Intended for parents of handicapped children, the article describes tests used to evaluate brain functioning. (DB)

The brain-injured group performed with greater error scores and required more time to complete the tasks; although the brain-injured group took more time on the binocular tasks, their performance scores were similar to the nonbrain-injured group scores. (Author)

Speeches presented at the international convention of the Council for Exceptional Children in Chicago, 1970 are reported. Papers are concerned with medical views of children with minimal brain dysfunction by C. Arden Miller, medical intervention in maladaptive classroom behavior by Kenneth Zike, medical intervention and the pediatrician's role in…

Results of these studies support the contention that with advancing years brain-damaged children of the type used in the present study may adapt to and/or recover from the dificit(s) involved in the inability to develop and maintain a state of readiness to respond. (Authors)

Presents the emotional factors related to the learning disabilities of children with minimal brain dysfunction and offers suggestions to aid the day care worker in counseling the parents of such children. (Author/SDH)

Describes recognizable characteristics of impairment, and suggests ways in which nurse can be effective member of an interdisciplinary team as an observer, drug manager, resource person, and home visitor. (CJ)

Based in part on a presentation by J. Mordock as part of a panel on Educational Research with the Mentally Retared at the Region IX meeting of the American Association on Mental Defeciency (Huntington, W.Va., October 1967),

Brain damage remains a medical diagnosis; it does not provide a useful practical framework within which the psychologist and educator can operate. The school psychologist should abandon the concept of brain damage and turn to problems which will benefit more from his attention. (Author)

Hyperactive children in a high-stimulation environment were significantly less active and performed an academically related task no worse than when placed in a low-stimulation environment. Understimulation rather than overstimulation apparently precipitates hyperactive behavior. (Author)

Fifty-four clients (13- to 52-years-old) in an Appalachian sheltered workshop were administered the Slosson Drawing Coordination Test (SDCT) and the Bender Visual Motor Gestalt Test. Twenty-nine Ss were labeled possibly brain damaged by the SDCT, and 17 Ss by the M. Hutt scoring system for the Bender-Gestalt. Two psychologists using all available…

The paper discusses the effects of labels on exceptional children and the benefits of tracking individual or class behaviors instead of mere labels. To determine the sensitivity of behavior rate of planning remedial action, 97 children (mentally retarded, emotionally disturbed, regular, learning disabled, and brain damaged) were rated on five…

This study examined the association between selected family characteristics and some gross motor traits of children diagnosed as either educable mentally retarded or minimally brain-injured. (MM)

Views hyperkinetic children from the perspective of the school system as a social system. Discusses the use and effectiveness of stimulant drugs and other treatment of hyperkinesis within the school system as it intersects with the process of education for the hyperkinetic child. (Editor/RK)

The bibliography includes items concerning use of the "talking typewriter" to aid reading skills, particularly among the disadvantaged and the handicapped. There are also items illustrating the ways to utilize this responsive environment device. The articles concentrate on the benefits slum children, deaf children, illiterate adults, and…