bluuebunny/crossref_metadata_2025 huggingface dataset:
Cognitive Behavior Modification, Direct Instruction and Holistic Approaches to the Education of Students with Learning Disabilities
Authors: Tarver Sara G.
Published: December 2008

In this paper, cognitive behavior modification (CBM), Direct Instruction (DI), and holistic approaches to the education of students with learning disabilities are compared for the purpose of identifying similarities and differences in instructional practices. An overview of the approaches is followed by comparative discussions organized around four distinctions: (a) specific vs. general, (b) bottom-up vs. top-down, (c) structured vs. unstructured, and (d) effectiveness vs. ineffectiveness. In a final discussion section, some conclusions and recommendations are offered.

All three of the approaches included in this paper are considered to be cognitive in the sense that they seek to describe and/or change students' cognitive behaviors that are not directly observable. However, each of these cognitive approaches has retained some elements of the purer behavioral approaches that were so popular in special education in the 1970s. Those behavioral elements will be addressed in this paper also.
Differences in Cognitive Processes Among Handicapped and Average Children
Authors: Cherkes-Julkowski Miriam , Gertner Nancy , Norlander Kay
Published: December 2008

This study investigated the ability of LD, slow learning and average children to adapt learning strategies to different stimulus demands. Small group learning situations were used to encourage subjects to verbalize their strategies to each other and to create the expectation that, since other children have different approaches, the process of strategy selection is critical. Findings demonstrated a distinctly different pattern of strategy usage associated with performance in each of the three diagnostic categories as well as an ability in all three groups to differentiate among stimulus demands.
The Future of the Field
Authors: Smith Corinne Roth
Published: December 2008

The survey found there was considerable concern about the efficacy of current approaches to providing differential programming and considerable sentiment about the need to expand the focus of intervention and develop preventive programs. A comprehensive appreciation of these concerns and their implications for the future arises from awareness of the field's past and present status. To summarize the situation and offer some thoughts for future directions, we went to Corinne Smith because of the breadth of focus represented in her work. Her paper presents a picture that does homage to those whose pioneer efforts laid the foundation for the field, and she suggests that current practices represent great strides forward in developing intervention approaches. At the same time, she stresses that current interventions do not yield predictable benefits for the individuals served. She concludes that the deficiencies of prevailing strategies will only be corrected through naturalistic research focused on a broad-based approach to the prevention and correction of learning disabilities. To facilitate such research, she sees a need for school personnel to place a higher priority on program development and evaluation and for basic researchers to further identify key individual learner differences of relevance to planning and implementing intervention. Outside the school, she recommends greater emphasis on parent-school partnerships. Throughout the discussion, she enumerates an extensive list of specific activity for the future. Thus, her presentation provides a general indication of the nature and scope of the work that lies ahead. However, given the extensive range of the recommended activity, there remains the task of detailing and justifying a specific agenda and priorities for future work. (We hope to hear from readers regarding their sense of agenda priorities.) All in all, while acknowledging the concerns that must be dealt with, Professor Smith is extremely optimistic about the future of the LD field. How about you?—Howard S. Adelman, PhD, and Linda Taylor, PhD, Guest Editors
Patterns of Auditory Perception Skills in Children With Learning Disabilities
Authors: Pressman E. , Roche D. , Davey J. , Firestone P.
Published: December 2008

The performance of 40 learning disabled boys was compared to a normal control group on a computerized version of the Goldman-Fristoe-Woodcock Auditory Skills Battery. This easily administered computerized assessment correctly identified 92.5% of the learning disabled group and 65% of the normal control children. The results address the positive aspects of computer technology in screening children for being at risk for learning disabilities. Normative data for this assessment tool are also presented.
The Usefulness of the Woodcock—Johnson Psycho—Educational Battery Cognitive Cluster Scores for Learning Disabled College Students
Authors: Hoy Cheri , Gregg Noel
Published: December 2008

The Woodcock—Johnson Psycho—Educational Battery was administered to 41 learning disabled college students. A modified subtest profile was used to facilitate the examination of the pattern of subtest scores for the Cognitive Factor Cluster Scores. Results indicated that these scores should not be interpreted at face value for this population.
The Science for the Job
Authors: Mageean Bernard
Published: December 2008

The paper deals with the contribution of empirical psychology to the problems of instruction. At issue is the sort of conceptual framework needed to promote helpful interactions between existing experimenters and teachers. The resulting discussion asks for a change of attitude and a critique of language used. Experimenters in cognition and learning and classroom instructors are argued to be in the same line of business—deriving definition of task in hand by testing instructions in action, or, to put it another way, developing task description by prescription. It is argued therefore that teachers need to stop seeing experimenters as people engaged in mysterious “scientific” activity, when the activity in question is much the same as their own, and that experimenters need to take a good look at what they actually do, and note the interventionist, instructional logic that underlies it. It is concluded that the study of instructional problems will benefit enormously if instructional practitioners contribute their knowledge to a demystified experimental enterprise, which can be modelled on current practice, if not on current talk about that practice. Teachers are advised to look closely at what it is experimenters do, while experimenters are advised that scientific advance will require the expansion of current efforts in the study of individual performance.
Planning and Administration
Authors: Safer Daniel J.
Published: December 2008

A comprehensive survey of 200 student folders revealed that elementary school (ES) nonpromotion is primarily associated with low academic achievement and low IQ, whereas a junior high school (JHS) nonpromotion is mainly correlated to behavioral suspensions and excessive absenteeism. Having an ES nonpromotion increases the risk of a later grade retention five fold. During the year following an ES nonpromotion, the behavioral and academic outcome is significantly improved and is generally satisfactory. This is clearly not the case after a JHS grade retention.
Speech Production/Phonological Deficits in Reading-Disordered Children
Authors: Catts Hugh W.
Published: December 2008

Speech production/articulation was examined in reading-disordered and normal children. Subjects participated in three tasks involving the production of multisyllabic words and phonologically complex phrases. Results demonstrated that the reading-disordered children made significantly more speech production errors than normal children in each of the tasks. Furthermore, the reading-disordered children's performance on the speech production tasks was correlated with their reading ability. It is concluded that the speech production difficulties of the reading-disordered children are a reflection of their various deficits in phonological processing.
Generalization of Spelling Strategies by LD Students as a Result of Contingent Imitation/Modeling and Mastery Criteria
Authors: Gerber Michael M.
Published: December 2008

Eleven learning disabled elementary students were asked to attempt spellings of unknown words using a standard written dictation test and an imitation-modeling procedure (Jobes, 1975; Kauffman, Hallahan, Haas, Brame, & Boren, 1978) to provide corrective feedback but minimal instruction. Dictations were repeated until 100% accuracy was achieved. A second list of words sharing the same orthographic features was then administered without specific instructions designed to promote generalization, followed by administration of a third list that included specific instructions to use information about previous spellings in attempting words on the new list. Results showed that all but one student reached mastery in fewer than 10 trials, subjects obtained more correct spellings on the first trial of each new list, subjects required fewer trials on each successive list to reach criterion, and subjects demonstrated systematic improvements in quality of spelling attempts across both trials and lists. The data were interpreted to mean that when these LD students were permitted sufficient, though individually variable, exposure to minimal correction procedures, they were able to spontaneously generalize what had been learned about spelling features of one list to another.
Effects of Illustrations on Reading Comprehension of Learning Disabled Students
Authors: Rose Terry L.
Published: December 2008

The effects of illustrations on comprehension were investigated among 32 learning disabled elementary-aged students. Students read an illustrated passage and a non-illustrated passage and answered eight comprehension questions following each passage. Results showed significantly more correct responses to comprehension questions following the non-illustrated passages. Results are discussed in relation to the purported benefits of illustrations. Implications for instruction and suggestions for future research are presented.
Teacher Net
Authors: Woodward John , Carnine Douglas , Moore Lisa , Noell John , Hayden Melissa
Published: December 2008

While most educators commonly think of computer networking as a costly arrangement in a computer lab, low-cost networking is available for today's classroom. Teacher Net is a newly conceived system that requires a central microcomputer, an interface box, and as many as 16 keypads or keyboards. Its cost is one-fifth that of traditional networking configurations. Teacher Net can be used for independent practice, thus saving teachers stacks of papers to grade and providing them with an immediate analysis of performance. A complementary use of the system is assessment which allows quick and precise placement in a curriculum. Group instruction, another possible use, permits the teacher to ask questions during lecture and guided practice portions of a class and receive an instant gauge of understanding. If many students don't know the answer, the teacher can quickly review appropriate material and then continue on with the lecture. Finally, Teacher Net facilitates data management. Input from the keyboards—daily work, quizzes, tests, etc.—can be entered into a data base for further analysis. The teacher can use the data base to assign grades, generate progress reports, and retrieve accurate information to be entered into IEPs. Teacher Net is a comprehensive system that simplifies a number of time-consuming, low-level tasks for teachers.
Options for Technology-Assisted IEPS
Authors: Hummel Jeffrey W. , Degnan Sarah C.
Published: December 2008

This article contributes to an information base which will aid persons who are considering the use of technology to assist in the process of IEP development. First and foremost, potential users must understant the local context for such efforts. Four basic options for technology-assisted IEPs are discussed in relation to specific selection criteria.
The Importance of Motivation for the Future of the LD Field
Authors: Deci Edward L. , Chandler Cristine L.
Published: December 2008

If the LD field is to make important breakthroughs in coming years, it must avoid becoming insular and parochial. There are important ideas to be gleaned from the work of individuals not enmeshed with the specific problems we confront everyday. Individuals outside the LD field can bring fresh perspectives that allow us to see beyond the boundaries of our current frameworks and procedures. They often see what's missing and suggest important connecting links to improve the way we understand and deal with learning disabilities. As an example of the potential value of soliciting outside viewpoints, we asked Edward Deci and his colleague Cristine Chandler to read over the papers included in the series of articles on “The Future of the LD Field” and to analyze and comment on our field's future from the perspective of Deci's distinguished work on human psychology. The result is a provocative discussion that first reviews the papers in the future series with reference to definition, etiology, prevention, and treatment, and then suggests that a key element missing in most of the presentations is a sophisticated and systematic concept of human motivation. Deci and Chandler offer a brief outline of basic psychological concepts not widely discussed in the LD field and apply these concepts with regard to both the treatment of learning disabilities and to the processes used to support and supervise the efforts of teachers. Their analysis and ideas have profound implications for LD theory, research, and practice, and warrant careful attention from those concerned with advancing the field.—Howard S. Adelman and Linda Taylor, Guest Editors
Moving the LD Field Ahead
Authors: Adelman Howard S. , Taylor Linda
Published: December 2008

Do not follow where the path may lead. Go, instead, where there is no path and leave a trail. Anonymous

In this final article in the series on the future of the LD field, we reflect on ideas presented by the contributors and underscore trends for the the future that seem essential to the field's progress. Inadequacies of prevailing thinking in the field are highlighted and suggestions are offered about the way in which such thinking needs to be expanded and transformed. In this connection, we stress the importance of (a) an expanded focus on adolescents and adults, (b) broader models for understanding the patterns of behavior and learning seen in LD programs, (c) going beyond the concepts of diagnosis, treatment, remediation, and individualized instruction, (d) expansion of prevailing views of basic skills, and (e) development of interventions that focus on more than changing people. Finally, we explore implications of and ideas for reducing the large number of LD misdiagnoses.

One purpose of this series has been to focus attention on the directions that have been established and where they are leading the field. Another purpose has been to encourage thought and discussion about new paths to follow. The rapid growth of the field has left precious little time for reflection, and it is easy to lose perspective under such circumstances. The series presentations provide a beginning for efforts to clarify an agenda for the immediate future; over the next year or so, we hope that the various LD journals will encourage an ongoing interchange about these and other ideas that should shape that agenda. It is from such an interchange that a new synthesis of guidelines and recommendations for theory, research, and practice can be developed by the field's advocates, representatives, and others who shape the future through then influence on policy and socialization of professionals and the general public. It is time to stimulate and broaden the dialectic process; the result should be a refreshing renewal of the spirit that prevailed when the field was born.
Effects of the Keyword Mnemonic Strategy on Vocabulary Acquisition and Maintenance by Learning Disabled Children
Authors: Condus Maria M. , Marshall Kathleen J. , Miller Sidney R.
Published: December 2008

Sixty-four 12-year-old students identified as learning disabled poor readers were participants in a study designed to test the efficacy of using an imposed keyword strategy to teach 50 word meanings. Based on a measure of receptive language, 32 students with “high” and 32 with “low” receptive vocabularies were assigned randomly to one of four conditions: keyword-image, picture context, sentence-experience context, or control. Seven learning disabilities teachers were responsible for instructing all four methods to appropriate students. Vocabulary items were presented 10 at a time over a 5-week period, and definition recall was assessed during four time phases on a multiple-choice test. Results of the three-way ANCOVA indicated that keyword condition students significantly outperformed students assigned to all other conditions. In addition, students taught via the keyword method recalled significantly more word meanings during the initial time phase and maintained significantly higher levels of vocabulary achievement 10 weeks after treatment had ended.
Sociometric Status and Solitary Play of LD Boys and Girls
Authors: Gottlieb Barbara W. , Gottlieb Jay , Berkell Dianne , Levy Linda
Published: December 2008

This investigation compared the sociometric status of learning disabled (LD) and non-learning disabled (NLD) boys and girls as well as their actual play during unsupervised free-time activities. Results indicated that the lower sociometric status of LD children was attributable to same-sex rejections of girls. The data also indicated that LD children tended to play alone significantly more often than NLD peers. The results were interpreted as highlighting the need to examine gender effects in subsequent research on social aspects of learning disabilities.
Intelligence, Information Processing, and Specific Learning Disabilities
Authors: Kolligian John , Sternberg Robert J.
Published: December 2008

Information processing theories of intelligence offer a potentially rich yet generally unexplored theoretical forum for conceptualizing and investigating learning disabilities. The purpose of this article is to advance our understanding of the nature of specific learning disabilities by using Sternberg's (1985) triarchic theory of human intelligence as a framework for expanding the componential-deficit approach. Specifically, deficient cognitive strategies and inadequate knowledge in certain domains may result from learning disabled individuals' inability to (a) selectively encode, compare, and combine information, or (b) automatize information processing. In addition, this article emphasizes the importance of the experiential, contextual, and motivational history of the learning disabled individual in understanding his or her componential deficits.
Information Processing and Elementary Mathematics
Authors: Pellegrino James W. , Goldman Susan R.
Published: December 2008

An overview is presented of information processing analyses of knowledge and performance in three areas of the elementary mathematics curriculum. These include basic addition and subtraction facts, complex procedures such as multicolumn subtraction, and the solution of word problems. Theories are presented of the knowledge associated with “expert” performance. We show how such theories can be applied to practical problems such as the analysis of lower levels of expertise and the acquisition of skill. The emphasis is on diagnostic analysis of the knowledge underlying the less than expert performances exhibited by younger and/or less able children. Several specific research questions are identified. Answers to these questions should help provide a basis for understanding and effectively remediating the specific problems experienced by learning disabled children in elementary mathematics.
Enhancing Instructional Time Through Attention to Metacognition
Authors: Palincsar Annemarie Sullivan , Brown Deborah A.
Published: December 2008

This article describes the relationship between metacognition, defined as awareness and regulation of cognitive activity, and the learning needs of students who are experiencing academic difficulty. Investigations of metacognitive instruction to enhance memory skills, to increase text comprehension, and to improve written expression and math performance arc reported. Particular attention is paid to the role of the teacher and learner in the acquisition and self-control of the targeted cognitive strategies.
Elaborating to Learn and Learning to Elaborate
Authors: Pressley Michael , Johnson Carla J. , Symons Sonya
Published: December 2008

Two types of elaboration are reviewed as potent strategies for the learning disabled and for poor child learners in general. Both elaborative strategy teaching and elaborate materials modifications are discussed. In addition, a model of autonomous and flexible strategy use is presented with an emphasis on how strategy instruction can be conducted to promote efficient strategy application.
Specialization of the Cerebral Hemispheres
Authors: Hiscock Merrill , Kinsbourne Marcel
Published: December 2008

Cerebral hemisphere specialization and its relation to learning disabilities are examined in the light of concepts and findings from contemporary neuropsychology. Attention is focused upon four constructs—cognitive ability, laterality, functional brain asymmetry, and structural brain asymmetry—and the associations among them. It is emphasized that these constructs represent different levels of analysis and consequently are not readily related to each other. In particular, it is argued that laterality, which is a behavioral phenomenon, does not provide direct information about physiological or anatomical characteristics of the brain. Although the available evidence is inconclusive in many respects, it points to certain conclusions about hemispheric specialization and cognitive development: (1) Differential specialization of the left and right halves of the brain occurs very early in life; (2) anomalous hemispheric specialization in an otherwise normal brain is not associated with cognitive deficit; (3) left-and right-hemisphere cognitive styles are metaphors without neurological substance; and (4) abnormal cognitive development may stem either from damage to the cerebrum or from a combination of cerebral damage and a maladaptive pattern of activation by a subcortical activating system.
Information Processing and Educational Microcomputer Technology
Authors: Goldman Susan R. , Pellegrino James W.
Published: December 2008

Microcomputer technology has enormous potential for altering the educational experiences and outcomes of learning handicapped youngsters. This article explores two particular areas of the learning process that appear to be fertile ground for implementing effective microcomputer technology. The first area is that of extended practice and its role in the development of increased automaticity of basic information processing skills. Several examples are presented of empirical research employing extended, microcomputer-based, daily practice on basic mathematics and reading tasks with learning disabled students. The second area discussed involves problem solving and metacognitive activities. The teacher, microcomputer, and learner are envisaged as three integrally related aspects of the microeducational environment. Microcomputer technology stimulates and enables innovative role definition for each. Finally, several potentially problematic issues related to tool use and to information processing characteristics of learning handicapped populations are discussed.
A Survey of Programs and Services for Learning Disabled Students in Graduate and Professional Schools
Authors: Parks Allen W. , Antonoff Stanley , Drake Charles , Skiba William F. , Soberman James
Published: December 2008

A survey seeking information about programs and services for learning disabled (LD) students was sent to 703 graduate and professional schools in the United States. Respondents (n = 223) indicated that only 24% had developed a written plan which described services to LD students—a minimal requirement for compliance under Sec. 504. Most frequently, respondents reported offering “support-type” services, although such services were available in only 46% of the responding institutions. Specific services, program accommodations, and other program features are discussed. In addition to the apparent noncompliance with Sec. 504, the implications of the results of this survey are discussed.
Group Story Mapping
Authors: Idol Lorna
Published: December 2008

Heterogenous groups of third/fourth graders, including five learning disabled and low achieving students, were taught to use a story mapping strategy to improve reading comprehension. A multiple baseline design across two groups was used to demonstrate group control. A model-lead-test teaching paradigm was used to shape comprehension responses to a level of independence, without teacher assistance. Group averages for daily comprehension maintained above 80% correct when children were no longer required to use the strategy. Four out of five of the poor comprehenders also maintained improved comprehension above 75% correct. Improvements were found to generalize to measures of listening comprehension, criterion-referenced tests in the curriculum, and spontaneous story writing. These improvements did not generalize well to all subtests of the Nelson Reading Skills Test, raising questions about the difference in student performance on group versus individually-administered tests. The major conclusions were that comprehension can be improved for normal and low achieving children using a schema-based approach and that ability grouping is not necessary to achieve this end.
Devising an Instructional Program to Teach Arithmetic Problem-Solving Skills to Students with Learning Disabilities
Authors: Fleischner Jeannette E. , Nuzum Margaret B. , Marzola Eileen S.
Published: December 2008

This article details a process to develop and test an instructional program designed to teach students with learning disabilities to solve four kinds of arithmetic story problems. The program was developed in response to the recognition that some students who have adequate reading and computation skills lack the procedural, process, and task-specific knowledge necessary to solve these problems. In the course of developing the unit, the literature on information processing, mathematics education, and instructional theory provided important guidelines for content and teaching approaches. Both single subject and group research designs were employed to test the effectiveness of the problem-solving unit.
A Comparative Study of Resource Teacher Job Descriptions and Administrators' Perceptions of Resource Teacher Responsibilities
Authors: Friend Marliyn , McNutt Gaye
Published: December 2008

Although most students with learning disabilities receive their special education services through resource programs, several critical aspects of this service delivery approach have not been investigated. For example, informal expectations for resource teacher job performance have been examined through studies of educators' perceptions of resource teachers' role responsibilities, but little attention has been given to the formal expectations as included in written resource teacher job descriptions. This study compared such written job description information with perceived resource teacher job requirements. Seventy-six resource program descriptions were content analyzed to identify teacher duties in four areas: direct instruction, assessment, administration, and indirect service. These duties were then compared to administrators' perceptions of resource teachers' responsibilities. The chi-square analyses indicated that significant differences existed between the formal and informal expectations, with far fewer role responsibilities being formally described than perceived as essential by administrators. This lack of congruence is discussed in relation to a number of variables which may affect the quality of services students with learning disabilities receive, including role ambiguity, job stress, and program improvement.
A Comparison of the Influences of Verbal-Successive and Spatial-Simultaneous Factors on Achieving Readers in Fourth and Fifth Grade
Authors: Solan Harold A.
Published: December 2008

The concepts of spatial-simultaneous and verbal-successive processing are explored, and their relevance to reading quantified. In simultaneous processing, perceived stimuli are totally surveyable or globally available at one point in time, whereas in successive processing information is presented consecutively in serial order as in speech. Comparison of the two systems of processing makes it possible to distinguish the reader with the ability to convert the consecutive presentation of elements of incoming information into a new quality of simultaneous perceptibility from one who may have a good understanding of the meaning of individual words but not grasp the meaning of the thought as a whole. The results of this investigation confirm previous studies that in grades 4 and 5 both forms of processing, spatial and verbal, are important in normally achieving children. The relative influence of the two systems at different ages and achievement levels, as well as implications for training, is discussed.
Simultaneous and Successive Processing in Reading Disabled Children
Authors: Kirby John R. , W. Robinson Gregory L.
Published: December 2008

A group of 105 reading disabled children were administered a battery of tests which assessed simultaneous and successive information processing skills, language and reading processes, and reading achievement. Principal component analyses were carried out in each of the domains, yielding simultaneous and successive processing factors in the information processing domain; miscue, comprehension, and flow factors in the language domain; and miscue, word recognition, and word analysis factors in the reading process domain. Interpretation of these findings and of the relationships between domains indicates that these reading disabled children employed simultaneous processing in reading tasks that normally require successive processing. Analysis of the relationships between these three domains and reading achievement indicates that the expected relationships between the appropriate use of simultaneous and successive processing and reading achievement emerge, but that the factor identified as the inappropriate use of simultaneous processing is less positively related to achievement. These results are discussed in terms of the two probable causes of the overuse of simultaneous processing, a deficit in successive processing, and an inclination not to use it. Suggestions are offered for the design of remedial instruction.
Motor Tics, Tourette Syndrome, and Learning Disabilities
Authors: Lerer Robert J.
Published: December 2008

Tics are the most common involuntary movement disorder of childhood. The single, uncomplicated tic is benign and self-limited, requiring no specific treatment. Complex tics lasting more than a year or associated with vocal tics indicate a high likelihood of Tourette syndrome. The majority of children with Tourette syndrome have learning dis-abilities and attentional disorders: a few such patients exhibit academic problems prior to the onset of tics. These individuals may be treated with stimulant drugs, which may precipitate or exacerbate tics. Pharmacotherapy is available for management of tics and attentional deficits. For optimal management of children with Tourette syndrome, educational, psychological, and general supportive measures may be necessary as well.
Effects of the Learning Disability Label, Quality of Writing Performance, and Examiner's Level of Expertise on the Evaluation of Written Products
Authors: Graham Steve , Dwyer Ann
Published: December 2008

Examiners were directed to score three essays differing in quality and were told that the essays were written by LD or normal students. Half of the examiners received a brief introduction to the scoring procedures; the other half received more intensive training. Labeling effects were successfully attenuated by providing additional training.
Commentary
Authors: Reynolds Cecil R.
Published: December 2008

Editor's Comment: In the January issue of the Journal of Learning Disabilities John Kolligian, Jr. and Robert J. Sternberg authored an article titled “Intelligence, Information Processing, and Specific Learning Disabilities: A Triarchic Synthesis.” Cecil R. Reynolds objected to some of the content and recommendations made in that article. His positions are expressed in this commentary. John Kolligian, Jr. and Robert J. Sternberg respond to his concerns. — JLW
Foreign Language Learning Disabilities
Authors: Gajar Anna H.
Published: December 2008

Many students who repeatedly fail foreign language requirements, in spite of intensive tutoring, high academic potential, and motivation, are being referred to programs for learning disabled university students. Guidelines for diagnosing a disability in learning a foreign language, however, are not available. This research presents a method for identifying predictors of success in learning a foreign language at the university level and compares the performance of students identified as learning disabled on these predictors. The scores of regular students enrolled in introductory foreign language classes on the Modern Language Aptitude Test were compared with their foreign language course performance. The fourth and fifth subtests predicted a relationship to learning a foreign language. In addition, university learning disabled students exhibited significantly lower performance on all five of the Modern Language Aptitude subtests. The results of this study suggest that the information provided by the Modern Language Aptitude Test (especially the fourth and fifth subtests) is potentially valuable to the diagnostic process.
A Single Subject Evaluation of the K-P Diet for Hyperkinesis
Authors: Burlton-Bennet Jocelyn A. , J. Robinson Viviane M.
Published: December 2008

A single subject ABAB design was employed to determine the effectiveness of the Feingold Kaiser Permanente (K-P) diet in the treatment of a 6-year-old hyperkinetic male hypothesized to be diet-responsive. Secondary aims were to assess both the nutritional adequacy of the diet and the problems involved in implementing it. Diet effectiveness was measured by classroom observations ofattending-to-task, out-ofseat, and movement behaviors; and by teacher and foster-mother reports. It was concluded that the K-P diet was effective in controlling the subject's hyperkinesis. The diet was also shown to be nutritionally adequate and moderately difficult to implement.
The Effects of Computer Use on the Acquisition of Multiplication Facts by a Student with Learning Disabilities
Authors: Howell Richard , Sidorenko Elizabeth , Jurica James
Published: December 2008

Two investigations of a single student having a specific mathematics disability were conducted in order to determine the effectiveness of software use alone, or in combination with teacher intervention, on the acquisition of multiplication facts. The types of software were drill-and-practice and tutorial based, with the drill program being used as the sole intervention in the first study and the tutorial program being used in conjunction with teacher intervention during the second study. The teacher intervention involved (1) determination of the student's present problem solution strategy, (2) the teaching of an alternative solution strategy called The Rule of Nines," and (3) the presentation and use of computer software with the student. Results indicated an initial increase in correct responding and a corresponding decrease in the amount of time to response for both drill-and-practice and tutorial software, but this effect proved to be transitory with both errors and times increasing when the student was returned to baseline conditions. However, when the software use was combined with directed teacher interventions, the student was able to unlearn the ineffective strategy, learn a new solution strategy, and use the software to practice and incorporate new knowledge and skills. The discussion focuses on implications for developing instructional environ -ments as well as implications for future research.
Microcomputer Courseware Production and Evaluation Guidelines for Students with Learning Disabilities
Authors: Lee William W.
Published: December 2008

The research reported in this Research Brief established the first empirically derived guidelines for the production and evaluation of microcomputer courseware for students who are learning disabled. Sixteen components specifically recommended for inclusion in courseware for this group of handicapped students were extracted from the literature. The major purpose of the study was to determine if LD teachers ranked some of these components more essential than others for the optimal benefit of their students. A second purpose was to determine if those essential components were already found in existing courseware. The study concluded that seven components were considered essential and that those seven components were not consistently found in the courseware evaluated.
Cognitive Control Functioning in Hyperactive and Nonhyperactive Learning Disabled Children
Authors: Cotugno Albert J.
Published: December 2008

This study compared the performance of children designated as hyperactive learning disabled (HLD) and nonhyperactive learning disabled (NHLD) with a controlgroup of nonlearning disabled (nonLD) children. Results indicated that both HLD and NHLD children process information significantly less efficiently than nonLD children. However, HLD children can be differentiated further from NHLD children on several cognitive control variables viewed as critical to learning. The results are discussed in terms of differences in cognitive functioning between groups.
Preschool Programs for Children with Learning Disabilities
Authors: Esterly Diane L. , Griffin Harold C.
Published: December 2008

This nationwide survey reflects the interest in preschool programs for children with learning disabilities as well as the general confusion concerning procedures for accurately identifying these children. In addition, there is strong evidence that there is a pressing need to have ongoing systematic data gathering that will provide empirical verification (evidence) for appropriate, effective intervention.
Research on the Efficiency of Low-Cost Networking
Authors: Moore Lisa , Carnine Douglas , Stepnoski Marilyn , Woodward John
Published: December 2008

This article discusses three studies that examined the efficacy of Teacher Net, an inexpensive computer networking system. Each study addressed a different context: independent work, teacher remediation, and assessment The results of the studies show that Teacher Net can save the teacher tremendous time by assuming the tasks of providing immediate feedback to students, correcting and summarizing student performance, and administering and scoring student tests.
Behavioral Change Strategies for Children and Adolescents with Severe Brain Injury
Authors: Deaton Ann V.
Published: December 2008

Brain injury results in a multitude of changes that affect the long-term functioning of the child and adolescent. While acute medical care and corresponding rates of survival have improved dramatically, treatment of the cognitive and behavioral changes following brain injury is still in its infancy. Unfortunately, these are potentially the most enduring and, at times, incapacitating effects of brain injury with respect to long-term functional outcome. The present article addresses the needs of the child and adolescent head injured population in the area of behavioral management. Case examples are used to illustrate behavioral difficulties and the efficacy of interventions.
The Continuous Performance Test in Learning Disabled and Nondisabled Children
Authors: Eliason Michele J. , Richman Lynn C.
Published: December 2008

The performance of 30 learning disabled (LD) children with specific memory disability was compared to 30 matched controls on a computerized test of attentional skills. The Continuous Performance Test (CPT) provided a measure of omission errors, commission errors, and average rate of responding to a color-letter combination target. The LD group showed more omission errors and a slower rate of responding, but did not differ from controls on commission errors. The results were interpreted from a signal detection perspective and suggested that the LD group showed inefficient allocation of processing resources rather than an attentional deficit. The importance of dividing LD children into homogeneous cognitive subgroups was stressed.
Oral Reading Miscues of Hispanic Students: Implications for Assessment of Learning Disabilities
Authors: Miramontes Ofelia
Published: December 2008

Twenty Hispanic successful readers and twenty Hispanic students identified as having learning disabilities in reading were assessed in English and Spanish using the Reading Miscue Inventory. Oral reading miscues were analyzed to determine similarities and differences between the groups in their first and second reading languages. Data were analyzed for graphic similarity, sound similarity, grammatical function, comprehension, and grammatical relationships. Significant differences were found to exist in all these categories when analyzed in the students' first reading language and in the last three categories when analyzed for English reading. The data for students classified as learning disabled suggest the need for more extensive consideration of primary language reading in the determination of a learning disability.
Essential Collaborative Consultation Competencies for Regular and Special Educators
Authors: West J. Frederick , Cannon Glenna S.
Published: December 2008

This study was designed to identify and validate essential collaborative consultation competencies needed by both regular and special educators interacting to meet the educational needs of learning disabled and other handicapped students in the regular classroom. Using a Delphi technique, a 100-member interdisciplinary, expert panel from 47 states identified 47 competencies in eight categories as essential to the consultation process. Those competencies receiving highest panel ratings included skills in interactive communication, collaborative problem solving, and personal characteristics. Skills in evaluating the effectiveness of consultation were also deemed essential. Competencies receiving ratings indicating less importance to the consultation process included consultation research, theory, models, and systems analysis. Staff development competencies were rated as important, but not essential. Of particular note was the intense level of panel participation, involvement in competency generation and modification, and “ownership” in the identification and validation of the essential competencies. The development of a preservice/inservice curriculum for training both regular and special educators in collaborative consultation, based upon the essential competencies validated in this study, is discussed. Future research to determine the impact of joint, systematic training of regular and special educators in consultation skills is emphasized.
Learning Disabilities Teachers' Perceptions of Educational Programs for Adolescents with Learning Disabilities
Authors: Houck Cherry K. , Geller Carol H. , Engelhard Judy
Published: December 2008

Rapid expansion of secondary learning disability programs has left little time to document current practices. This study examined perceptions of 135 teachers of students with learning disabilities working in middle-junior high and high school programs regarding the following: (1) the presence of specific attributes often associated with successful programs, (2) their professional views on field-related issues, and (3) suggestions for program improvement. Data were examined to determine if teachers' perceptions differed based on program type (i.e., resource, self-contained), level (i.e., middle-junior high, high school), or setting (urban, suburban, rural). Perceptions regarding the presence of selected attributes and recommendations for program improvement provide an agenda for professional dialogue.
The Prediction of Good and Poor Reading Before Kindergarten Entry
Authors: Badian Nathlie A.
Published: December 2008

A year-group of children was followed from before kindergarten entry to late 8th grade. The Holbrook Screening Battery, admininstered at age 4, correctly predicted 89% of good readers and 75% of poor readers at grade 8. The 12 poorest readers were 4.1 years below grade level and 6.9 years below the mean of the group, in spite of early identification and special help. Their progress was compared with that of two groups who had appeared to be at risk, but who were average readers at grade 8. The main characteristics differentiating poor readers from good were birth history, family history of learning disability, birth position, speech delay, and socioeconomic status.
Enriching Language Learning Environments for Students with Learning Disabilities
Authors: Dudley-Marling Curt , Searle Dennis
Published: December 2008

A growing body of literature describes the creation of rich language learning environments within the classroom. In general, all children, especially those experiencing language difficulties, will benefit from classroom language learning environments that immerse them in talk and provide frequent opportunities for them to use talk for a variety of purposes in a variety of conversational settings. This paper presents several guidelines for developing favorable language learning environments for students with learning disabilities, drawing from both the literature on language acquisition and the literature on classroom language.
Psychopharmacologic Treatment
Authors: Forness Steven R. , Kavale Kenneth A.
Published: December 2008

Although significant numbers of children with learning or behavioral disorders may be receiving psychopharmacologic medications, special education personnel may not always be familiar with either specific therapeutic effects or side effects of such drugs. The following is a brief introduction to specific classroom issues involved in the four major classes of psychotropic medication, along with certain recent methodological concerns in both research and classroom intervention in this area.
The Relationship Between Parents' Socioeconomic Status and Education Level, and Adult Occupational and Educational Achievement of Children with Learning Disabilities
Authors: O'Connor Shelly C. , Spreen Otfried
Published: December 2008

Reports about the educational and occupational achievement of children with learning disabilities (LD) in adulthood have been inconsistent, ranging from optimistic to negative. Generally, studies that show good outcome have tended to base their conclusions on subjects from high socioeconomic backgrounds. In the present study, data were extracted from a longitudinal study (Spreen, 1981) on 226 subjects with learning disabilities in order to determine the nature and extent of the relationship between parents' educational level and socioeconomic status (SES), and the occupational and academic outcome of children with LD. A significant correlation was found between the parent and subject variables, accounting for 28% of the variance. Fathers' SES was the major contributing parent variable. The relationship held across groups of children with LD (children with hard and soft neurological signs, and no neurological findings) and controls. The contribution of SES to selected outcome variables was also compared to the contribution of intelligence and degree of neurological impairment. Because SES can confound other variables of interest, it was concluded that this variable should be carefully controlled in future studies.