Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)…

Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill…

The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…

This article describes the development and validation of the "Learning Difficulties Assessment" (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to…

Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to "indirect" informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes "direct" neuropsychological or academic assessment data to determine treatment…

Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression…

Learning disabled students can be taught to monitor their own attention, thus avoiding traditional approaches that place the LD child in a passive role. Results of self-monitoring studies are reviewed, and issues for future study are cited. (CL)

The relationship between auditory perceptual test performance and Kagan's Reflection-Impulsivity Dimension was explored with 44 white, middle class kindergarteners. (Author/GW)

Five of six learning disabled students (aged eight to 11) demonstrated greater attention span toward classroom tasks on days of a running program than on nonrunning days. Further, three Ss evidenced more impulse control on running days, and as a whole, Ss demonstrated less disruptive behavior on running days. (CL)

Significant improvements in scanning and processing times, attention deployment strategies, and response accuracy on haptic and visual discrimination tasks coupled with increases in reflectivity demonstrate the effectiveness, durability, and generalizability of haptic training with 12 communications disordered/neurologically impaired elementary…

The study investigated the efficacy of a package of cognitive self-control procedures for ameliorating the attentional deficits of 12-year-old learning disabled children. Performance on measures of reading, attention, an inhibitory control was improved as a function of the cognitive self-instructional training. The improvement continued to sustain…

The authors emphasize the need for developing educational interventions that encourage generalization in learning disabled students from one set of responses to another. (CL)

A framework for strategy remediation with learning disabled students is presented according to theories of Soviet psychologist L.S. Vygotsky. Excerpts from a remediation session with a seven-year-old are offered to illustrate the progression from other- to self-regulation. (CL)

Types of training considered include selecting target behaviors which are likely to be maintained by natural consequences, promoting self-management skills, and extending stimulus control through creating similarities between the special and regular class settings and matching the regular class reinforcement frequency in the special class. (DB)

Thirty learning disabled third- and fourth-graders classified as impulsive on J. Kagan's Matching Familiar Figures Test were assigned to one of three training conditions in which they viewed a model who responded in either a reflective or impulsive cognitive tempo on a matching-to-sample task or a control model. (Author/SBH)