The authors respond to their colleagues' critiques of a self-control curriculum for students with learning or emotional disorders. (SBH)

As a response to a preceding article, the author outlines his views regarding the nature of self-control particularly as they contrast the Fagen-Long curriculum for emotionally disturbed and learning disabled students. (SBH)

The article examines reasons for over-referral of language minority students for learning disabilities placement including misinterpretation of problem behaviors stemming from linguistic or cultural differences and stresses the importance of documenting prior interventions to distinguish differences from handicapping conditions. (DB)

Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more intensive layer in the system. Over the past decade, RTI has…

Describes Red Flag Carry-in Crisis in which 15-year-old girl with learning disabilities fought with another student and was actively resistant to help. Presents background information, incident itself, drainoff stage, timeline, and transcript of Red Flag intervention interview. Discusses outcome goals, describes student's return to class, offers…

Reviews the ANSER System, a set of questionnaires designed to collect background information from parents, teachers, and students that would be useful in conducting indepth evaluations of learning and behavioral problems. Concludes that because it relies on subjective interpretations, its use should be limited to specialists. (FL)

Characteristics of a behavioral approach to remediating academic deficits of learning disabled (LD) children are reviewed. The behavioral approach encompasses individualization and mastery learning, direct teaching, and an emphasis on measurement. (SEW)

This paper reviews the concept of adaptive behavior, the etiology of maladaptive behavioral patterns in learning-disabled individuals, and age-related trends in life adjustment. It advocates the use of adaptive behavior measures to identify homogeneous subtypes of learning disabilities, to predict educational consequences, and to determine…

The educational practice called inclusion has brought increasing numbers of children with disabilities into the music classroom, many times without the teacher being informed of these students' unique needs. In order for music teachers to successfully teach in an inclusive classroom, they must be prepared to work effectively with special learners,…

The literature of the "foundations of education" field (e.g. social, philosophic, psychological) is examined to provide a better understanding of the relationship between schooling and culture as it applies to mildly learning disabled students. A "radical paradigm" is applied which sees schools as serving the interests of elites, as reinforcing…

The article discusses learning disabilities and concomitant emotional/behavioral problems in three areas: problems of control and regulation of impulse, problems in perception and concept formation, and defective self concept. (Author/DB)

Guidelines for effectively integrating learning-disabled or behavior problem students into regular classrooms are discussed. They include meetings between regular and special education teachers, class rules, discipline, clear directions, individualized instruction, direct instruction for skill acquisition, peer tutoring, structured activities,…

Family counseling helped the parents of a learning-disabled, hyperactive nine-year-old causing behavioral problems at home and school to recognize the importance of keeping their child on medication since his behavior and learning improved when he was on the prescribed medication. (CB)

Three conditions of behavioral disturbances and impaired school performance (learning disability, attentional disorder, and childhood major depression) are suggested as being associated with dysfunction of the right cerebral hemisphere. (Author/PN)

The social and emotional development of learning disabled students needs to be addressed in education programming effort. Social skills, which are essential to academic as well as social success, can be taught through such methods as role playing, games, grouping, puppetry, behavior modification, and problem-solving exercises. In addition,…