenient foil in procuring contractors. When practitioners and elected officials insist on federal acceptance of such a procurement model, we can expect an increase in competitiveness within the award process. Insfsting on competition for awards is a responsibility that should be shared by professfonals and other citizens.
The Role of Theory in Learning Disabilities Research
Authors: Wong Bernice
Published: December 2008

A close examination of theories dominant in the field of learning disabilities in the 1960s showed that the role of theory in learning disabilities research has been unproductive in enhancing our understanding of the causes of learning disabilities. In Part I, general and specific reasons are given to support the stated view. Generally the conceptual frames of these theories appear narrow and inadequate; specifically methodological problems appear to have undermined their heuristic value and restricted their development as viable theories of learning disablities. In Part II, a selective review of current theories in learning disabilities research that show heuristic promise is presented. Through programmatic research they hopefully will bring us closer to understanding the causes of learning disabilities.
The Visual Aural Digit Span Test for Seventh Graders
Authors: Koppitz Elizabeth M.
Published: December 2008

The Visual Aural Digit Span Test (VADS Test), developed and standardized as a diagnostic test for learning disabilities in kindergarten to sixth-grade pupils, was adapted for use with seventh graders. Eight-digit sequences were added to the VADS Test, and normative data for children aged 12 to 14 are presented. An investigation of the relationship between the VADS Test scores and reading achievement showed the validity of the test for middle school pupils.
The Bender Gestalt and VADS Test Performance of Learning Disabled Middle School Pupils
Authors: Koppitz Elizabeth M.
Published: December 2008

The Visual Aural Digit Span Test (VADS), extended for use with older children, together with the Bender Test were shown to be valid diagnostic tools for pupils aged 12 to 14. A group of special class students with serious learning disabilities scored the equivalent of 9-year-olds on both tests and showed much impulsivity and disorganization on the test protocols. A group of resource room pupils with more moderate learning problems scored at a level of 10-year-olds on the VADS and Bender Tests; their test records were well organized. The test performances of the learning disabled and resource room youngsters correspond to their achievement level and differed significantly from the control group.
Developmental Dyslexia and Literary Creativity
Authors: Rack Leonard
Published: December 2008

The case history of a young man with remarkable concurrence of developmental dyslexia, emotional difficulties, and literary creativity. The supportive role of others (mother, teachers, therapists) in helping him to overcome his difficulties and express his talent is described. Some concepts are mentioned that may be helpful in attempting to explain a creativity that is primarily in the area of deficit. It is suggested that many dyslexics, such as this man, may have special adaptive traits which they and those who work with them can put to use.
Visual Scanning Strategies of Perceptually Impaired and Normal Children Viewing the Motor-Free Visual Perception Test
Authors: Locher Paul J. , Worms Peter F.
Published: December 2008

Eye movements of perceptually impaired and normal children were recorded as they examined selected cards of the Motor-Free Visual Perception Test. Clear quantitative and qualitative differences in visual scanning strategies were found between the groups and discussed with respect to differences between perceptually impaired and normal childrens' rates of encoding information and reliance upon visual memory. In addition, it was found that the correctness of verbal response on the Motor-Free Visual Perception Test was not a sufficiently sensitive measure of differences in perceptual abilities between the two diagnostic groups studied. The value of the use of eye movement data to supplement the diagnosis of visual perceptual deficiencies is discussed.
Minimal Brain Dysfunction
Authors: Singer Sandra M. , Stewart Mark A. , Pulaski Linda
Published: December 2008

The results of a comparative study of hyperactive and specific-reading-disabled children and their families are presented. The cognitive profiles of the two types of index cases reveal substantial differences. The data suggest that the learning problems frequently noted in hyperactive children are probably more similar to those found in a group which Yule (1972) calls “backward readers” than to those of the specific-reading-disabled children. Further differences between the two groups of index cases were noted in family background variables, such as familial incidence of psychopathology and criminal behavior, family history of hyperactivity, and family history of reading disability.
The Relationship Between Auditory Perceptual Skills and Reading Ability
Authors: Kavale Kenneth
Published: December 2008

A review of research examining the relationship of auditory perceptual skills to reading ability is presented. The techniques of meta-analysis were used to statistically integrate the findings from 106 studies. A total of 723 correlation coefficients were collected and aggregated across five auditory perceptual skills, five reading achievement variables, three grade levels, and three subject characteristics. In addition, a correlation matrix was constructed from the 723 coefficients and used as the basis for a factor analysis, cannonical correlation analysis, and step-wise multiple regression analyses describing the interrelationships among auditory perception, intelligence, and reading achievement. The present findings indicate that auditory perception is an important correlate of reading ability with the proportion of explained variance in reading achievement depending on the combination of auditory and reading variables considered. It was concluded that auditory perceptual skills should be considered in an assessment of factors for predicting reading achievement.
Block Design and Neurocognitive Impairment in Children
Authors: Rie Ellen D. , Yeh Joyce W.
Published: December 2008

Learning disabled children were subgrouped according to etiology: neurocognitively impaired and neurocognitively intact. The two groups were found to be intellectually different from one another, as the impaired scored much lower on a general intelligence test than the intact. In addition, the impaired appeared to have a specific cognitive deficit, as they differed from the intact on the Block Design subtest when IQ was controlled through a difference of differences technique. Nonetheless, neither Block Design nor general intelligence was strongly related to reading deviation, though there was a suggestion of a relationship between Verbal IQ and reading within the impaired group. Despite the finding that the impaired group suffers from both global and specific intellectual deficits, it must be posited that nonintellective factors also much affect school performance. IQ and Block Design do not explain failure to read in either group. These findings and conclusions, it must be cautioned, pertain to abnormal populations.
Problems and Issues in Delivering Vocational Education Instruction and Support Services to Students with Learning Disabilities
Authors: Greenan James P.
Published: December 2008

Vocational education has several programs and services that should be accessible to all handicapped students, including the learning disabled. Skill training, cooperative work education, work-study, and youth organizations are some available programs from which these students could benefit. However, problems and issues relating to attitudes, personnel preparation, funding, and interagency cooperation and agreements frequently inhibit the delivery of vocational programs and related services to LD students. Vocational and special educators should work together as a team to provide vocational education instruction and the necessary support services to these students. Numerous resources, such as instructional guides, are currently available to assist the special educator in becoming familiar with the concepts, ideas, information, and processes that relate to serving the handicapped in vocational education. The resources and information will help special, educators with increasing their knowledge and participation in providing vocational and career opportunities to LD students.
Group Counseling with the Adolescent Learning Disabled
Authors: Berg Robert C. , Wages Laura
Published: December 2008

Based on a review of the literature involving group counseling and guidance activities with learning impaired adolescent students, the present article focuses on the cooperative assistance that counselors and special education teachers can provide for the learning disabled. A rationale and set of procedures are suggested to incorporate group activities for the less severely impaired so as to facilitate their reintegration into regular classrooms.
An Abstraction Test for Normal and Learning Disabled Children
Authors: Yeh Joyce W. , Rie Ellen D.
Published: December 2008

The performance of 18 neurocognitively impaired learning disabled children on visual abstraction was compared to that of 20 intact learning disabled controls and 20 normals. The normals were matched for age and IQ to the imact LD group. The Abstraction Test for Children was specifically developed and standardized as the measure of abstraction. To control for IQ differences between groups, a difference of differences method was employed. The result indicated that, relative to IQ, neurocognitively impaired LD children are not specifically deficient in abstraction. Lastly, it was found that Block Design and abstraction are not highly correlated in the LD population, suggesting that these two constructs are relatively independent of one another in atypical populations.
Childhood Cancer and Vulnerability for Significant Academic Underachievement
Authors: Ott Jeanne S. , Webb Thomas E. , Anderson Catherine A. , Kastelic Joseph E. , Krill Carl E.
Published: December 2008

Learning difficulties related to childhood cancer with its intense physical and psychosocial stresses are examined by comparison of 22 oncology patients and 22 children referred for psychiatric/psychological evaluation. Findings demonstrate, among children undergoing treatment of cancer, some academic vulnerabilities for which psychosocial aspects may not fully account and which become prominent under comparisons of within-subject differences between normalized scores of the WISC-R Verbal IQ and the PIAT Reading (p < .05) or Spelling (p < .01) subtests. Moreover, when members of the oncology group, who had already been placed in learning disabilities programs, were added to those defined as significantly underachieving by McLeod's method, it appeared that nearly a third of the oncology sample were encountering marked academic inhibitions.
Effects of Summer Instruction on Reading Achievement Regression of Learning Disabled Students
Authors: Cornelius Paula Lee , Semmel Melvyn I.
Published: December 2008

Ten planned comparisons of pretest and posttest scores on the Slosson Oral Reading Test support the position that LD students (n = 60) regress in their reading skills when they experience extended breaks in their educational programs during the summer months. Also, a five-week summer reading program during either the first or last half of the summer can prevent this regression.
Does Episodic Memory Influence Initial Reading Instruction?
Authors: Giordano Gerard
Published: December 2008

Research in experimental psychology, computer intelligence, and linguistics indicates that semantic memory can be organized into episodic units. There are five aspects of reading comprehension that are potentially episodic: the identity of reading, the identity of the person communicating, the identity of the audience to which the message was directed, the circumstances under which the message was transmitted, and the reason for transmitting the message. As these aspects become progressively abstract, the complexity of forming an episodic association increases. A structure for assessing episodic, mnemonic complexity of reading materials is developed.
Identification of Dyslexia
Authors: White Margaret
Published: December 2008

An economical procedure for identifying the dyslexic child is described using a parent questionnaire, the Wechsler Intelligence Scale for Children-Revised, (particularly noting behavioral idiosyncrasies), a brief sentence reading test, a brief spelling test, and laterality tests.
Social Skills
Authors: Wanat Paul E.
Published: December 2008

To investigate the usefulness of an in-school social skills program with learning disabled adolescents, 30 LD secondary students were equally divided into an experimental group and a control group. Both groups were pretested on the Piers-Harris Children s Self-Concept Scale and the Fundamental Interpersonal Relations Orientation—Behavior. The experimental group was part of a 16-week social skills awareness program that met five days a week, for one hour per day; the control group received no such treatment. The treatment consisted of discussion sessions using the Innerchange Human Development Program, which was supplemented by the Pal Filmstrip Series and the Guidance Associates Sound Filmstrips. Both groups were posttested on the same measurement scales used for pretests. Grade point averages also were investigated to see if there was any significant change during the experimental semester. Significant differences between groups were found on the Piers-Harris Children's Self-Concept Scale and on the Fundamental Interpersonal Relations Orientation-Behavior; no significant differences were found on grade point averages. It was concluded that sufficient evidence existed to support the effectiveness of social skills awareness programs in LD classrooms.
The Aggressive, Severely Behavior Disordered Child
Authors: Murray Joseph , Whittenberger Dorothy
Published: December 2008

Recent legislation has prompted the establishment of a burgeoning number of educational units for behavior disordered children. As these units became available throughout the United States, much disagreement resulted among educators regarding suitable eligibility criteria. The acting-out BD child is discussed in the article, with a focus on eligibility criteria and classification. In addition, characteristics of the aggressive child are suggested along with several factors tied in with the BD child. In particular, biological, familial, cognitive, and social learning factors related to aggression are discussed.
Current Practices in Making Psychoeducational Decisions About Learning Disabled Students
Authors: Ysseldyke James E.
Published: December 2008

This month's Topical Review focuses on one of the major problem areas in current educational practice with learning disabled children. It has proven very difficult to translate our conceptual definitions of learning disabilities into assessment procedures that are defensible from either a scientific or practical viewpoint. Scientific questions focus on the reliability and validity of the information produced by current procedures, while practical concerns center on the validity of classification decisions and the usefulness of these procedures as a guide to intervention. In this review, the author presents information relevant to both scientific and applied issues in assessment. The information presented here is particularly powerful, as it is the result of an organized and comprehensive research effort extending over several years.—J.K.T.
Learning Disabilities and Cognitive Strategies
Authors: Gerber Michael M.
Published: December 2008

There has been a proliferating amount of research concerned with cognitive “strategies.” Increasingly, the notion of cognitive strategies is influencing the direction of theory and research in learning disabilities. An adequate conceptual analysis of the notion of “strategy” is necessary to avoid inevitable confusion resulting from its use in interpreting empirical data. The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition is examined. Some suggestions for the direction future research might take are discussed briefly.
Effects of Stimulant Drugs on Academic Performance in Hyperactive and Learning Disabled Children
Authors: Gadow Kenneth D.
Published: December 2008

The effect of stimulant drugs upon academic performance in hyperactive (HA), learning disabled (LD), and hyperactive-learning disabled (HA-LD) children has been a matter of controversy for over a decade. Research on this topic is reviewed with attention to specific academic skills, methodological issues, relative efficacy of drug, educational, and multimodal interventions, and clinical implications. It is concluded that while stimulants may increase academic productivity, (a) the effect on standardized achievement test scores is not particularly robust; (b) individual reaction is quite variable; (c) the clinical implications for adult outcome appears to be minimal; and (d) some behavioral interventions are clearly superior. However, the number of pertinent subject, task, treatment, and setting variables is so great that a definitive answer with regard to the relationship between pharmacotherapy and academic performance is anything but close at hand.
Arithmetic Remediation and the Learning Disabled Adolescent
Authors: Atkinson Bill
Published: December 2008

This article suggests that work with fractions is a viable way to deal with fundamental computation deficiencies. Keeping in mind the mathematical “interest level” of beginning secondary students, the article proposes that learning disabled adolescents start remedial work with fractions. A fractions task analysis is provided along with specific suggestions for drill material.
Developing Linguistic Auditory Memory Patterns
Authors: Valett Robert E.
Published: December 2008

Many learning handicapped children have impaired language associations, patterns, and expressions. This paper summarizes relevant linguistic research and instructional strategies. A number of linguistic auditory memory pattern (LAMP) exercises and examples are then presented as an integrated multi-sensory approach which has been found useful by special educators.
Conversational Interactions of the Learning Disabled and Nondisabled Child
Authors: Markoski Barbara D.
Published: December 2008

The purpose of this study was to replicate with modifications three previous studies examining the conversational interactions between learning disabled children and nondisabled peers. The performance of fifteen pairs of learning disabled and nondisabled peers on a persuasion task and their recorded conversations during a cooperative construction task were compared via analyses of variance. The results suggest that the learning disabled and control groups may be distinguished on the basis of their verbal communications. In contrast to previous studies, learning disabled children produced more Request statements proportionately than did their nondisabled peers. Predictions that learning disabled children would be less persuasive were not confirmed, as learning disabled children and nondisabled peers appeared to be equally persuasive. The failure of this study to replicate previous findings of Rejection, Considerate and Competitive statements as discriminators of learning disabled and nondisabled peers is discussed. Address: Barbara D. Markoski, 3658 East Indigo Circle, Mesa, Arizona 85203.
Teachers' Expectations for the Younger Siblings of Learning Disabled Students
Authors: Richey Linda S. , Ysseldyke James E.
Published: December 2008

Recent research has suggested that special education labels influence teachers' expectations not only for students but also for their younger siblings. Two investigations were conducted to ascertain teachers' expectations for the performance of the younger siblings of LD students. In the first study teachers were asked to make predictions about the performance of students they were currently teaching; these students had older siblings (either learning disabled or normal) whom the teacher had previously taught. In the second study teachers rated the expected performance of hypothetical younger siblings of LD students they were currently teaching.

Results of both investigations indicated that teachers held lower expectations for younger siblings of LD than of non-LD students. Specific content areas in which lower performance was expected are delineated. The results suggest not only that educators must be wary of the deleterious effects of the label learning disabled on the student but also that they must be aware that this label may taint their expectations for, and therefore their behavior toward, siblings of that student.
Reading Disability in an Epidemiological Context
Authors: Badian Nathlie A.
Published: December 2008

Among four year-groups of children in a school system (266 girls, 284 boys), 4 percenthad a reading disability (IQ ≥ 85), and 2.7 percent were “slow learners” (IQ < 85). Reading disabled boys tended to be later born in their families, and 40 percent of those born in the local area came from the 10.8 percent of boys born when the mean monthly climatic temperature was ≥ 71°F (mainly July). This was seven times the rate for boys born in cool or moderate months (33°F to 70°F). Lower reading scores were associated with hot birth month temperatures for all socioeconomic groups. Possible explanations are discussed.
The Use of Orthoptics in Dyslexia
Authors: Haddad Heskel M. , Isaacs Nancy S. , Onghena Karin , Mazor Ayala
Published: December 2008

In 73 children with reading difficulty, ophthalmological evaluation showed that 18 hadovert refractive errors, 18 had dyslexia and no ocular anomalies, and 37 had impaired fusional amplitudes, 24 of whom were dyslexic. In all patients with poor fusional amplitudesthe reading mechanism could be improved with orthoptic exercises designed to augment the fusional amplitudes. The treatment did not affect the perceptual defect associated with dyslexia.
An Analysis of Attentional Components in Hyperactive and Normal Boys
Authors: Brown Ronald T. , Wynne Martha Ellen
Published: December 2008

Attentional performance was examined in hyperactive and normal 10 and 14 yearold boys. The children participating in the present study were administered a series of measures hypothesized to test three components of attention: coming to attention, decision making, and sustaining attention to a task over time. Multivariate analyses followed by univariate tests indicated that both age groups of normal children were superior to hyperactive children in attentional performance while hyperactive adolescents demonstrated significant improvement with age only in the area of coming to attention. Findings were interpreted to suggest that while activity levels of hyperactive children may diminish at adolescence, hyperactive adolescents still continue to be impulsive and impaired in attention. Correlational analyses yielded low but statistically significant relationships among the attentional measures, but no significant relationships between IQ and the attention test scores. Findings were consistent with the interpretation that the three hypothesized components of attention are independent of intelligence.
Standardized Grade Equivalents
Authors: Reynolds, Cecil R. , Willson Victor L.
Published: December 2008

A method for developing “standardized” grade equivalents has recently been proposed by Burns (1982). The proposed method fails to remediate most of the well-known problems of grade equivalent scales and recreates some problems of the original mental age concept. Grade equivalents never really qualify as standard scores. The use of “standardized” grade equivalents may be more misleading than use of traditional empirically derivedgrade equivalent scales not only because of the term standardized as a false descriptorbut because these scores consistently underestimate above-average performance and overestimate below-average performance.
Self-Recording of Attention by Learning Disabled Students in the Regular Classroom
Authors: Rooney Karen J. , Hallahan Daniel P. , Lloyd John Wills
Published: December 2008

Increased attention to task through self-monitoring procedures has been well-established in recent literature on learning disabled students in self-contained special education classrooms. This study investigated the adaptability of the self-monitoring procedures to regular classroom settings. In the first part of the study, an ABAB design was used. Treatment consisted of having each member of an entire class of second graders monitor his or her own attending behavior. Data from four target students indicated that the procedure was effective in increasing attending behavior. In the second part of the study, using a CBC design, a reinforcement contingency was added to the self-monitoring intervention to ensure that children were actually using the self-monitoring system. Even higher levels of on-task behavior resulted when reinforcement for adherence to the system was in effect. The results show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them.
Basic Responsibility Training and the LD Student
Authors: Boden Phyllis M.
Published: December 2008

Despite years of intensive service, some junior and senior high LD students, who have not yet assumed basic responsibility for themselves, still have great difficulty processing and using auditory information, as well as following both auditory and written directions, resulting in failure which reinforces their opinion that they cannot be in control. Through observation while teaching this type of student, it is apparent that they need instruction in the process of formulating and altering plans to get what they want in life and also to want what they get to enable them to assume basic responsibility for themselves.
Prevalence of Hyperkinesis
Authors: Holborow P.L. , Berry P. , Elkins J.
Published: December 2008

Three rating scales with different items and modes of rating were used to assess the prevalence of hyperactivity among 1,908 children in 7 primary (elementary) schools. Teachers rated all the children in their classes. The number of children found to be hyperactive according to Conners rating scale was 5.6 percent using a cut-off of 2 standard deviations above the mean, or 12 percent using the American cut--off of 15. The Queensland rating scale gave a hyperactivity rate of 7.5 percent, and the Pittsburg scale a rate of 8.9 percent. The overlap of the rating scales gave 3.5 percent and the sum of those identified was 12 percent. More children were found to be hyperactive in lower socio--economic areas. Variation in the children thought to be hyperactive presents a problem for research, but the impact of difficult children in the classroom must not be underestimated.
Books in Brief
Authors: Newberger Darryl Alan , Hynd George W.
Published: December 2008

Boder Test of Reading-Spelling Patterns: A Diagnostic Test for Subtypes of Reading Disability, by E. Boder & S. Jarrico, New York: Grune & Stratton, 1982. Price: $55.00.
Performance of Good and Poor Readers on Cognitive Tasks
Authors: Das J. P. , Bisanz Gay L. , Mancini Gabriel
Published: December 2008

Average and backward readers from Grades 2, 4, and 6 were examined for their performance on five cognitive tasks, three of which measured memory span. The subjects were selected in such a manner that backward readers in Grade 4 were matched on word-reading with average readers in Grade 2, and the backward readers in Grade 6 were matched with average readers in Grade 4. The purpose of the study was to determine if cognitive task performance improves with age and with reading ability; and further, if the matched groups have equivalent performance on the five tasks. Results were consistent with a developmental trend and increment with reading competence. No differences were obtained between matched groups, which would support a developmental lag rather than a deficit position in the interpretation of reading backwardness. Overall findings were discussed in the context of explaining reading disability in terms of strategies for allocating attentional resources.
An Analysis of the Learning Styles of Adolescent Delinquents
Authors: Meltzer Lynn J. , Levine Melvin D. , Karniski Walt , Palfrey Judith S. , Clarke Simon
Published: December 2008

The association between school failure and antisocial behavior has been the focus of much discussion but little consensus. In the present study, 53 delinquent adolescents and 51 junior high school students were compared on the basis of their learning profiles. An educational battery was devised to evaluate quality of learning style and error clusters in addition to traditional grade-equivalents. Significant differences were found in the type and prevalence of multiple error clusters within each of the eight educational skill areas and across the eight combined skills. In a second part of the study early school records and parent questionnaires were reviewed. Results indicated a significantly higher prevalence of school problems among the delinquents as early as kindergarten. By second grade, 45% of the delinquents were already delayed in reading and 36% in handwriting, in contrast to only 14% of the comparison group (p < .001). Finally, the prevalence of special education services recommended or provided over the years was surveyed. It is concluded that the learning styles of delinquents may be qualitatively different and that early learning difficulties may provide a sensitive indicator of risk for later delinquency.
A Follow-Up Study of 52 Learning Disabled Adolescents
Authors: Levin Erwin K. , Zigmond Naomi , Birch Jack W.
Published: December 2008

This study was designed to document, four years later, the progress of 52 LD adolescents who entered a special education program in the ninth grade. The sample were “typical” LD adolescents: old for their grade placement, with severe reading retardation and moderate math retardation. Theoretically, these students should have been in 12th grade at the time of follow—up. In fact, 16 were still enrolled in a special education high school program; seven were still in high school but in regular classes full—time; twenty—four had stopped attending high school; and five could not be located. Thirty—four students (all those still in school and 11 of the dropouts) were retested on academic skills. Results indicated impressive gains for all students although approximately half the achievement growth had taken place in the first year of the LD program. The 11 dropouts were also interviewed about the circumstances of their school leaving. A majority reported that they had been encouraged to leave school before graduation because of persistent, academic, behavior and attendance problems. Data available to the school district at the time of placement into the ninth—grade special education program were utilized in a step—wise discriminant analysis, for predicting status at follow—up. The discriminant analysis was quite poor at identifying students who would leave school.
Achievement Level, Social Class, and the Self-Concepts of Mildly Handicapped Children
Authors: Coleman J. Michael
Published: December 2008

To illustrate the effects of socioeconomic status (SES) and within classroom academic standing on the self—concepts of mildly handicapped children, self—concept scores were collected on 169 elementary school children who divided their school day between special classes and the educational mainstream. The sample was divided into four groups based on SES (high or low) and level of academic achievement in comparison to other handicapped classmates (high or low). High achievers reported higher self—concept scores than low achievers and low SES students had higher self—concept scores than high SES children. The results are interpreted in terms of the influence of social comparison groups on children's perceptions of their own competence. The results suggest that mildly handicapped children from high SES levels who remain inadequate academically in comparison to their special—class peers have self—concepts significantly lower than those of all other students.
Eye Movements in Dyslexia
Authors: Pavlidis George Th.
Published: December 2008

The study of eye movements during reading has provided many important insights about the process of reading. Until recently, there has been a relatively broad consensus that the erratic eye movements of poor readers were a consequence of difficulties in learning the visual-verbal associations involved in reading, rather than being a primary cause of poor reading themselves. However, recent data has begun to question this assumption. In this month's Topical Review, the author reviews the research suggesting the erratic eye movements of dyslexics are not simply a consequence of poor reading skills. This research is important because, if it is substantiated in future work, examination of eye movement patterns may contribute significantly to the diagnosis of dyslexia. —J.K.T.
Implications of Using Microcomputers in Classroom Testing
Authors: Salend Spencer J. , Salend Suzanne M.
Published: December 2008

This article identifies the applications of microcomputers to assist teachers in designing, constructing, administering and scoring teacher-made tests that address the needs of learning disabled students. Guidelines related to modifying presentation and response modes, facilitating motivation, and scoring tests is described. Additionally, cautions in using microcomputers for classroom testing are discussed.
Mainstreaming
Authors: Biklen Douglas P.
Published: December 2008

Twenty-five years ago, the treatment of choice for children with special needs was the special class or special school. Today, more and more programs have sought to “mainstream” even severely disabled students. But does “mainstreaming” work? And if it works, why does it work and how does it work? At Syracuse University. a group of colleagues spent four arduous years studying mainstreaming. This commentary by Professor Douglas Biklen speaks to the common concerns raised when the question is discussed. I can't conceive of a more timely topic than this contribution to Dialectic—Burton Blatt, Associate Editor.
Personal Behavior and Professional Ethics
Authors: Stephens Thomas M.
Published: December 2008

The need for enforceable professional standards for special educators is discussed within the context of recent criminal convictions of four prominent special educators. Their misconduct is related to possible contributing factors that are inherent in our present system: the lack of clear professional standards and emphasis on centralized controls. Another factor is our society's tendency to use publicity in lieu of research evidence. Examples of each factor are provided within the broad context of professional education. Some corrections are proposed.
Use of EMG Biofeedback Procedures with Learning Disabled Children in a Clinical and an Educational Setting
Authors: Carter John L. , Russell Harold L.
Published: December 2008

This report presents two related investigations of the effects of biofeedback relaxation training upon academic attainment of learning disabled boys. The first study was conducted in a university clinical center where LD experimental boys showed significant improvement over controls on measures of reading, spelling, verbal IQ, eye-hand coordination, auditory memory, and handwriting legibility. Behavioral self-control and self-concept also improved significantly. The second study tested the applicability of the same biofeedback relaxation procedures in the public schools by teachers of LD boys. The experimental boys improved significantly over the controls on measures of reading, spelling, eye-hand coordination and handwriting. Precautions and need for further research are discussed.
Prior History of Learning Disabilities in Reye's Syndrome Survivors
Authors: Quart Ellen J. , Cruickshank William M. , Sarnaik Ashok
Published: December 2008

Twenty-six children, ages nine-18, who had recovered from Reye's syndrome were tested for possible memory deficits. In reviewing school histories, an unexpected finding was the disproportionately high number of students who were Learning Disabled before contracting Reye's syndrome. Seven of the children had been receiving special education services for being Learning Disabled and another two were viewed by their schools as being hyperactive. This is 10 times the expected incident rate. This group of Learning Disabled students did not score significantly worse on any measure than did the other children who had Reye's syndrome.
On Writing, Reading, and Teaching
Authors: Blatt Burton
Published: December 2008

Though Professor Blatt died this past January, he provided me with a number of dialectic pieces which I shall utilize throughout this year. In forwarding this particular piece, Blatt wrote, “I'm trying to avoid getting too deeply into the writing of a new book—always the hardest part of writing (as you know). So I've been writing book reviews, professor stories, and polemics of one sort or another.” It is this writing of last fall that I shall print in the dialectic column thoughout 1985.

He continued, “Enclosed is something I just finished which may be a suitable candidate for Dialectic. Everybody reads journals such as the Journal of Learning Disabilities, and everybody knows that there have to be people to write those articles and books. But I don't think we try to understand sufficiently the connections between reading and writing, as well as how those activities relate to the art of teaching. Hence this paper.”

Do read this piece carefully, for there is much to learn; first about your motive as the reader, second how as teacher/writer you change your relationship to the printed word, and ultimately how you resolve these two perspectives. In this resolution is potentially much self-understanding, if only you'll give it a thought.—G.M.S.