A double blind, double crossover study with six hyperactive boys (8 to 13 years old) tested B. Feingold's hypothesis that synthetic food colors cause hyperactivity in some children. All Ss were on the Feingold diet, eliminating artificial colors and flavors. The authors conclude that evidence for Feingold's hypothesis is weak. (Author)

Hair trace mineral concentrations were compared to a group of 40 retarded children with a nonretarded control group of 27. The retarded group had significantly raised hair lead concentrations. There were also differences in the mean levels of six nutrient minerals. (Author)

The author hypothesizes that central nervous system damage of deficiency associated with mental retardation affects primarily those cortical processes which developed at a late stage in man's evolutionary history. (Author)

The review attempts to identify the myth, mystery, and substance of the salient issues regarding the diagnosis, treatment, and cause of hyperkinesis. In addition to a general discussion and categorization of the research findings, a set of criteria is established to assist with identification and clinical judgment. (Author/SB)

Responded to is an article by Michael Herrick suggesting that disadvantaged children be provided with special educational services offered learning disabled children. (DB)

An Australian study investigated the cognitive functioning profiles of 32 individuals with Fragile X compared to those of 8 children with Down syndrome. Individuals with Fragile X scored significantly lower on sequential processing measures than on simultaneous processing. This difference was not evident for the group with Down syndrome.…

When interviewed, 105 third-grade students indicated that they did not view retardation as a set of behaviors, but as a trait, defined abstractly and perceived to be both predetermined and largely irreversible through personal effort. Children did not assume that being retarded excluded being pretty, athletic, or smart. (Author/JDD)

Review of 48 articles and books on attention deficit disorder (ADD) found a total of 69 characteristics and 38 causes cited, evidencing no clearcut pattern for identifying the condition and little agreement for what causes ADD. The label appears to have limited value for communication, planning, decision making, or research efforts. (Author/DB)

The review examines issues and research relating to the involvement of the central nervous system in reading disorders. Questions regarding subtypes, pre- and perinatal influences, genetics, sex differences, and early identification are briefly surveyed along with a summary of major research findings in neuropsychology and neurology. (Author)

This article reviews recent advances in the "new genetics" and shows how such advances affect special education. Focusing on Williams, Fragile X, Prader-Willi, and Down syndromes, it notes how etiology-related cognitive-linguistic profiles and propensities to distinct personalities and behavior problems point the way to specific,…

The impact and implications of key legal decisions as they affect special education for seriously emotionally disturbed students are discussed. Legal decisions in three key areas are addressed: eligibility for services, discipline (exclusion from school), and related services, particularly psychological treatment. (Author/JW)

Since the end of the last century there have been studies of reading and learning problems which have concluded that a considerable proportion of these difficulties are inherited. An examination of these studies, however, demonstrates that although they appear to use the "scientific method" and are replete with quantified analysis, in fact they…

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational aptitude and achievement stresses that knowledge of biological causes provides educators with little, if any, practical information to help affected children progress. (For other responses and a rebuttal see EC 115…

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational aptitude and achievement addresses the issues of relevance to educators and Reed's contention that special educators are ignorant of the relationship. (For other responses and a rebuttal see EC 115 149-154.) (PHR)