This study investigated the association of a performance-based measure of executive functioning (EF) with academic, social, and behavioral performance ratings in a convenience sample of 153 children aged 5 to 12 (78% male, 83% Caucasian) diagnosed with attention-deficit/hyperactivity disorder (ADHD). Multivariate regression showed that above and…

The authors used a large sample of children (N [is approximately equal to] 7,400) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories…

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…

Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading,…

This study of 570 children (age 9) in the Netherlands found that the presence and severity of minor neurological dysfunction was significantly related to poor performance on standardized reading, spelling, and arithmetic tests and to a lesser extent was related to ratings of distractible behavior. (Author/JDD)

Forty-three adolescents with learning disabilities attending a residential school were assessed for externalizing behavior problems and academic achievement in reading, spelling, and arithmetic. Some indices of externalizing behavior predicted some measures of underachievement, but the reverse relation was not evident. Inattention interfered with…

This study examined whether a "goodness of fit" theoretical model (applied to 53 families with and 62 families without children with learning disabilities) might help in understanding children's school performance. For both groups, children rated as a "poor fit" in the home demonstrated poorer classroom behavior and poorer achievement over the…

A survey of 200 student folders revealed that elementary school (ES) nonpromotion is primarily associated with low academic achievement and IQ, whereas junior high school (JHS) nonpromotion is mainly correlated to behavioral suspensions and absenteeism. Improved performance occurs in the year following an ES nonpromotion but not following a JHS…

This study of third-grade and fourth-grade children with (n=59) and without (n=57) learning disabilities found that LD students perceived themselves as less competent in the areas of intelligence, academic skills, behavior, and social acceptance. Contrary to expectations, subjects' self-perceptions were not affected by the choice of LD or general…

This study of three groups of students from kindergarten through third grade found that students with learning disabilities or with low achievement did not differ significantly on social skills or behavior problems over time, though both groups demonstrated more behavior problems and lower social skills than the average/high achievement students.…

A study evaluated the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder in 50 students (ages 8- 9). Teachers (n=29) were trained in behavior modification techniques, cognitive behavior strategies, and instructional management strategies. Parents' and teachers' ratings detected improvement in primary…

Elementary students (n=152) with either learning disabilities (LD), low achievement (LA), or mild mental retardation (MMR) were contrasted on 41 measures of school-related factors. LD students scored higher on cognitive ability whereas the LA group showed higher academic achievement. No differences were found on measures of social skills, problem…

This article reviews the literature on self-monitoring interventions with students having learning disabilities. It discusses results of self-monitoring studies in terms of major dependent measures, such as on-task behavior and academic productivity and accuracy. It then analyzes studies comparing effects of self-monitoring of attention and…