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…

In this case study, a group of nine 4th grade children were introduced to the Logo programming language during three 90-minute sessions over a four-week period. They attended a private university-based laboratory school serving students with various learning disabilities. This project demonstrated that a classic version of Logo captured the…

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)

The results of this study and the implications for data usage suggest that a screening battery administered by classroom teachers and augmented by aides may constitute a procedure whereby a school psychologist could initially identify and gather relevant data about primary-grade children who manifest handicaps that may interfere with present and…

The relationship between intraindividual discrepancy and exceptionality was studied in 248 children in first through sixth grades. Results revealed a significant relationship between discrepancies and exceptionalities, though a relatively low strength of association was found. (Author/SBH)

Reviews the learning styles and behaviors of students with learning disabilities. Examines the Learning Cycle approach to teaching science to elementary and middle school students including those with learning disabilities. Presents two sample lessons and discusses teacher behaviors necessary for students with learning disabilities to be…

Hair samples from 31 learning disabled and 22 normal children were analyzed. Significant group differences were determined and a discriminant function was computed which separated the groups with 98 percent accuracy. Elevated lead and cadmium content in the learning disabled group is viewed as being of particular importance. (Author/SL)

Presents a study that examined the differences between mathematically disabled children and mathematically normal children in a cross-sectional perspective. Concludes that mathematically disabled children need mathematics instruction to move from a focus on computation to strategy-learning activities. Contains 44 references. (Author/ASK)

Demonstrates the need for schools to clearly define diagnostic categories such as learning disabilities (LD). These LD students were considerably different from LD students in other studies. They performed on grade level according to the Wide Range Achievement Test, but significantly below their peers in actual classroom performance. (Author)

Tests the developmental memory lag hypothesis with 22 learning disabled boys on two- and three-dimensional nonverbal tasks. Finds age-equivalent recall patterns similar to those of normal children and consistent age-related differences in nonverbal recall, thereby negating the developmental lag hypothesis. (RL)

The author describes an approach to mainstreaming handicapped middle school students in which students were placed in a regular remedial class with a regular education teacher, a special education teacher, and an aide. The model evolved originally because of staffing problems, but achievement in both self confidence and academics resulted in its…

Observation of 97 teachers during group instruction of elementary students with mental retardation, severe multihandicaps, and learning disabilities and/or behavior disorders revealed that teachers made limited use of praise over criticism in managing classroom behavior. (CL)

Examined efficacy of group-evaluation system, with reversal design, in two classes of students with disabilities. Results suggest that group-evaluation system was effective in decreasing inappropriate verbalizations of both groups. Student satisfaction data revealed that students in both groups had positive reactions to the system. Discusses…

The program described is designed to sensitize elementary students to the needs of persons with handicaps. The program includes six 45-minute teaching units presented to fourth and fifth graders by staff members who have daily contact with special needs students. Presentations include an introductory puppet show using almost life-sized replicas of…

An overview is provided of the curriculum and instructional practices in general and for handicapped learners. Diagnostic teaching and other features of good instruction are reviewed. (MNS)