Among findings of a study investigating the effects of labeling children as learning disabled (LD) or emotionally disturbed (ED) on the assessment by 128 Ss of four case studies was that behaviors of emotionally disturbed children were more disturbing and less accepted when they were thought to be exhibited by a LD child than by an ED child. (IM)

Reviewed is research on the use of drug therapy with children who have learning and behavior disorders, and reported are results of an opinion survey of 10 teachers of 31 5- to 18-year-old emotionally disturbed children. Briefly described are the primary and side effects of stimulant drugs, tranquilizers and sedatives, anticonvulsants,…

Reviewed were several research studies using varying dosages of methylphenidate (Ritalin) in contrast with thioridazine and amphetamine under various behavioral conditions and situations with hyperactive, emotionally disturbed, and learning disabled children. Results from the studies with hyperactive children indicated that drug treatment was…

When asked to rate the expected behaviors of a hypothetical child assigned to each of three labeling conditions (normal, learning disabled, or emotionally disturbed) 75 elementary teachers differentially responded to the labels. (CL)

Operational criteria for childhood depression, specific learning disability, developmental hyperactivity, and Gilles de la Tourette syndrome were used to establish the correct diagnosis in 55 of 100 school age Ss. Forty-five Ss were diagnosed as having one of three classical neurological syndromes (epilepsy, sensorineural deafness, and childhood…

The relationship between the diagnostic label assigned to a child (emotionally disturbed--ED, learning disabled--LD) and the type of behavior exhibited by that child was investigated with 128 special education graduate students. Ss were asked to complete one of four randomly assigned case studies in which the label assigned to the child and/or the…

Questionnaires were mailed to 300 special education teachers of learning disabled and emotionally disturbed students and to 316 pediatricians and psychiatrists to determine the extent of interaction between teachers and physicians in monitoring drug treatment effects. Analysis of teacher data suggested that physician contacts occurred very seldom,…

Evaluated was the self-concept of 65 learning disabled emotionally disturbed, remedial, and average high school students. Testing with William C. Schutz's scale of Fundamental Interpersonal Relations Orientation-Behavior indicated that the remedial group scored significantly lower than the other groups in areas such as expressed control. The…

Preadolescent emotionally disturbed (N=35), learning disabled (N=31), and normal boys (N=14) boys were compared on social perspective taking and behavioral measures to examine posible contributions of social cognitive deficits to children's adjustment problems. (Author)