Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school…

Attention-deficit/hyperactivity disorder (ADHD) is characterized by high levels of inattention, hyperactivity, and impulsivity; however, these symptoms can result from a variety of reasons. To obtain a comprehensive understanding of the various difficulties of individuals with ADHD, especially when co-occurrence difficulties are present, it is…

The authors examined behavior problems in a matched sample of 58 youths with persistent dyscalculia (PD) and nonpersistent dyscalculia (NPD). Participants were classified as having dyscalculia at age 10-11 years. Parents completed the Child Behavior Checklist for their children at ages 10-11, 13-14, and 16-17 years, while the youths did so at the…

The author postulates that cultural factors related to technological innovations and an overstimulating environment may be as responsible for the incidence of hyperactivity as the organic and emotional causes usually studied. (GW)

A new approach in teaching long division, based on a theoretical model of how the brain functions in problem solving, was presented to a group of five mentally ill adolescents who were previously unable to learn long division. (Author)

The Stanford Achievement Test (SAT), 1973 edition, was administered concurrently with the Wide Range Achievement Test (WRAT), level 1, to 296 neurologically impaired and emotionally handicapped students to validate the WRAT (using the SAT as a criterion). (PHR)

The essay explores the potential use of nutrition therapy in behavior management programs. (Author)

The relationships between motor impairment and five types of behavior disturbance were examined in 713 students between the ages of 6 and 14 years, using the Test of Motor Impairment and the Bristol Social Adjustment Guides. (DL S)

Explained for special teachers of emotionally disturbed children are interaction with positive consequences and interaction with negative consequen ces to modify behavior. (MC)

The incidence of depression in 282 children (6 to 14 years old) admitted to a child and family psychiatric unit for a variety of emotional/behavioral disorders was investigated. (Author/SB)

A prevocational program in which learning disabled and emotionally disturbed children participated in a hands-on approach to using video equipment is described. (CL)

Three neuropsychological case studies of individuals with learning disabilities support the possibility that nonverbal learning disability is associated with greater emotional dysfunction and the potential for suicide. Further research to resolve some concerns about this possible predisposition to suicidal behavior is recommended. (MSE)

The author presents research and considers clinical and policy implications regarding major depressive disorder in children with learning disabilities. (CL)