Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…

This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18-35 years) at 25 higher education institutions in Israel. Participants were…

Standardized assessment of content knowledge for STEM (Science, Technology, Engineering, Mathematics) topics is pervasive in both K-12 and postsecondary institutions. Yet, most instruments are developed with little to no validation for students with learning disability (LD), attention deficit hyperactivity disorder (ADHD), and autism spectrum…

This is the first study examining the association between victimization by bullying and attachment to both parents and teachers among students who report Learning Disorders (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). A total of 1,691 seventh- and eighth-grade students in six junior high schools completed questionnaires about…

This study investigates the impact of The Personal Strengths Program (PSP) on seven college students with learning disabilities and/or attention deficit hyperactivity disorder (LD/ADHD) using a multiple baseline design. Students with LD/ADHD experience increased challenges in school settings and decreased post-secondary outcomes when compared with…

In response to a previous critique of her paper on self-monitoring of attention with learning disabled students, the author stresses the importance of effective curricula as a prerequisite to instruction in metacognitive strategies so that students know what to pay attention to. (Author/DB)

The literature on the use of self-monitoring of attention with learning disabled (LD) students is reviewed in terms of models of cognitive behavior modification, methodological concerns limiting the interpretability of self-monitoring research, problems LD students have in selecting what to pay attention to, and implications for instructional…

In response to a previous critique of their research on self-monitoring of attention with learning disabled students, the authors focus on such aspects as the theoretical conceptualizations of attention, the issue of improving attentional versus academic behavior, and the type of student for whom self-monitoring of attention is appropriate.…

Significant, though moderate, correlations between some of the verbal creativity measures and the selective attention variables were found, though this relationship changed as a function of age and the type of creativity measured. (DLS)

Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students…

Thirty-two learning disabled and 32 average elementary students, matched by grade, read under three conditions: classroom group, individual, and individual restatement condition, requiring subjects to summarize contents during passage reading. Overall results of comprehension tests failed to confirm predicted differential effects of conditions on…

Complete and partial illustrations were found to exert a detrimental effect on the reading performance of 52 learning disabled students (grades two to four) but a beneficial effect on the performance of 24 normally achieving second graders. Findings provided indirect support for the selective attention hypothesis. (Author/CL)

The three theories considered are H. S. Adelman's interactional model of learning disabilities, A. O. Ross' theory of developmental lag in selective attention, and J. K. Torgesen's conceptualization of the learning disabled child as an inactive learner. (Author/DLS)

Investigated were the effects of differential reinforcement of other behavior (DRO) and response cost (RC) on the attending behavior of a learning disabled (LD) 7-year-old and a behavior disordered 10-year-old. The differential effects of the DRO contingency in the two case studies were attributed to differences in the reinforcement schedules.…

Forty-nine learning disabled (LD) and 47 normal children (7 to 11 years old) were probed on their awareness of attentional processes. In a second experiment, performance on the meta-attentional tasks was related to academic achievement for 54 LD children after academic intervention. (Author/SB)