The author sees threats to children, rather than brain disorders, as the cause of learning disability symptoms. (IRT)

Thirty-four children (6 to 7 and 10 to 11 years old) diagnosed as brain injured and enrolled in a school for brain injured children and 40 children in regular classes took part in a study of variability and instability in perceptual and reading functions. (Author/SBH)

Concludes that it is the manner in which the contact with the child is maintained that determines success in reading or anything else. (RB)

Examined with 23 children (7-10 years old) with minimal brain dysfunction was the relation of handedness functions to early and diffuse brain damage. Ss and a group of 25 controls were given the Harris Tests for Lateral Dominance and the Halstead Finger Oscillation test. Results indicated a lowered performance level for both right and left hands…

Examination of vestibular-based functions and their relationship to behavior problems of 101 kindergarten through fourth grade children enrolled in special education and regular classes found low to moderate significant correlations between vestibular system dysfunction and behavior problems of subjects. (Author/PN)

The study explored the intellectual functioning of 90 hyperkinetic, minimally brain damaged boys (mean age 12 years) via an analysis of student test performance in relation to the factor composition of the Wechsler Intelligence Scale for Children (WISC). (SBH)

It was concluded that computed axial tomography of the brain is not a necessary screening procedure in the evaluation of the child with minimal brain dysfunction or learning disabilities unless there is evidence of a focal neurologic deficit. (Author)

The study was designed to determine not only the comparability of the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised (WISC-R) with 40 minimal brain dysfunction children (6-10 years old), but also to determine whether well-established, clinically useful configurations emerge in the WISC-R as they do in the WISC. (Author/SBH)

Six children (mean age 10 years) with minimal brain dysfunction learned to regulate their behavior for themselves and showed less disturbed behavior, increased on-task behavior and better mathematics performance under conditions of self control. (CL)

Six elementary schools from urban, suburban, and mountain areas of Beijing were screened with a standardized questionnaire and each suspected case was interviewed to determine whether diagnostic criteria were met for attention deficit disorder with hyperactivity. The minimal brain disfunction prevalence rate was 3.1 in the urban, 7.8 in the…

Training programs for auditory and for visual figure-ground perception were constructed and tested with brain-damaged and mentally retarded children. Training groups showed higher gain scores than the control group on both tests, but the effect was significant only for visual training on visual figure-ground perception. (Author/SJL)

The authors review literature on conventional and special approaches to arithmetic instruction with emphasis on applying these approaches to the teaching of elementary learning disabled students with disorders in the area of arithmetic. Section I focuses on the instructional context of arithmetic. It is suggested that generalization teaching…

A 14-year-old minimally brain injured boy and his parents present their views regarding the boy's problems at an overnight summer camp for regular children. (SBH)

Relationships among symptomatology, socioeconomic status (SES), and parenting styles were examined for 113 hyperkinetic/minimal brain dysfunction boys (mean age 8.2 years) from intact families. (Author/DB)

Children's behavior characteristics as reported by parents of 60 clients (6 to 13 years old) evaluated for specific learning disabilities were examined. (SBH)