The article presents, in chart format, an overview of over 25 separate etiological perspectives on learning disabilities. Information provided includes the name of the perspective/theory, the diagnostic procedures involved, the type of children for which the theory is applicable, and the major proponent(s). (DLS)

A diagnostic-prescriptive scheme is illustrated using subtests of the Slingerland Screening Tests for Identifying Children with Specific Language Disability and the Detroit Tests of Learning Aptitude. The scheme is intended to focus on the child's learning style by examining the task and the strategies employed. (CL)

The article discusses the advantages of the term "Attention Deficit Disorder" (ADD) as a diagnostic category for some children not labeled learning disabled. (DB)

Described is the Educational Services Center in Granville, New York, which provides diagnosis, prescriptive planning, and evaluation of students referred for learning problems from four school districts. (KW)

The article presents a series of procedures for special educators to assist them in complying with due process for handicapped children. The procedures discussed concern notification to parents of the child's evaluation, the evaluation itself, reporting the evaluation results, and the parents' right of redress. (DLS)

The author presents a task analysis model for interpreting diagnostic test performance and for planning a remedial program for learning disabled students. A survey of evaluation instruments is given for eight skill areas, including oral expression, listening comprehension, and basic reading skills. A case study illustrates the approach. (CL)

The article reviews the Digit Span and Coding subtests of the Wechsler Intelligence Scale for Children--Revised (verbal and performance tests) and discusses the use of pattern analysis in choosing instructional approaches for learning disabled students. (CL)

Bob and Ann exemplify problems and successes of persons whose learning disabilities are recognized only in adulthood. (JG)

Significant visual and visual-perceptual problems must be identified in the early school years to save unnecessary stress, frustration, and anxiety. Classroom diagnosis using formal and informal measures can lead to referral to developmental or functional optometrists. (CL)

Findings from two studies of the relationship of writing to the integration of motor/kinesthetic and visual/perceptual concepts were used to develop a diagnostic screening measurement for writing disability. (PHR)

A teacher offers suggestions for the diagnosis of mathematical learning disabilities including differentiation of emotional problems from mathematical problems, specification of mathematical skills, and distinction between mathematical failure and procedural failure, failure resulting from the manner in which tests are administered. (DB)

Common pitfalls for diagnosticians and program planners include overgeneralizing, confirming personal expectations, and overinterpreting cause and effect. Suggestions for solving the bias may be implemented at the prereferral level as well as during the multidisciplinary placement meeting. (CL)

The case study of a 12-year-old boy, originally diagnosed as hearing impaired and in need of socialization, is reported to demonstrate the effects of misdiagnosis. The child was later diagnosed as autistic and more useful interventions were initiated. (PHR)

Outlined is the Special Academic Development Program devised by the author, a specific learning disabilities consultant at the secondary level. (JG)

A table which describes the four categories of human figure drawings of learning disabled children along with their characteristics and an illustration of each are presented. The four categories examined include developmental immaturity, aggression/withdrawal tendencies, neurological impairments, and grotesqueness or bizarreness. (PHR)