Third grade learning disabled students (N=72) were assigned randomly to one of two treatment groups or a control group. The group receiving the instructional program performed significantly better on two of the three tasks. (Author/SB)

Five of six learning disabled students (aged eight to 11) demonstrated greater attention span toward classroom tasks on days of a running program than on nonrunning days. Further, three Ss evidenced more impulse control on running days, and as a whole, Ss demonstrated less disruptive behavior on running days. (CL)

The article attempts to provide a definition of attention that has relevance for rehabilitation therapists working with the brain injured. A review of clinical studies suggests that, although behavioral aspects of attention are amenable to change and improvement, cognitive or information-processing changes are not so easily achieved. (Author/DB)