Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral…

The number of students assigned to special education has increased in the past decades, in spite of efforts for more inclusion. For students with mild learning or behavioral difficulties, special education assignment might be prevented if appropriate support is provided in general education. In this study, research on programs that could reduce…

Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are…

Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors…

Estimates suggest that around a quarter of adults with learning disabilities living in the community have difficulties controlling their anger. Angry or aggressive behaviour can have serious repercussions, including loss of residential or day placements, admission to hospital and reduced quality of life. In addition, the psychological well being…

Studies employing applied behavior analysis procedures with learning disabled children are reviewed in terms of the dependent variables being measured and the independent variables being manipulated. The authors conclude that very few of the studies contribute to a systematically obtained body of knowledge regarding the various dimensions of…

Learning disabled students can be taught to monitor their own attention, thus avoiding traditional approaches that place the LD child in a passive role. Results of self-monitoring studies are reviewed, and issues for future study are cited. (CL)

Research on subtypes of learning disabilities (LD) is reviewed and the importance of targeting specific deficits in attending behavior, impulsivity, and hyperactivity is noted. A protocol for the behavioral assessment of LD is suggested, and examples of molar as well as molecular interventions are cited. (CL)

Despite success of cognitive behavior modification (CBM) techniques in changing the behavior of learning disabled children in specific situations, little success has been achieved in changing cognitions of learning disabled children. Reasons for lack of evidence that CBM brings about cognitive change are explored. (Author/CL)

The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition, particularly regarding the education of learning disabled students, is examined. Future research directions, including the relationship between a tactual repertoire and metacognitive status,…

Research on the effectiveness of cognitive behavior modification on learning disabled students' self-monitoring is reviewed. Among conclusions are that self-recording of ontask behavior results in increased ontask behavior and academic productivity and that the procedure takes a minimal amount of teacher time. (CL)

The authors review research on techniques to change social behavior, ranging from relatively simple manipulations of antecedent and consequent conditions to complex instructional "packages" involving didactic, modeling, rehearsal, and feedback procedures and examine issues involved in generalization of social skills training as well as ethical…

The review of the literature on handwriting instruction with learning disabled students found that a direct teaching approach is generally the most effective, that most process training programs lack empirical support, and that behavioral and cognitive modification techniques are empirically sound and effective. (Author/DB)

Nine papers examine current issues in the education of children with behavioral disorders. Three papers deal with theory, three with application, and three contain responses of a classroom teacher, an administrator, and a special education professor, respectively, to the preceding six papers. Papers have the following titles and authors: "Mental,…

The review examines cognitive strategy training and self-instructional training with learning disabled children. Discrepancies between potential and performance, cognitive behavior modification, the promotion of active self-regulatory learning styles in arithmetic and reading, and methodological issues and future directions are discussed.…