Research examining neuropsychological profiles of girls with Asperger's disorder (AD) is sparse. In this study, we sought to characterize neurocognitive profiles of girls with AD compared to girls with learning disabilities (LD). Two groups of school-age girls referred for neuropsychological assessment participated in the study. A total of 23…

The current study examined social cognitive skills in children with nonverbal learning disabilities (NLD) compared to normally achieving (NA) children. The relation between social cognitive skills and psychosocial adjustment was also investigated. There were no group differences on children's ability to represent orally presented social vignettes.…

This study examined a cumulative model of vulnerability and protective factors at the individual level (children's attachment relationships with father and children's sense of coherence) and at the family level as manifested by fathers' coping resources (fathers' sense of coherence, fathers' active and avoidant coping strategies) in helping to…

This study compared outcomes and processes in counseling groups of an expressive-supportive modality for children with learning disabilities (LD) and without them (NLD). Participants were 266 students (ages 10-18), all referred for emotional, social, and behavioral difficulties; of these, 123 were identified with LD and 143 were not. There were 40…

This study describes a manual-based psychological intervention for adolescents diagnosed with Learning Disorders (LD), "I Can Succeed" (ICS), and reports on the feasibility of the treatment as an intervention to promote adaptive academic and emotional functioning. The intervention consisted of acute and follow-up phases, over 18 months.…

Objective: Few studies have examined the psychological benefits of physical activity in children with ADHD who may be at higher risk for mood and anxiety problems. This study explores the relationship between participation in physical activity and emotional functioning in children with ADHD. Method: Scores on parent-reported measures of mood and…

The present study examined how vulnerability and protective factors at the individual level (child's disabilities; patterns of attachment), and at the family level (fathers'/mothers' affect), help explain differences in socioemotional and behavioural adjustment among children aged 8-12 years with comorbid learning disability (LD) and attention…

This exploratory study tested the feasibility of using the Transcendental Meditation[R] technique to reduce stress and anxiety as a means of reducing symptoms of ADHD. Students ages 11-14 were taught the technique, and practiced it twice daily in school. Common ADHD inventories and performance measures of executive function were administered at…

This study examines recent evidence that many children with learning disabilities (LD) have accompanying behavior problems, especially children who experience academic difficulties in school but who are not formally diagnosed as LD. Subjects were 85 referrals to a university educational assessment center from 1991 to 1994. The subjects, 58 males…

A variety of coding schemes are available for direct observational assessment of student classroom behavior. These instruments have been used for a number of assessment tasks including screening children in need of further evaluation for emotional and behavior problems, diagnostic assessment of emotional and behavior problems, assessment of…

Examines the predictive power of child interview for differentiating matched sample of children with emotional and behavior disorders (EBD) or learning disabilities (LD), and nonreferred children. The Semistructured Clinical Interview for Children and Adolescents (SCICA) was administered. Parents completed the Child Behavior Checklist (CBCL), and…

The study examined the role of maternal personal resources (mother's attachment style, coping strategies, and affect) in moderating the effects of learning disabilities (LD) on children's socioemotional and behavioral adjustment (self-rated sense of coherence, loneliness, and hope; and mother-rated child behavior checklist measures), as well as on…

Reviews research to derive cross-informant syndrome scales for 1991 profiles of Child Behavior Checklist, Teacher's Report Form, and Youth Self-Report. Summarizes studies of reliability and validity, as well as findings on cross-informant agreement, stability of parent ratings, cross-informant prediction, and comparisons of profile scores for…