The purpose of this study was to identify and describe the strengths and weaknesses of a student with LD from their pre-school period until their last year of university. The participant is a 4th year student in a university Guidance and Psychological Counselling department. This study used multiple qualitative research methods, including a case…

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…

Learning disabled children with word-finding problems manifested significantly more errors, secondary characteristics, longer response times, as well as unique substitution types, while learning disabled children without word-finding problems performed similarly to their normal peers. (Author/CL)

Twenty-six pairs of elementary-aged learning disabled and nonhandicapped children were assessed on social perception (empathy) and social skills measures. Few differences were found between the groups on the empathy and social skills measures. A correlation between social skill and empathy was found only for the nonhandicapped group. (Author/DB)

The study compared 50 school-identified learning disabled (LD) children with a group of 49 low achieving students (nonLD) not identified as LD. Analysis indicated considerable similarities between the groups; an average of 96 percent of the scores were within a common range, and the performances of LD and low achieving children on many subtests…

Personality/behavioral characteristics of empirically derived subgroups of learning disabled (LD) children (8-11 years old) were examined. A modified Halstead-Reitan battery was administered to 56 LD Ss. Their parents completed personality/behavioral measures. Ss' scores on 13 neuropsychological measures were cluster analyzed, and three subgroups…

The study compared ten hyperactive learning disabled (HLD) children and 10 nonhyperactive learning disabled (NHLD) children with normal children. Results indicated that both HLD and NHLD third and fourth grade children process information significantly less efficiently than nonLD children. HLD children could be differentiated from NHLD children on…

A study involving 50 educationally handicapped (EH), 37 learning disabled (LD), and 40 nonhandicapped (NH) children revealed that when measures were administered weekly over three consecutive weeks, NH subjects' variability was greater than either LD or EH subjects. When subjects were tested on three passages in one sitting, no reliable difference…

Profile analysis was performed on Wechsler Intelligence Scale for Children-Revised (WISC-R) scores of 29 learning disabled students (6-10 years old) in a Specific Learning Disabilities (SLD) program, to determine whether subtest patterns for initial and re-evaluation WISC-R administrations would differ significantly. Profile analysis was applied…

The study examined cognitive aspects of 60 learning disabled (LD) eight- to twelve-year-old Israeli boys as reflected in the Hebrew version of the Wechsler Intelligence Scale for Children-Revised (WISC-R). Despite the translation of the test to Hebrew, the WISC-R preserved its ability to differentiate between LD and normal children. (Author)

Administration of the Test of Interpersonal Problem Solving to 46 boys (grades 3-4) with learning disabilities (LD) and 46 boys without LD found that LD students had lower scores on Problem Formulation, Consequential Thinking, and Total Problem Solving Ability. No group differences were noted on two measures of creativity. (Author/JDD)

The language skills of 27 learning-disabled (LD), 27 behaviorally disordered (BD), and 26 normal achieving (NA) 6- to 9-year-old inner city children were compared. Although significant differences were found between the NA group and both special education groups, no significant differences were found between the LD and BD groups. (Author/DB)

Sixteen elementary students were observed systematically over 2 entire school days to examine the nature of instruction and academic responding times for elementary learning disabled (LD) students during resource room and mainstream classroom instruction. Data were recorded on six categories in 10 second intervals. Results indicated that in the…

School identified learning disabled (LD) fourth graders (N=50) were compared with 49 fourth graders who were underachieving in school (non-LD) but were not identified as LD. Both groups were administered a battery of psychoeducational tests and their performances were compared on all measures. Results indicated considerable similarities between…

Personality characteristics were used to differentiate among children certified as Learning Disabled, Emotionally Impaired, and Regular Education students. The Children's Personality Questionnaire was used to assess the groups. Emotionally Impaired and Learning Disabled groups showed greater differences from the Regular Education children than…