bluuebunny/crossref_metadata_2025 huggingface dataset:
The effect of the Feingold diet on 'normal' school children P
Authors: Holborow P. , Elkins J. , Berry P.
Published: December 2008

Approximately 300 children in seven primary (elementary) schools used the Feingold diet for two weeks. Ratings were made by teachers before and after use of the diet on questionnaires developed from Conners' long teacher questionnaire. The questionnaire incorporated Conners' hyperactivity factor items, but related to the normal or average child, by referring to most children. Of the total sample, 8.5% improved by five points or more. The mean before diet scores of children who improved were below the cut off value for hyperactivity, indicating hyperactivity itself is not a necessary condition for improvement. Item by item analysis of the response showed that the behavior problems mostly likely to show improvement were distractability, attention span, fiddling, and demands for attention. Parents provided information on the additive foods being ingested by their children. Those children who were reported to be taking a great deal of additive were found to rate significantly higher in behavioral problems compared with children receiving little additive.
The Status of Learning Disabilities in the States: Consensus or Controversy?
Authors: McNutt Gaye
Published: December 2008

In the field of learning disabilities, there is confusion and disagreement about what constitutes a learning disability. To determine the degree of controversy or consensus at the state level, questionnaires focusing on six LD topics were sent to representatives in each state education agency (SEA) and the District of Columbia. The topics were term(s) used, definition, criteria for identification, the likelihood of change in the definition and/or criteria, prevalence, and services for LD students. In general, more consensus than controversy exists when broad areas are considered. Furthermore, changes in some SEA definitions and/or criteria are probable, and serve as one indicator that stability in the field has not been reached.
The Role of Motivation and Pedagogy on the Generalization of Cognitive Strategy Training
Authors: Ellis Edwin S.
Published: December 2008

Cognitive and metacognitive strategy training is becoming an increasingly popular trend in the field of Learning Disabilities. Most strategy training is designed to increase students' skills in order to enable independent learning and performance in academic and social settings. To be effective, students must generalize the training. Some common teaching practices appear to interfere with goals of independence of action and generalization. This paper examines these teaching practices in relation to theories of motivation, showing how and why they may inadvertently impede trainee's strategy generalization. Ways for teachers to counteract such practices as well as implications on research needs are discussed.
Social Competence and Behavioral Problems of Learning Disabled Boys Aged 12–-16
Authors: McConaughy Stephanie H.
Published: December 2008

Parents' reports on social competence and behavioral problems were obtained for 53 learning disabled boys 12--16 who were referred for a psychoeducational assessment at the Center for Disorders of Communication at the University of Vermont. One parent of each boy completed the Child Behavior Checklist developed by Achenbach and Edelbrock (1983). On average, the LD boys showed significantly lower levels of social competence and more behavior problems compared to normative samples of boys in the same age range. On the social competence scales, the LD boys were significantly lower than the normative samples in their participation in activities, their social involvement and school performance. On the behavior problem scales, the LD boys had significantly higher scores for total problems and “externalizing” and “internalizing” types of problems. The LD boys had high scores compared to normal boys on several CBCL scales reflecting immaturity, hostile-withdrawal, aggressiveness and hyperactivity. Compared to a sample of other clinically-referred boys, the LD boys showed similar profile types of behavior problems with the exception of a lower proportion exhibiting an uncommunicative-delinquent profile and a higher proportion with no profile type. No relationship was found between IQ scores on the Wechsler Intelligence Test for Children-Revised and social competence and behavior problem scores. Results of this study of 12--16 year-old boys are then compared to previously published findings for younger LD boys.
School Learning, Time and Learning Disabilities: The Disassociated Learner
Authors: Kavale Kenneth A. , Forness Steven R.
Published: December 2008

Most proposals describing the fundamental nature of learning disabilities have been single paradigm notions emphasizing either intrinsic or extrinsic factors. These descriptions generally lack explanatory power and fail to provide a comprehensive statement. This paper describes the learning disabled child as a disassociated learner in the sense of a student not actively involved in the learning process. The description is based on a framework incorporating knowledge of the normal teaching-learning process as well as theoretical ideas about correlates of learning disabilities. The framework shows how it may be logically conceptualized that some children dissassociate themselves from academic learning and come to be termed learning disabled.
K-ABC/WISC-R Factor Analysis for a Learning Disabled Population
Authors: Kaufman Alan S. , McLean James E.
Published: December 2008

A group of 198 children who were either referred for learning disabilities or diagnosed as learning disabled were tested on both the WISC-R and K-ABC. Factor analysis of the K-ABC supported the construct validity of the test for learning disabled children. Joint factor analysis of the K-ABC and WISC-R produced a three-factor and a four-factor solution that were both meaningful and clinically interesting. Factors corresponding to the three K-ABC scales generally converged with the three well known WISC-R factors. The emergence of a Reading Ability factor in the joint analysis proved to be an interesting difference between the findings for learning disabled and normal children. Canonical correlation analysis supported the results of the joint factor analysis.
Occupational Stress Reported By Teachers Of Learning Disabled And Nonlearning Disabled Handicapped Students
Authors: Fimian Michael J. , Pierson Dorothy , McHardy Roberta
Published: December 2008

This study reports the results of a statewide teacher stress survey conducted with 187 teachers of learning disabled students and 178 teachers of nonlearning disabled handicapped students (total N = 365). Dependent variable ratings for the degree of intensity (how strong?) and the degree of frequency (how often?) of 30 sources and manifestations of stress, and six subscales and one total score for each of the stress frequency and strength dimensions were gathered. Background data regarding job satisfaction, peer, and administrative support during times of stress, use of mental health days, and professional counseling during times of stress are also presented.
Empirically Derived Learning Disability Subtypes: A Replication Attempt and Longitudinal Patterns Over 15 Years
Authors: Spreen Otfried , Haaf Robert G.
Published: December 2008

Test scores of two groups of learning disabled children with a mean age of 10 years (N=63 and N=96) were submitted to cluster analysis in an attempt to replicate previously described subtypes. Part of these subjects and a matched control group (N = 170) followed up into adulthood and tested at a mean age of 24 years were cluster analyzed to investigate the persistence of subtypes into adulthood. The clusters found in both childhood and adult samples did resemble subtypes reported in the literature, although at adult age the ‘linguistic’ subtype was no longer present. The results of several validation procedures indicated that the derived subtypes were somewhat less stable than desired. Tests for age differences across clusters shawed significant effects only with unstandardized variables in the adult sample but not in children. Tests for differences between derived clusters in neurological impairment as assessed in childhood proved significant only between control and LD clusters; a similar analysis with adult neurological categories showed signifcant trends related to severity. Tracing individual subjects from childhood to adult clusters showed only a moderate degree of persistence.

A subsidiary analysis with two of the samples investigated the presence and outcome of the ACID subtype. One clear example of this type was found at both ages, but tracing subjects showed only little persistence of this type into adult years. A second example of the ACID type was also found at adult age which consisted mainly of subjects who were average learners in school. The paper stresses the need for reexamination of the notion of “specific” disabilities and further study of the replicability and long-term outcome of LD subtypes
Special Education Students in Regular Classes: What Happened to the Pyramid?
Authors: Junkala John , Mooney Jean F.
Published: December 2008

This study investigated school districts which made high use (HU) and those which made low use (LU) of a placement option in which special education students are fully assigned to regular classrooms. In Massachusetts the proportions of these students in respect to other special education students do not fit the base of the cascade "pyramid" which is usually envisioned as a paradigm for placement of students in the least restrictive environment commensurate with their special needs. Special education administrators, special education teachers, regular teachers, and principals responded to questionnaires designed to elicit their beliefs about issues surrounding mainstreaming and the placement of special education students. HU special education administrators were generally more positive than LU special education administrators about mainstreaming and placement issues. HU teachers were more positive than LU teachers on a number of issues, and principals as a group were dramatically more positive than teachers on almost every issue. Principals and regular teachers in the HU districts had received significantly greater amounts of inservice training than had principals and regular teachers in the LU districts. The influence of special education administrators on mainstreaming beliefs is discussed and an explanation is offered for the differences between principals and teachers.
Learning Disabled Students' Difficulties in Learning to Use A Word Processor: Implications for Instruction and Software Evaluation
Authors: MacArthur Charles A. , Shneiderman Ben
Published: December 2008

Learning disabled (LD) students can derive great benefits from using word processors. The ability to produce a neat, printed copy can increase motivation and encourage writing for a wider audience. The editing power makes revision possible without tedious recopying, thus freeing students and teachers to approach writing as a process involving repeated drafts. Specific problems with handwriting and spelling can also be circumvented. However, learning to use a word processor often presents problems. Based on a study of LD students learning to use word processing, this paper makes recommendations for evaluating word processing software and designing instruction that is sensitive to students difficulties.
Improving the Prediction of Reading for the Individual Child
Authors: Badian Nathlie A.
Published: December 2008

In a follow-up of 208 boys, the 16 who scored low on a prekindergarten screening battery, but were satisfactory readers four years later, were compared with 13 others, who were low on both prekindergarten and reading measures. All but two of the 16 good readers, but only one poor reader, were classified by criteria consisting mainly of biographical variables. Four sets of biographical and screening data, applied to the 179 boys who scored above the screening cutoff, identified 16 of 17 who became poor readers, but only one good reader. The four subgroups identified resembled subtypes of reading disability found by some researchers.
The Performance of Third Grade Learning Disabled Boys on Tasks at Different Levels of Language
Authors: Stahl Steven A. , Erickson Lawrence G.
Published: December 2008

Twelve learning disabled third graders, 15 normally achieving third graders and 11 normally achieving first graders were given a number of different language tasks to measure language performance at the syntactic, semantic, orthographic, and discourse levels. Results indicate significant overall differences between the learning disabled children and their normally achieving peers, but differences between the learning disabled children and the reading level matched first graders were not significant. The data also were submitted to a set of model based regressions, testing several models used to discuss the language differences of learning disabled children (Rule Abstraction, Language in General, Speed of Processing). Implications for both classroom practice and further research in this area are discussed.
Longitudinal Development of Conservation Skills in Learning Disabled Children
Authors: Speece Deborah L. , McKinney James D. , Appelbaum Mark I.
Published: December 2008

A three-year longitudinal investigation was conducted on the development of conservation skills in learning disabled (LD) children. Six measures of conservation (space, number, substance, weight, continuous and discontinuous quantity) from the Concept Assessment Kit were administered to 31 newly identified LD students and 33 normally achieving children (NLD) during each of three years. Results indicated that the LD group demonstrated a developmental delay in attaining the stage of concrete operations compared to the NLD group. However, when this stage was achieved, the LD group appeared to acquire specific concepts at the same rate as normally achieving children. For the LD children, total conservation scores and age were more important predictors of academic achievement than was verbal intelligence during all three years of the study whereas, for the NLD group, this was true only during the first year. It appeared that delayed transition between preoperational and concrete operational thought may be an important factor in understanding the continued school failure of learning disabled children.
Handicapped Student Performance on the Scholastic Aptitude Test
Authors: Centra John A.
Published: December 2008

Handicapped students' scores on timed and untimed editions of the Scholastic Aptitude Test (SAT) were studied in order to learn of the effects of extra time on test performance. Of the approximately 1800 students studied, 79 percent were learning disabled. Handicapped students' performance improved with extended time, the increase being greater than that for non-handicapped students tested with extra time. The average gains over scores earned in a timed administration were generally between 30 to 38 points on the SAT after growth in student ability, practice effects, and errors of measurement were taken into account. About one in seven gained over 100 points; between 3 to 7 percent decreased by at least 50 points. Score gains increased as time spent on the test increased, suggesting that the additional time was needed to reduce the effects of the examinee's impairment.
The McDermott Multidimensional Assessment of Children: Applications to the Classification of Childhood Exceptionality
Authors: Glutting Joseph J.
Published: December 2008

The McDermott Multidimensional Assessment of Children (M-MAC) is a comprehensive microcomputer system for the objective integration and analysis of information obtained from over 30 psychological and educational sources, including: standardized intelligence and achievement tests, the professional judgments of child specialists, adaptive behavior scales, criterion-referenced learning scales, and teacher and parent behavior rating devices. M-MAC provides both multidimensional classifications of child exceptionality and detailed individualized educational programs. M-MAC's classification functions are introduced and reviewed in this article. Specifically, M-MAC is reviewed in light of those characteristics regarded as fundamental to establishing an acceptable classification system; namely, a system's comprehensiveness, reliability, validity and versatility. M-MACs special features for diagnostic practice, professional training, and research are also discussed.
Computer—Assisted Instruction for Students with Attentional Difficulties
Authors: Fitzgerald Gail , Fick Landis , Milich Richard
Published: December 2008

The present study compared the efficacy of computer-assisted instruction (CAI) with Traditional Instruction (Tl; i.e., write--and--check) and a no--practice condition in the mastery of spelling words. The subjects for the study were nine elementary age students identified by their teachers as having attentional difficulties. Five new words were assigned for each of the three conditions for each of the five weeks of the study. At the end of each week of practice a spelling test was given for the 15 words. Results indicated that both CAI and Tl were significantly more effective than the no-practice condition in helping the students learn to spell the new words. There was no significant difference between the CAI and Tl practice conditions.
Student Assessment: A Teacher's Approach, Part II
Authors: Chandler Harry N.
Published: December 2008

In the April column, reasons for testing were presented along with the need for hearing and vision screening. Tests for academic skills, achievement and diagnosis were discussed, as were two visual processing instruments.
The Socially Deficient LD Child in Context
Authors: Wichesky Marc , Reynolds Tom
Published: December 2008

In recent years more attention has been focussed on the social difficulties of many LD youngsters. The need for an integrated, systems approach to assessment and treatment of socially difficult LD youngsters is discussed. Particular emphasis is placed on the usefulness of routinely involving all family members at least in the initial stages of assessing the social difficulties of the LD child/adolescent.
Teacher Perceptions of Social Behavior in Learning Disabled and Socially Normal Children and Youth
Authors: Center David B. , Wascom Alan M.
Published: December 2008

Several writers have argued that teacher perception of the behavior of students affects the interaction between teacher and student. This study attempted to determine if teachers perceive a difference between learning disabled and socially normal students in terms of interpersonal behavior. A total of 534 subjects between the ages of 8 and 15 classified as either learning disabled (LD) or socially normal (SN) were assessed using the Social Performance Survey Schedule. Data analysis included the MANOVA and one-way analysis of variance. The MANOVA indicated differences at the .000 level by category between the LD and SN groups on the positive subscale and on the negative subscale. There were also differences at the .000 level by sex on the positive subscale. There was one significant interaction, on the negative subscale, between sex and category at the .01 level. A one-way ANOVA was used as a follow-up on the MANOVA to identify the individual items contributing to the differences found by the MANOVA. On the positive subscale, 42 items were significantly different between LD and SN males, and 33 items were significantly different between LD and SN females. On the negative subscale, 20 items were significantly different between LD and SN males, and 35 items were significantly different between LD and SN females. The results indicated that SN subjects were perceived as having significantly more prosocial behavior and significantly less antisocial behavior than LD subjects. Further, female subjects were perceived as having significantly more prosocial behavior than males. There was no significant difference between males and females in antisocial behavior. Finally, there was one significant interaction. The analysis indicated that there was a highly significant difference perceived between SN and LD females in favor of the SN females. Implications of the findings are discussed.
Hyperactivity and Learning Difficulties
Authors: Holborow P. L. , Berry P. S.
Published: December 2008

A survey of 1,593 (807 males) children in seven primary (elementary) schools was made by means of a rating scale measuring behavior and academic difficulty. On the graded rating of learning difficulty, 7.7 percent of the children scored above the cut-off criterion of two standard deviations above the mean and the ratio of boys to girls was 2:1. The differences between boys and girls was statistically significant. Hyperactivity was determined in this study by using the cut-off criterion of 15 on the Conners' Short Parent-Teacher Questionnaire. There were 11.4 percent of children above this cut-off criterion of hyperactivity (17.8 percent of boys and 4.9 percent of girls). Twenty-seven percent of children found to be hyperactive also scored above the criterion value for learning difficulty; only 5 percent of the non-hyperactive group scored in the learning difficulty category. Of those with learning difficulty, 41 percent were also hyperactive; 3.2 percent of the children had both hyperactivity and learning difficulty. The behaviors that most closely correlated with learning difficulty were “fails to finish things she starts (short attention-span),” “inattentive and distractible,” “uncoordinated, clumsy” and “fidgeting.” The implications of the findings are discussed in the context of various approaches to the definitions of learning problems.
Thought Processes in Culturally Deprived and Learning Disabled Children—A Comparative Study
Authors: Itskowitz Rivka , Bar-El Yehudit , Gross Yigal
Published: December 2008

The aim of this study was to examine the degree to which the nature of thought processes of culturally deprived and learning disabled children differ. On the superficial level, at least, some similarities between the cognitive functioning of the two populations seems apparent. Among the deficit areas that have been noted for both are attention and concentration, visuomotor skills, and language and thought processes. The following four groups of subjects, each comprising 20 children aged eight to ten, were studied: intact children, culturally deprived children, children with learning disabilities, and culturally deprived children with learning disabilities. All children were presented with the same number of items from tests in common use in psychological clinics. The tests used were the Similarities and Block Design subtests of the WISC-R, the Raven Progressive Matrices, and the Bender-Gestalt Test. The children's responses to these tests were assigned conventional scores as well as scores based upon additional types of analysis in order to assess the child's approach to the cognitive tasks. The results of both the traditional scoring system and the qualitative scores differentiated between poor cognitive performances which are related to cultural deprivation and poor cognitive performances which are related to learning disability.
Perspective
Authors: Piotrowski Richard J. , Siegel Don J.
Published: December 2008

Burns' (1984) attempt to explain the below average mean IQ scores reported for samples of learning disabled (LD) students through the use of the bivariate normal probability distribution was examined. Burns applied the bivariate distribution to a method of quantifying a learning disability based on a fixed achievement cut-off value. This explanation seems to have limited utility when applied to the preferred discrepancy based model of defining severe educational underachievement. Alternative explanations for the below average IQ of LD samples which focus on issues related to the referral, identification, and placement of children are presented.
Preassessment Procedures for Learning Disabled Children
Authors: Harrington Robert G. , Gibson Edward
Published: December 2008

Forty-one teachers who had experience with LD preassessment procedures responded to a 25-item questionnaire regarding their attitudes toward the preassessment process. The results suggested that while the teachers were pleased with the preassessment team members themselves, they did not agree that their teams' intervention recommendations were successful in correcting the referral problem. It was not clear that the teams provided any new intervention ideas or whether the teams explored a sufficient variety of intervention options. As a result of their experiences with their teams, about as many teachers reported that they will continue to refer cases to the preassessment teams as those who will not. Suggestions for improving the preassessment team process are offered.
The Characteristics of Learning Disabled and Other Handicapped Students Referred for Evaluation in the State of Iowa
Authors: Wilson Lonny , Cone Thomas , Bradley Carol , Reese James
Published: December 2008

This article provides descriptive data on a statewide sample of all children referred for complete psychological evaluation during a school year. Basic demographic data, IQ, achievement, perceptual-motor, and behavior ratings, along with a diagnostic classification of learning, mental, or emotional disability or no handicap, were recorded and analyzed. Those labeled as learning disabled had a pattern that was clearly different from normals, low-achieving nonhandicapped, and those with other handicaps. Specifically, the learning disabled children had a larger degree of academic discrepancy and were more likely to have achievement that was deviant from grade level. Their behavior ratings on the Devereux suggested more difficulty than normal children with teacher dependency, inattentiveness, and comprehension. These findings indicate that in certain populations there are very basic differences between normals, low achievers, and learning disabled children.
Patterns of Cognitive Style in Normal and Handicapped Children
Authors: Shinn-Strieker Toni
Published: December 2008

The present study used a battery of nine neuropsychological tests/subtests to derive patterns of cognitive style in normal and handicapped students. Consistent with previous research, three subtypes of cognitive style emerged which were common to subjects in both groups. Results suggested that cognitive style operated independently of level of cognitive functioning in normal and handicapped children.
Learning Disabilities and Special Education
Authors: Gallagher James J.
Published: December 2008

For those enmeshed in the day-by-day problems of the field, the trees often obscure the forest. Those familiar with the career of James Gallagher know that he has not only managed to keep the forest in view but has created a vision of how it should grow and evolve. Thus, he was a clear choice for bringing an insider's perspective to the difficult task of critiquing the papers in this series. In offering his views, he begins by noting the consensus among respondents to the future survey with regard to four key problems: (a) the unsatisfactory nature of the status quo, (b) the heterogeneity among those labeled as LD, (c) the need for greater emphasis on differential treatment, and (d) concern over political factors shaping professional decisions. He then explores the classification problem, drawing implications for resolving the conflict between etiology and treatment and for improving research and training. Recognizing that naming problems and identifying possible solutions is not enough, Gallagher concludes his discussion with a five-step plan outlining specific actions that could be taken immediately to influence current public policy related to the differentiation and treatment of the different types of learning problems presently diagnosed as LD. Both his analysis and the call for immediate action underscore the current state of the field's development and directions for future advancement.—Howard S. Adelman and Linda Taylor, Guest Editors
The Social Integration of Learning Disabled Students from Self-Contained to Mainstream Elementary School Settings
Authors: Coben Sharon S. , Zigmond Naomi
Published: December 2008

This study had two purposes: (1) to investigate the social status of learning disabled students and (2) to compare the outcome differences of a rating scale sociometric with those of a peer nomination measure. The LD population consisted of students who were based in self-contained special education classes (LDSC) and joined regular classes up to 18 periods per week. Previous literature has concentrated on LD students based in regular classes who received special services in resource rooms. Since the enactment of P.L. 94–142, more and more students from self-contained classes have experienced partial integration into regular classes. The social status of this group, however, has been virtually ignored. Findings suggested both lower acceptance and lower rejection scores for the LD students than for regular class students on a nomination measure. The rating scale data revealed lower acceptance scores but no differences in rejection or toleration scores. The acquaintance category of the rating scale suggested that LDSC students are simply not known to their regular class peers.
Phonological Processing Abilities and Reading
Authors: Wagner Richard K.
Published: December 2008

The study of children's language abilities as they relate to the acquisition of reading skills has been an extremely active area of research over the past decade. Within the general area of language, individual differences in phonological processing ability have been shown to be closely associated with the attainment of beginning reading skills. In this Topical Review, the author provides an overview of research in this area that focuses on (a) the nature of phonological processing skills, (b) causal relations between phonological processing ability and learning to read, and (c) attempts to train phonological processing skills. The review is particularly helpful in pointing out gaps in our present knowledge and their implications for our understanding of reading disabilities.—JKT
Employer Attitudes Toward Hiring the Learning Disabled
Authors: Minskoff Esther H. , Sautter Scott W. , Hoffmann F. James , Hawks Robin
Published: December 2008

To determine attitudes about employing workers with learning disabilities, 326 employers from six states were surveyed about their attitudes toward hiring the handicapped in general and the learning disabled in particular. The employers expressed positive attitudes toward making special allowances for handicapped workers as long as such allowances did not involve reduced workloads or involvement in the worker's personal life. Less positive attitudes were expressed toward hiring the learning disabled. Only one-half of the employers stated that they would hire workers with learning disabilities. These negative attitudes did not seem to be related to lack of knowledge about learning disabilities, but rather seemed to relate to prejudice against workers with learning disabilities or lack of experience in supervising such workers.
Oh, OK, I'm LD!
Authors: Sachs John J. , Donnelly Vicki lliff , Donnelly Richard F.
Published: December 2008

Our program has been working with LD adolescents for 20 years. Each year new students enroll in our program and emphatically state that they are not LD or that they have never been informed of their specific disability. Unfortunately, it seems that the various individuals who evaluated their abilities rarely explained the results to the students. We developed the LD Seminar to increase the students' understanding of themselves and the educational programs designed for them. Our goal was to engage our students as active participants in the educational process by helping them understand their disabilities as well as their abilities. Therefore, we were attempting to facilitate and expedite the process of developing positive teacher-student interactions, and hopefully become, in the student's mind, an ally rather than an adversary.
A New Definition of Learning Disabilities
Authors: Hammill Donald D. , Leigh James E. , McNutt Gaye , Larsen Stephen C.
Published: December 2008

Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g., sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e.g., cultural differences, insufficient/inappropriate instruction, psychogenic factors), it is not the direct result of those conditions or influences.
Information Processing Theory and Learning Disabilities
Authors: Swanson H. Lee
Published: December 2008

The present article reviews some assumptions related to the information processing framework. The major implications of previous articles are reviewed, as well as some conceptual ambiguities related to the role of the automaticity, prior knowledge, and executive functioning in explaining learning disabilities. The ecological validity of the information processing framework, as well as the limitations of differential theories, is discussed. Discussion is also given to: (a) identifying common denominations, (b) subgrouping, (c) isolating mental components underlying academic change, and(d) incorporating neuropsychological data into future research practice.
Meeting the Transition Needs of College-Bound Students with Learning Disabilities
Authors: Dalke Connie , Schmitt Susan
Published: December 2008

This article presents the Project ASSIST high school to college transition program, developed at the University of Wisconsin-Whitewater, which assists high school students with learning disabilities in adjusting to the university setting. The transition from a structured, controlled environment to a less structured, open setting can be overwhelming. In an effort to facilitate the students' abilities to cope with the issues and activities facing them during the transition period, this fiveweek, noncredit, posthigh school/precollege summer model program emphasizes six components including: affective support, diagnostic evaluation, academic reinforcement and instruction, strategy training, awareness of support services available on campus, and a general campus awareness.
Knowledge and Perception of the Resource Room
Authors: Vaughn Sharon , Bos Candace S.
Published: December 2008

The purpose of this study was to determine regular and special education students' knowledge and perception of the elementary school, special education resource room. A sample of 126 nonhandicapped students and 20 students with learning disabilities, grades 1 through 6, were individually interviewed. Results indicate few differences between LD and non-LD students regarding their knowledge and perception of the resource room and special education. There are, however, significant differences between primary and intermediate students, with intermediate students having more knowledge of who goes to the resource room and more understanding of special education concepts. Most non-LD students ranked the resource room as a desirable place to spend time, though primary students with learning disabilities perceived it less positively than intermediate special education students.
Competencies for Teachers of Students with Learning Disabilities
Authors: Hudson Pamela Jane , Morsink Catherine Voelker , Branscum Gloria , Boone Rosalie
Published: December 2008

In the field of learning disabilities, the delineation of teacher competencies lacks consensus among professionals. The purpose of this review is to identify competency statements specified in the professional literature for teachers of learning disabled students. A thorough literature search of the past 20 years resulted in 16 competency statements in five areas: general and special knowledge, planning and evaluation, curriculum content, clinical teaching strategies, and behavior management. The implications of these competencies are discussed.
The Far Side of Heterogeneity
Authors: Kavale Kenneth A. , Forness Steven R.
Published: December 2008

The paper evaluates critically recent research aimed at empirically identifying homogeneous subtypes of learning disability. The problem of heterogeneity is discussed as well as philosophical, conceptual, and methodological concerns associated with present subtype research. Comparisons are drawn with classification efforts in the natural sciences and parallels are drawn for application to classification in learning disabilities. In general, subtyping research in learning disabilities is viewed positively, but problematic aspects seem presently to limit its usefulness. To overcome these dif-ficulties, it is suggested that researchers strive for more commonality with respect to both methods and measures used for subtype analysis, and that researchers pool their ef-forts. In this way, a single classification scheme for learning disabilities could be developed that would possess wide relevance for reducing heterogeneity and improving educational efforts.
School Consultation (Part I)
Authors: West J. Frederick , Idol Lorna
Published: December 2008

This article is the first in a two-part series on school consultation, from an interdisciplinary perspective. The authors examine school consultation as it has been studied and applied in learning disabilities and in special education as well as in the related professions of school and community psychology, counseling, and organizational development. Part I is a review and analysis of various theories, models, and related research on school consultation, with emphasis on a planned progression from theory formulation to model building to implementation of basic and applied research. The authors question whether or not consultation has a theoretical base. They conclude that a distinction must be made between underlying knowledge bases used to solve problems in the consultation process and underlying theories about the consultation process itself which direct the communicative/interactive nature of the relationship between consultants and consultees. Also included are (a) an examination of 10 different models of consultation and how they relate or fail to relate to theory, and (b) a review of studies which pertain to facilitating mainstreamed education of learning disabled and other exceptional and low achieving students, organized by input, process, and outcome variables. We project a set of future directions for interdisciplinary research on school consultation which are applicable both in special education and across the related professions, and which call for coordinated research efforts among all of these professions.
Vol III Module 1
Authors: Helveston Eugene M.
Published: December 2008

Learning disabilities are usually discovered in primary school, and may persist in some form throughout life. Dyslexia, or poor reading ability, is the most common type of learning disability. After years of multidisciplinary research, there are still no simple solutions to this problem. Ophthalmologists are often consulted to rule out the possibility of an ocular disorder in dyslexic children and to recommend appropriate eye treatment. It is important, therefore, that ophthalmologists know of appropriate resources available for additional testing and referral of learning-disabled children. In this module, Eugene M. Helveston, M.D. reviews the clinical features of dyslexia in its various forms, as well as guidelines for recognition and referral. Also discussed are controversies regarding the management of learning disorders, and the need for a multidisciplinary approach to understand the nature of these disorders. In a separate section, consultants Creig S. Hoyt, M.D. and Andrea Cibis Tongue, M.D. respond to important questions raised by the Academy's Practicing Ophthalmologists Advisory Committee.
Epidemiology of Pediatric Closed Head Injury
Authors: Goldstein Felicia C. , Levin Harvey S.
Published: December 2008

This paper reviews the epidemiology of pediatric closed head injury. Incidence rates, etiologic/pathophysiologic correlates, and associated risk factors are discussed. Future research directions include the need to consider the relationships among age, etiology, and pathophysiology in outcome studies as well as inclusion of premorbid measures of personality/intellectual functioning.
Neuropsychological Assessment of Head Injury in Children
Authors: Ewing-Cobbs Linda , Fletcher Jack M.
Published: December 2008

Neuropsychological assessment of cognitive and behavioral sequelae of pediatric closed head injury involves identification of manifest disabilities as well as relationships between these disabilities and a set of core skills. The assessment of moderator variables is crucial for development of appropriate intervention strategies. In addition to evaluation of academic abilities, assessment of a wide range of posttraumatic cognitive processing abilities is required to identify difficulties in areas such as attention and memory that impact academic performance. Since head injured children often do not meet eligibility guidelines, advocacy efforts are sometimes necessary to establish eligibility for academic intervention.
Management of Academic and Educational Problems in Head Injury
Authors: Telzrow Cathy F.
Published: December 2008

Designing and implementing beneficial educational interventions for traumatically brain injured (TBI) children requires a thorough understanding of the sequelae of pediatric head injury and an appreciation for the complex interaction of environmental and neuropsychological variables during the recovery process. This article provides a brief review of data pertaining to educational adjustment for TBI children, followed by a discussion of the major educationally relevant sequelae of head injury in children. Systemic problems in the delivery of appropriate educational interventions are outlined, and suggestions for mitigating the effects of these obstacles are offered. The article concludes with a description of 10 important features of appropriate educational programs for TBI children.
Storytelling and the Therapeutic Process for Children with Learning Disabilities
Authors: Brooks Robert B.
Published: December 2008

Psychotherapists who work with children and adolescents with learning disabilities are often required to modify their intervention techniques according to the particular learning problems of their patients. The dynamic, interrelated links between cognitive and emotional functioning must always be considered when treatment strategies are planned and implemented. This article describes a therapeutic storytelling technique called Creative Characters that has been found to be very helpful with learning disabled children and adolescents. The process of creating stories that represent key features of the child's world offers a vehicle through which to strengthen both cognitive and emotional functioning, including the reinforcement of self-esteem. Case examples are provided to illustrate the Creative Characters technique.
Perception of Humor by Regular Class Students and Students with Learning Disabilities or Mild Mental Retardation
Authors: Bruno Rachelle M. , Johnson Janet M. , Simon Janet
Published: December 2008

This pilot study investigates receptive and expressive humor in students from primary, intermediate, and middle school grades with learning disabilities, mild mental retardation, or no diagnosed handicap. Student performance is compared on (1) identification of endings to riddles that have a phonological, lexical, or cognitive incongruity basis for humor; (2) description of the source of humor in selected jokes; and (3) expression of favorite jokes. The results of a multivariate analysis of variance of these data are reported and discussed, with implications for future research noted.
Recovery and Cognitive Retraining After Craniocerebral Trauma
Authors: Prigatano George P.
Published: December 2008

Historical and present-day ideas concerning recovery of higher brain functions and so-called cognitive retraining are the focus of this article. Clinical guidelines for helping patients understand and compensate for residual higher cerebral deficits are suggested. A holistic or milieu oriented program is considered the most helpful form of intervention at this time. The use of pharmacological treatment, coupled with educational activities, is also discussed.
Arguable Assumptions Underlying the Regular Education Initiative
Authors: Kauffman James M. , Gerber Michael M. , Semmel Melvyn I.
Published: December 2008

Many suggestions of advocates of the Regular Education Initiative (REI) find broad support among educators. Several basic assumptions underlying the REI, however, are arguable. Contrary to advocates of the REI, we argue the following: (1) Students are not overidentified for special education, and the gap between regular and special education is not widening. (2) Student failure should not be attributed solely to shortcomings of teachers. (3) Teachers who are more competent do not necessarily have more positive attitudes toward handicapped or difficult-to-teach students being placed in their classrooms, nor does school reform/school improvement necessarily mean that difficult-to-teach or handicapped students will be instructed more effectively. (4) Variability in student performance will increase, not decrease, when the most effective instruction is provided for all students, such that low performing students will become more rather than less obvious, and their stigma will not be avoided. (5) Teachers are always faced with the dilemma of maximizing mean performance versus minimizing group variance, such that protection of identifiable resources for identifiable low performing students is always necessary.
Implications of the Learning Disabilities Definition for the Regular Education Initiative
Authors: Bryan Tanis , Bay Mary , Donahue Mavis
Published: December 2008

This paper reviews the implications of definitions of learning disabilities for the Regular Education Initiative. The review finds that each definition includes reference to minimal brain dysfunction and assumes that children so labeled would show heterogeneous problems. While it is clear that professionals in the field intend for this category to describe children whose learning and behavioral problems are the result of central nervous system involvement, it is also clear that we lack the technology to verify the nature of such involvement. At the same time, however, an empirical data base is being established showing that learning disabled persons differ from normally achieving individuals on brain-related information processes delineated in the definition (e.g., working memory, learning complex rule systems, metacognition). We propose that this heterogeneity (i.e., “developmental imbalances, intraindividual gaps”) makes it unlikely that classroom modifications alone, regardless of a teacher's pedagogical skill, will suffice to meet the complex needs of this population of children. Reflections upon the interface between the complexities of learning disabilities and the dynamics of the classroom environment suggest that there is a great deal more to be learned before we can replace special services by the Regular Education Initiative.