bluuebunny/crossref_metadata_2025 huggingface dataset:
Cognitive Abilities of Children with Hormone Abnormalties
Authors: Perlman Suzanne M.
Published: December 2008

Studies of animals suggest that changes in behavior are concomitant with early administration of hormones in abnormal quantities and types, and that these changes in behavior reflect actual changes in the structure of the central nervous system. Previous psychological studies of individuals with abnormal hormone makeup also have indicated that hormones might have an effect on mental as well as physical function. In order to assess the extent to which any brain changes might be reflected in mental functioning as revealed by scores on psychoeducational tests, the cognitive behavior of children with hormone abnormalities was examined. It was hypothesized that these children would reveal particularized patterns of function comparable to those found in children with specific learning disabilities. Thirty children between the ages of 3 and 15 under medical treatment for male pseudohermaphroditism and the adrenogenital syndrome (males and females) were tested on a variety of measures found useful in differentiating children with learning disabilities. Matched controls were included in the study. The findings suggest that the contention of earlier researchers that increased androgens act to elevate overall intellectual functioning is unwarranted at this time. Boys with the adrenogenital syndrome performed the same as their normal controls in all aspects of cognitive function. In contrast, girls with the adrenogenital syndrome differed from their controls and from the normal girls in their ability to do particular tasks. The male pseudohermaphrodites, reared as girls, demonstrated intellective function similar to their normal female controls on most measures, but performed significantly poorer than their male controls on various nonverbal measures. They showed significantly higher verbal than nonverbal ability, as has been reported in earlier literature. From these findings it was inferred that abnormal hormone function may influence specific mental processes, and that these influences may be related to the sensitivity of the brain to androgens. However, the effects on central nervous system processes seem to be highly specific and far more subtle than those affecting children of a learning disability population.
The Prediction of Learning Problems in a Rural Setting
Authors: Lessler Ken , Bridges Judith S.
Published: December 2008

The early prediction of learning problems was studied in a low socioeconomic rural school district. Two standard reading readiness tests and a popular group intelligence test were administered early in first grade. In addition, a subsample of the children was individually administered a picture vocabulary test, a test of visual motor performance, and a test of emotional maturity in the summer before these children started school. The criterion measures were a group achievement test and teacher rating of overall performance secured at the end of first and second grades. The prediction of learning problems for individual children was measured, using a cutting score on the readiness tests and problem-no problem distinctions on the double criterion of achievement test and teacher rating. The results showed that the readiness tests correctly predict first grade performance 86 percent of the time and second grade performance 73 percent of the time. One of the readiness tests correlated .70 with the combined criterion, .76 with the achievement test, and .58 with the teacher ratings. The three individual tests used did not add significantly to the variance accounted for by the readiness tests.
Programs, Materials and Techniques
Authors: Bannatyne Alex
Published: December 2008

Parents are seeking ways to help their learning disabled children develop reading skills. An obligation of professionals is to give meaningful suggestions which parents can employ with a minimum of orientation. This article describes practical techniques for strengthening the child's visual modality. No special equipment is required and the cost is minimal. Methods are suggested to increase visual discrimination and memory, left-to-right orientation, eye-hand coordination, visual imagery and phonetic awareness.
Frostig Revisited
Authors: Becker John T. , Sabatino David A.
Published: December 2008

This investigation attempted to determine (1) the correlations among the Frostig Developmental Test of Visual Perception, the Bender Visual-Motor Gestalt Test, and an experimental Visual Discrimination Test of Words, and (2) the visual perceptual factors that emerged when the data were treated factorially. The three visual perceptual tests were administered to 154 children from eight kindergarten classes. The orthogonally rotated variables for the present sample disclosed three visual perceptual factors: visual-motor skills, figure-ground perception, and visual discrimination skills. An analysis of the specific correlates of the three selected visual perceptual tests suggested that the Frostig Developmental Test of Visual Perception is comprised of more than one general visual perceptual ability. The data supported the presence of three distinct perceptual behaviors measured by the Frostig Developmental Test of Visual Perception.
The Educational Diagnosis and Remediation of Written B and D Reversal Problems
Authors: Smith Deborah Deutsch , Lovitt Thomas C.
Published: December 2008

This study reports the educational diagnosis, remediation, and followup of one child's writing reversal problem. By precisely examining the student's academic work, the experimenter discovered that his reversals were not pervasive but rather specific to two letters (b and d) in particular positions. Remediation tactics focused on the most frequent error: the initial d. Once this was corrected, there was no need to remediate written d in different positions or b in any position. In order to determine whether the learning of b and d carried over to other situations, two different conditions were presented to the child. Again, there was no need to remediate written b or d. A post-hoc analysis of this boy's writing revealed that for the remaining eight months of school he maintained a high rate of correctness (99%) in writing b and d.
The Relationship of the ITPA to the Stanford-Binet Form L-M and the WISC
Authors: Huizinga Raleigh J.
Published: December 2008

In order to assess the comparability of the revised ITPA, the Stanford-Binet, and the WISC, 100 six-year-old children from an average socioeconomic area were given a standardized administration of the three measures. Results indicate high comparability among the IQ/PLQ scores of the three measures as well as highly significant relationships among some of the individual subtest and part scores of the WISC and ITPA. The correlations between WISC Verbal and Full Scales and the ITPA measures were higher than those of the WISC Performance Scale. Formulas for estimating Stanford-Binet and WISC IQ from the ITPA PLQ are also provided.
Book Reviews
Authors: Scheffelin Margaret
Published: December 2008

Children with Learning Disabilities. Janet Lener. Boston: Houghton Mifflin, 1971, $7.95, 312 pp.
The Relation of Perceptual-Motor Skills to Learning and School Success
Authors: Saphier J. D.
Published: December 2008

An overview of research on the relation between measurable perceptual-motor skills in young children and academic success reveals a primitive state of the art. The relationship between perceptual strength and prescriptive teaching is examined. Commonly used diagnostic tests are described. Current usefulness of a carefully constructed and analyzed learning profile for early identification of potential learning problems, despite preset limitations, is discussed. The direction research must take to refine the spectrum of discrete, identifiable perceptual-motor skills is indicated.
What Is a Resource-Room Program?
Authors: Reger Roger
Published: December 2008

Recent indications point to an increased nationwide interest in establishing resource-room programs for children classified as handicapped. Some special classes are being eliminated and resource rooms substituted in their place; some schools are adding resource rooms in addition to existing self-contained special classes. Court decisions, new state laws and regulations, and "following the trend" are among the reasons for this movement.
Comprehension of Rate Controlled Speech By Children With Specific Learning Disabilities
Authors: McCroskey Robert L. , Thompson Nickola W.
Published: December 2008

The purpose was to determine whether comprehension of a spoken message by children with specific learning disabilities is affected by altering the rate at which the message is presented. The subjects were 20 children between 5 and 17 years of age who demonstrated a disability in comprehending spoken messages but whose auditory sensitivity was within normal limits. The stimuli were 50 simple declarative sentences presented at five predetermined message rates. The rates included two conditions of expansion, a normal rate, and two conditions of compression. The results indicate that rate did not influence comprehension when the data from all subjects were pooled; however, analysis of data from the 10 youngest children revealed significant differences in comprehension according to rate of speech.
Factors in Reading Achievement
Authors: Larsen Janet J. , Tillman Chester E. , Ross John J. , Satz Paul , Cassin Barbara , Wolking William D.
Published: December 2008

One hundred children who had been referred to an interdisciplinary learning disabilities group were described on the bases of physical and neuropsychological status, intelligence, level of reading and school achievement, and family background. Through the joint efforts of representatives from the departments of Pediatrics, Child Neurology, Neuropsychology, Ophthalmology, the Children's Learning Center, the University Reading and Study Skills Center, Occupational Therapy, Special Education Hospital Teaching Unit, and the Visual Sciences Laboratory, a wide variety of evaluation procedures were completed on each child. Analyses of the data described the total group and compared the subgroups within the sample. Several factors were found to distinguish significantly between subgroups.
Group Screening for Reading Disability in First Grade Children
Authors: Hartlage Lawrence C. , Lucas David G.
Published: December 2008

An approach to group screening for reading disability in children beginning first grade was developed and validated. The group screening procedure was subsequently administered to 1132 children beginning first grade, who were then taught reading by either a linguistic, special alphabet, or look-say method. At the end of first grade, children were tested for reading skills, and correlations were computed between group screening predictor variables and subsequent reading acquisition, by each teaching method. Significant relationships were obtained between screening predictors and ultimate reading skills, and for the interactions of certain screening predictors and teaching methods with reading acquisition. The study demonstrated the possibility o f early group screening by classroom teachers, and further demonstrated the feasibility of developing the techniques to choose the most appropriate method of initial reading instruction for a given child from the group screening procedure.
Teaching Social Studies to Special Children
Authors: Hallenbeck Phyllis N.
Published: December 2008

This article discusses problems special education teachers may have in presenting social studies to their pupils. A student's poor reading ability, deficient memory, visual-spatial disturbances, and lack of understanding of abstract ideas are likely to interfere greatly with learning. Techniques and ideas for coping with these problems are suggested.
The School Adjustment of Post-Meningitic Children
Authors: Pate John E. , Webb Warren W. , Sell Sarah H. , Gaskins Fay M.
Published: December 2008

To explore relationships between success in school and infectious childhood diseases, 25 children who had survived laboratory confirmed acute bacterial meningitis without observable sequelae were matched with 25 non-meningitic controls and subjected to intensive multidisciplinary examinations. The postmeningitic children differed significantly from their controls on measures of instructional receptivity, student image, motor coordination, and visual orientation.
Developmental Dyscalculia
Authors: Kosc Ladislav
Published: December 2008

A definition of developmental dyscalculia, stressing the hereditary or congenital affection of the brain substrate of mathematical functions, is put forth. This disorder is clearly distinguished from other forms of disturbed mathematical abilities. A classification of developmental dyscalculia is then outlined, distinguishing the following forms: verbal, practognostic, lexical, graphical, ideognostical and operational developmental dyscalculia. Finally an investigation is presented of mathematical abilities and disabilities in eleven-year-old pupils from normal schools in Bratislava, Czechoslovakia. A number of tests measuring symbolic functions were applied to 66 suspected dyscalculics with normal IQs who had neurological examinations. The tests are characterized and the results briefly described; some examples of concrete pathological solutions to test items are given. This investigation suggests that nearly 6% of children of the so-called normal population can be justifiably expected to have symptoms of developmental dyscalculia as defined in this study.
Interaction With Appropriate Consequences
Authors: Ogburn Keith
Published: December 2008

Interactional processes described by Gordon (1971) have been expanded to include a recognition of important positive and negative reinforcing properties. This article unifies interactional and behavioral principles in child management.
Optometric Vision Training Programs for Children with Learning Disabilities
Authors: Keogh Barbara K.
Published: December 2008

This paper is a comprehensive review of the professional research literature on the effects of using vision training programs to enhance readiness skills of children entering school and for remediation of learning problems of children already in school. Focusing on the optometric developmental vision training programs, the author reviews background and assumptions, techniques and procedures, evidence relevant to program effectiveness, and issues, questions, and criticisms. It is concluded that confounding of sampling, program procedures, and research methodology make existing evidence too limited for a decision on the program effects. A definitive statement as to efficacy of developmental vision training awaits delineation of the nature of the interaction between child characteristics and program characteristics – that is, what aspects of the programs are effective for what children?
Sex Differences in Response to School Failure
Authors: Caplan Paula J. , Kinsbourne Marcel
Published: December 2008

Boys have difficulties in learning far more often than girls. While girls' relatively more advanced cognitive development may account for some of this difference, the present questionnaire study of 222 grade school children shows that sex differences In emotional response to failure could amplify the effect. Failing girls have the alternative of pleasing the teacher by good behavior, a so-called feminine attribute, whereas most failing boys have to resort to excellence in sports or leadership, qualities which are less valued and not readily accessible in the classroom. Failing girls' acceptable social behavior receives the teacher's approval, whereas failing boys behave antisocially, which further discredits them with the teacher, setting up a vicious cycle.
A Comparison of Paraprofessional and Professional Success with Preschool Children
Authors: Schortinghuis Neal E. , Frohman Alma
Published: December 2008

In this study 21 children and their parents were served by paraprofessionals and 16 children were served by professionals in the Portage Project - a home approach to the early education of handicapped children in a rural area. The Portage Project, using a precision teaching model, offered an opportunity to compare gains made by children when they were served by a paraprofessional or a professional. The results indicate that in this project, paraprofessionals were as effective in teaching specific behaviors as professionals.
Attention Training Through Breathing Control To Modify Hyperactivity
Authors: Simpson D. Dwayne , Nelson Arnold E.
Published: December 2008

The use of a psychophysiological method for training children in the control of hyperactive behavior is explored. The method involved attention training through breathing control, incorporating biofeedback and operant conditioning principles to help the child develop self-control over excessive and distracting motor behaviors and to maintain attention in learning situations. Six children (age 6-8 years old), from a private school for children with learning disabilities, participated in the study, three assigned to a group given the breathing control and attention training and three assigned to a control group. Measures obtained before, during, and after training included respiration indices, attention and vigilance test performance scores, and teacher ratings of classroom behaviors. The findings supported the feasibility of the training approach and provided important information relevant for future refinements in training and evaluation procedures.
Learning Disabilities
Authors: Bryan Tanis H.
Published: December 2008

A variety of characteristics, primarily negative in nature, have been associated with learning disabilities. A review of the empirical research which has compared learning disabled children with the academically successful finds little data to support these notions. Behaviors which discriminate groups do not appear to include simple perception and discrimination, hyperactivity, nor neurological deficits, and there is some question about the intelligence level of sampled children. Behaviors which do discriminate groups include ability to pay attention, difficulty with complex tasks, and tasks which make heavy demands on language skills and information organization. It is hoped that professionals in this field will not become frozen in inappropriate stereotypes regarding learning disabled children, but will be sensitive to and supportive of research efforts on their behalf.
The Bender Visual-Motor Gestalt Test as a Predictor of Academic Achievement
Authors: Coy Michael N.
Published: December 2008

The purpose of this study was to investigate the predictive validity of the Bender Visual-Motor Gestalt Test as it relates to achievement in reading and math. Fifty-one third grade pupils' reading and math achievement test scores were separated into top and bottom 27% and were compared with the Bender Gestalt test (BVMGT) scores. No significant differences were found for total Bender Gestalt test performance. Integration errors were significantly more prevalent in the low reading achievement groups. The validity of using the Bender Gestalt test as a predictor of reading and math achievement for regular third grade pupils was further challenged.
The Child in the Middle
Authors: O'Gara Mary Jane
Published: December 2008

Parents of children with specific learning disabilities will recognize the “child in the middle.” He is their boy or girl who doesn't seem to pay attention in school… who would succeed, his teachers tell them, “if he would only try harder.” They know he is trying harder than his brothers or sisters who found school so easy. They know how unhappy he is because he can't please teacher and them. They wish his teacher could know him as they do. In the “Child in the Middle,” the author, a mother, describes the daily frustrations faced by these children and their families in an attempt to give those who work with the learning disabled some added insight into the problems that are common to many of these children. The author urges a close working relationship between the home, school and medical communities to find a solution to the sometimes intolerable position in which these children find themselves — in the middle, between parent and teacher. The “child in the middle” might be yours. He is an individual. He deserves to be treated as one.
Teachers' Perceptions of Educationally High Risk Children
Authors: Keogh Barbara K. , Tchir Cheryl , Windeguth-Behn Adele
Published: December 2008

Fifty-eight kindergarten and primary grade teachers were individually interviewed in order to determine their perceptions of children's behavior indicative of educational high risk. There was overall agreement as to risk signs, potential educationally handicapped pupils viewed as learning, behavioral, and personality problems, potential retarded pupils viewed primarily as educational problems. Some differences in risk indicators were found relative to the socioeconomic status of the school district. Findings lend clear support to use of classroom teachers as a first level screen for early identification of high risk pupils. Teachers' observations of classroom performance provide insight into children's learning and behavioral styles which facilitate or interfere with their school success.
Remediating Auditory-Verbal Learning Disabilities
Authors: Minskoff Esther H.
Published: December 2008

This paper describes the various types of questions involved in the teacher-pupil verbal interaction for remediating learning disabilities in auditory and verbal areas. Two aspects of teacher questions are considered: 1) the child's retrieval of the response in terms of recognition or recall, and 2) the nature of the psychological process used by the child to respond to a question in terms of cognitive memory, convergent thinking, divergent, thinking and evaluative thinking operations. There is a discussion of how to construct questions on the basis of these two aspects for children with learning disabilities in auditory reception, verbal expression, auditory sequential memory, thinking operations, and reading comprehension difficulties. Educational implications for publication of teaching materials, teacher training, and research related to auditory and verbal learning disabilities and the teacher-pupil verbal interaction are explored.
Help Means Hope for Laurie
Authors: Schoenrade Joyce L.
Published: December 2008

Laurie's hyperactivity could have crippled her development, socially and academically. With the help of medication and guidance from a trained physician and from her parents, she can now look forward to a happier, more normal future.
Verbal Performance of Learning Disabled Children as a Function of Input Organization
Authors: Freston Cyrus W. , Drew Clifford J.
Published: December 2008

The purpose of this study was to investigate the recall performance of learning disabled children as a function of material organization and difficulty. Forty-eight children diagnosed as having learning disabilities were randomly subdivided into two groups receiving either organized or unorganized material. Three levels of material difficulty were used. Results indicated no influence of material organization on subjects' recall performance. Subjects did, however, perform differently as a function of material difficulty. Implications for future research and practice are discussed.
Severe Reading Disability And The Initial Teaching Alphabet
Authors: Lane Alaine
Published: December 2008

This is a report of a pilot study to determine whether the i.t.a. can serve as a remediation tool that would significantly improve the reading achievement level of sixth grade children with a severe reading disability. Using the Gray Oral Reading Test in a public elementary school, 11 boys and 3 girls were identified as reading at or below the second grade reading level. A prescribed training program with the i.t.a. was followed for 100 school days. The Gray test was again administered and reading levels were found to be significantly improved. The implications of these results are summarized.
An Evaluation Of Summated Rating And Pair Comparison Measures Of Hyperkinesis
Authors: Burns Edward , Lehman Lyle C.
Published: December 2008

Two methods, summated ratings and pair com-parisons, were used to assess the hyperkinesis of elementary school aged children. The results revealed that ratings were an internally con-sistent and reliable normative technique for measuring hyperkinesis. In contrast, pair com-parisons provided a method for specifying, on an individual basis, the relative importance of each subcategory which comprised the overall estimate of hyperkinesis.
Interchange
Authors: Wiederholt J. Lee
Published: December 2008

In 1968, the Division for Children with Learn-ing Disabilities (DCLD) was organized within the Council for Exceptional Children (CEC). The purpose of DCLD is to promote the edu-cation and general well-being of children with this handicapping condition. In an interview of Dr. Patricia Myers, president of this pro-fessional division (conducted by J. Lee Wiederholt, advisory board member of our jour-nal), the activities of this organization as well as pertinent issues in the field are outlined — P.L.
Measuring Effects Of Psychoactive Medication In A Child With A Learning Disability
Authors: Carpenter Robert L. , Sells Clifford J.
Published: December 2008

There is little information showing that specific psychoactive medications generally have predictable effects on children with learning disabilities. Thus, the need often arises to have a simple, but objective, method for determining whether a drug has effected a desired behavior change. Three types of behavioral measurement are presented, along with the results of these techniques, as they were applied to a child placed on psychoactive medication. In this instance, the obtained data did not demonstrate any drug effects on the behaviors for which the medication was prescribed.
The Early Identification of Learning Disabilities
Authors: Eaves L. C. , Kendall D. C. , Crichton J. U.
Published: December 2008

Of 228 children who were given a screening test in kindergarten, 163 were followed to the end of grade 2. At that time they were given an achievement test, and school progress was reported by their teachers. Over 70% of the children had been classified correctly as to their achievement on the basis of the kindergarten screening test. The individual test items or subsets of them predicted better than the composite score. Of the 196 psychological, neurological, and academic measures taken on an intensively studied sample of 50 children. a small number was highly predictive of grace 2 achievement. When achievement by diagnosis was considered, only 11% of the children diagnosed in kindergarten as having minimal brain dysfunction were ready for grade 3, as contrasted to 86% of the normals.
Early Identification of Children with High Risk of Reading Failure
Authors: Feshbach Seymour , Adelman Howard , Fuller Williamson W.
Published: December 2008

Two alternative models for identifying kindergarten age children with a high risk of becoming reading failures are compared. One model places primary emphasis on psychometric test procedures assessing linguistic and perceptualmotor skills related to reading readiness. The alternative strategy is based upon the kindergarten teacher's evaluation of the child's skills and behavior, with particular emphasis on the discrepancy between a child's specific competencies and those required for success in a particular first grade classroom. Significant and encouraging correlations were obtained between the various measures taken in kindergarten and reading achievement test scores obtained at the end of first grade.
A Case Study of the Effects of Labeling
Authors: Reger Roger
Published: December 2008

The appropriateness and relevance of labeling are discussed. This case study belies the assumption that labeling is necessarily tied to the funding and provision of services.
Behavioral Intervention with Hyperactive Children
Authors: Prout H. Thompson
Published: December 2008

This paper reviews behavioral (nonmedical) approaches for the management and treatment of the hyperactive child. A variety of approaches are discussed, including both those interventions which have and have not been systematically evaluated. A critique of the current state of research in this area is offered with suggestions for future investigations.
Language-Based Learning Disabilities
Authors: Wallach Geraldine P. , Goldsmith Sharon C.
Published: December 2008

The terms learning disability and perceptual disability are sometimes erroneously used as synonyms in special education settings. This misconception is briefly explored. The importance of understanding the relationship between language disability and learning disability is emphasized, and ideas for reading research with learning disabled children are introduced. Reading is considered throughout the discussion as a language-based process. The areas of comprehension strategies, clause boundaries, and the study of sentence-meaning processing are all suggested as newer, more dynamic ideas for research in developing a clearer understanding of language-based learning disabilities in children.
The Individualized Education Program —Part 2
Authors: Turnbuil Ann P. , Strickland Bonnie , Hammer Susan E.
Published: December 2008

This two-part article gives a concise description of the PL 94-142 regulations. Part 1 has suggestions for implementing the regulations and Part 2 regards the components of an Individualized Education Program (IEP). The legal requirements are reviewed and step-by-step procedures described for legal compliance, for developing useful IEPs, and for effective administration. No official government endorsement was sought or is implied though the overview is believed to be accurate and authoritative. — G.M.S.

This paper examines the IEP as a basis for defining appropriate education. A discussion of required IEP components provides educators with a framework in which to view the process of IEP development. State and local education agencies, who have the responsibility of guiding a systematic development of an IEP providing a practical and workable program, may find the suggestions helpful. Others may find the suggestions can contribute to a systematic approach for providing appropriate education to handicapped students through the specifications of the IEP.
Middle Ear Pathology as a Factor in Learning Disabilities
Authors: Masters Lowell , Marsh George E.
Published: December 2008

Speech and hearing problems among the learning disabled are taking their place with reading deficiency as one of the central intellectual problems exhibited by the LD child. One specific contributing agent to such problems may, for some children, be middle ear infections during the early phases of language learning. Such infections could irreversably disrupt development. This pilot study found a disproportionately large number of LD elementary school-aged children with middle ear pathology. Though the pathology was assessed in elementary school, not in infancy, and was not significantly related to measured language problems, the higher incidence of middle ear pathology among the LD children deserves the practitioner's attention and further study. Its relationship to vestibular system dysfunctions would be of particular interest (see Ayres, January 1977). — G.M.S.

A study was conducted to determine the incidence of middle ear pathology in groups of learning disabled and regular class students and to assess the students' general levels of language functioning. Subjects were 179 regular class students and 108 learning disabled students in the first four grades of school. All subjects were white and of middle socioeconomic status and had passed a pure-tone screening. Each was examined with an impedance audiometer employing tympanometry. Thirty-three regular class and 33 learning disabled third graders who had received the impedance examination were Development. The results showed a significantly higher proportion of learning disabled subjects with middle ear pathology. General language abilities within each group were similar regardless of the integrity of the middle ear. Explanations for the significantly greater incidence of middle ear pathology in the learning disabled sample are discussed.
Differential Effect of Amphetamine Optical Isomers on Bender Gestalt Performance of the Minimally Brain Dysfunctioned
Authors: Arnold L. Eugene , Huestis Robert D. , Wemmer Douglas , Smeltzer Donald J.
Published: December 2008

As part of a double-blind Latin-square crossover comparison of placebo, dextroamphetamine and levoamphetamine in 31 hyperkinetic minimally brain dysfunctioned children, Bender Gestalt tests were administered. On mean Koppitz error scores, dextroamphetamine showed significant benefit over predrug, placebo, and levoamphetamine. Predrug, placebo, and levoamphetamine Koppitz scores were not significantly different from one another, though all three were significantly worse than dextroamphetamine. Dosages of the two isomers were not significantly different, and behavioral effects were comparable.
Enhancing the Sensory Integration of Aphasic Students
Authors: DePauw Karen Pamelia
Published: December 2008

This study investigated the value of a sensorimotor program to the sensory integration of aphasic students. The sensorimotor program, designed to enhance sensory integration, utilized sensory stimulation through motor activities. The relationship of change between three groups, one experimental and two control, was investigated. The experimental group received the sensorimotor program 20 minutes daily for seven months during the school year. One control group received only a remedial physical education program and the other control group received neither program. The statistical evidence shows a significant trend towards improved sensory integration after a sensorimotor program.
Confusion Confounded
Authors: Chandler Harry N.
Published: December 2008

The federal rules for evaluating specific learning disabilities include a "significant discrepancy" in mathematical calculation as one descriptor. Mathematics is a critical basic skill much neglected by researchers. A survey of articles regarding teaching mathematics to the handicapped found the conclusions to be reflections of the educational theory held by each writer. Confronted by conflicting, impractical, or worthless "expert" opinion, classroom teachers must rely on an eclectic and pragmatic approach.
Assessment and Remediation of Handwriting Deficits for Children with Learning Disabilities
Authors: Towle Maxine
Published: December 2008

Handwriting is a basic skill and an essential tool in a child's response repertoire. Children with learning disabilities, however, often must struggle to master this skill. In this article recommendations for the informal assessment of handwriting are made along with suggestions for the remediation of handwriting problems. The importance of planning systematic programs complete with an evaluation base is stressed. Precision teaching techniques are applied for direct instruction of handwriting difficulties.
Does Diet Affect Hyperactivity?
Authors: Rapp Doris J.
Published: December 2008

Conflicting reports make it difficult to determine if foods, food coloring, or allergies are related to hyperactivity. Twenty-four hyperactive children were tested with sublingual foods and dyes followed by a seven-day diet omitting milk, wheat, egg, cocoa, corn, sugar, and food coloring, and by subsequent individual ingestion challenges with these same food items. More than 70% of the children had evidence of allergy in their personal and family history, as well as positive allergy skin tests. The sublingual dye, but not the sublingual mixed-food test, correlated well with repeated ingestion challenges. Twelve children improved to a moderate or marked degree during the seven-day diet. A simple sublingual food-coloring test or a one-week experimental diet can be used to detect a subgroup of children hyperactive from specific food dyes or foods. Improvement persisted in children who avoided offending food dyes or foods for at least 12 weeks.
Actual and Desired Roles of the High School Learning Disability Resource Teacher
Authors: D'alonzo Bruno J. , Wiseman Douglas E.
Published: December 2008

To investigate the role expectations of the high school learning disability resource teacher, a behavior scale was developed to which incumbents responded as to their actual and desired role performance. Inspection of data from the 134 resource teachers indicates that there are few areas of consensus among the respondents.
Constitutional Growth Delay and Learning Problems
Authors: Gold Ruth F.
Published: December 2008

The author points to an important distinction between constitutional growth delay and familial short stature. The familially short attain milestones at normal times while the constitutionally delayed reach full height and development milestones at a later age. The author suggests distinguishing the two syndromes since different intervention strategies are indicated. — G.M.S.

Records of children admitted to a growth clinic and follow-up questionnaires were examined to determine the incidence of learning problems in children with constitutional growth delay and those with familial short statute. Reported learning problems were significantly greater in the group with constitutional growth delay. Because of the high correlation, it is suggested that the relationship between physical and cognitive development level be considered when selecting educational interventions. Children who are slow learners or have learning problems and are slow in physical development may not need remediation per se, but may require an opportunity to learn at a rate commensurate with their developmental level.
Academic Achievement Characteristics of Adult Males Who Were Diagnosed as Dysiexic in Childhood
Authors: Frauenheim John G.
Published: December 2008

This article reports the skill attainment in reading, spelling, and arithmetic for a group of 40 adult males who were diagnosed as dyslexic in childhood. The results of the follow-up assessment indicate that severe residual learning problems are present despite the fact that much special educational attention was provided during school-age years. Test performance and reports from subjects further demonstrate that current learning difficulties are essentially identical to those evidenced at the time of diagnosis.
Peer Status and Personality Characteristics of Learning Disabled and Nondisabled Students
Authors: Bruininks Virginia L.
Published: December 2008

This study explored the peer status, self-concept, perceived peer status, friendship preferences, and interpersonal needs of LD and nondisabled students. Although some of these variables have been discussed before, they have not previously been studied in the same group of students. It was found that learning disabied students were less popular and had poorer self-concepts than contrast students and were less accurate than contrast students in assessing their own social status. They appear, however, to have chosen friends on the same basis as other students. They evidenced the same interpersonal needs as contrast students, except they had a higher need to express control.
A Distinctive Growth Cure for a Group of Children with Academic Learning Problems
Authors: Dolan Anne Brown , Matheny Adam P.
Published: December 2008

An examination of physical growth was made for 46 school-aged twin children reported as having academic difficulties. Compared with matched controls, these children were found to have had a relatively slower rate of gain in weight during the first two years of life. Chronic or acute disease did not seem to account for the downward deflection in growth. The results suggest that appraisals of children with learning disabilities take into account deflections from growth parameters.
Ecological Factors in Learning Disabilities
Authors: Mayron Lewis W.
Published: December 2008

Environmental causes of learning and behavior problems, as contrasted with genetic or congenital causes, are explored for the purpose of alerting the learning disabilities professional to those conditions for which remedial measures may be taken These environmental causes fall into five general categories chronic anxiety, malnutrition, toxicity, allergy, and electromagnetic radiation or technical pollution. Although remediation procedures will be different for each individual ecologic cause, recognition by the learning disabilities professional of ecologiceffected conditions will allow for recommendation and initiation of diagnostic procedures, which in turn could remediate the specific condition.
The Paired Comparisons Method of Identifying Developmental Discrepancies with the ITPA
Authors: Lavine Stephen B.
Published: December 2008

This paper attempts to offer a realistic and viable statistical procedure (paired comparisons or PC method) of identifying potential learning disabilities via the ITPA battery. Such a procedure is predicated on a variation of R.A. Fisher's least-significant difference method, which employs multiple pairwise comparisons, and the PC method attempts to be more sensitive than the methodology proposed by Kirk and Elkins, which employs the absolute average deviation as the critical parameter. Essentially, the PC method used a probabilistic model to ascertain learning discrepancies.
Eye Movements in Reading Disabled and Normal Children
Authors: Lefton Lester A. , Lahey Benjamin B. , Stagg David I.
Published: December 2008

The nature of eye movements was assessed when adults and both normal and reading disabled children performed a match-to-sample task. The subjects were required to choose from one of four five-letter alternatives that matched a sample. Subjects were allowed to look at the sample and alternatives as long and as often as they chose, with accuracy stressed. The pattern of eye movements was studied to discern strategy differences that develop with reading in normal and reading disabled children after the duration and frequency of eye movements were assessed. Results showed important developmental differences, particularly with respect to the sequence of fixations and sustained attention. The nature of eye movements in the reading disabled child is unsystematic compared with normals after sustained search times of approximately five seconds.
Levels of Instructional Difficulty as Related to On-Task Behavior, Task Completion, and Comprehension
Authors: Gickling Edward E. , Armstrong David L.
Published: December 2008

The differences between first experiencing school frustration and finally receiving relief often represent a considerable lapse in time for many primary-age children. To help combat frustration, this study investigated the effects of three stages of instructional manipulation on first- and second-grade students who were functioning at a frustration level. On-task, task-completion, and task-comprehension behaviors were recorded across baseline, independent, instructional, and frustrational conditions. The results showed predictable patterns of performance related to the three levels of instructional difficulty. Educational implications regarding the procedures and results are provided.
Growth of Hyperactive Children Treated with Methylphenidate
Authors: Millichap J. Gordon
Published: December 2008

Methylphenidate in daily doses of 10 to 20mg was administered for an average period of 16 months to 36 boys of school age who showed hyperactive behavior associated with signs of minimal brain dysfunction and learning disorders. The percentile distributions of heights and weights recorded before and after treatment were not significantly different, and the rates of annual growth were above normal in 23 patients (64%), A possible growth-stimulant effect was apparent in six patients between 5 and 8 years of age. Relatively small doses of methylphenidate are well tolerated and do not cause growth suppression in hyperactive children with minimal brain dysfunction.
Do Learning Disabilities Specialists Know Their Phonics?
Authors: Horne Marcia D.
Published: December 2008

This study examines the phonic competency of teachers enrolled in learning disabilities courses. Teachers from three New England colleges completed a quiz designed to test their knowledge of consonants, vowels, syllables, accent, silent letters, terminology, and phonetic generalizations. Results indicated there were no significant differences in group subtest scores and support the need for phonic instruction in graduate programs in special education.
Communication Between Professionals Concerning Medication for the Hyperactive Child
Authors: Okolo Cynthia , Bartlett Sharon A. , Shaw Stan F.
Published: December 2008

The present study investigates the involvement of school personnel in the administration of medication for the hyperactive child. Questionnaires dealing with the initiation and monitoring of drug therapy were completed by 138 teachers and 9 nurses. The results showed that nurses were generally involved in the medication process while teachers knew very little about it. The teachers indicated that they should and wanted to have a larger role in the medication process. A discussion of implications for schools and areas in need of further study concludes the article.
Behavior Management
Authors: Adler Sol
Published: December 2008

This essay explores the potential use of nutrition therapy in behavior management programs. It is suggested that children possessing behavioral disorders will not be capable of learning according to their potential and that nutrition therapy should be considered, along with other behavior management strategies, in rehabilitative programs.
Discussing Diagnostic Findings with Parents
Authors: Rockowitz Ruth J. , Davidson Phillip W.
Published: December 2008

Discussing diagnostic findings can be a dynamic process that is an initial step in building a therapeutic milieu. Sharing information and emotions with a client or family demands planning and skill. A basic outline and set of principles is presented for the clinician to follow.
The Learning Disabled Label as a Biasing Factor in the Visual Motor Performance of Normal Children
Authors: Sutherland John , Algozzine Bob
Published: December 2008

That the application of disability labels to children can affect their performance has been widely claimed by labeling critics but not clearly demonstrated. The present investigation addresses the question of whether the application of the specific label “learning disabilities” could affect the complex visual-motor integration performance of normal fourth-graders. Student experimenters individually trained and tested eight children who had been randomly selected and labeled either learning disabled or normal. Each child's performance was scored subjectively by the student experimenter and objectively by an event recorder. Results indicated that girls represented to experimenters as learning disabled performed significantly lower on a task of complex visual-motor integration than girls represented as normal. The performance of boys was not significantly affected. Expectancy effects were shown not to be a product of observer bias or recording error and were found in general and specific performance measures.