Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs for perceptually handicapped children. (Author/PHR)

This model identifies the learning disabled child. This disturbance often lies underneath disruptive behavior. Counselors need learn to recognize and work with these children. (Author/MFD)

Reviewed is research on the McCarthy Scales of Children's Abilities, which are designed to assess several areas of a child's cognitive and motor development from the age of 2 1/2 to 8 1/2 years. (Author)

The visual-motor integration of preschool children who varied in terms of race, sex, and socioeconomic status was assessed using the Beery Buktenica Test of Visual-Motor Integration (VMI). An analysis of covariance revealed that there were significant main effects for race, sex, and socioeconomic status. (Author)

Thirty-five maltreated children (mean age 36 months) who received treatment in a therapeutic day program had significantly higher developmental scores in five areas -- fine motor, cognitive, gross motor, social/emotional, and language -- than did maltreated children not receiving the treatment. (Author/DB)

The article describes a programmatic approach that measured the qualitative dimensions and performance of functional movement in 43 infants and young children with delayed motor development (ages 4 weeks to 5 years). Procedures involved selection of posture and movement intervention targets, baseline assessments, intervention sequences,…

Suggestions are offered to teachers with deaf-blind children in their classrooms. Guidelines touch upon general curriculum development principles and approaches for improving communication skills, cognitive development, social and emotional development, motor and self care skills, and sensory development. (CL)

The purpose of this study was to determine differential relationships among teacher perceptions of student expression of effort, teacher expectation, grade, school, teacher, sex, and being handicapped/nonhandicapped on gross motor performance among handicapped and nonhandicapped children integrated together in physical education classes.…

Mild and moderately mentally retarded adults were presented with videotape recordings of standing broad jump practice to assess the effect of feedback as a teaching technique. Results indicate that videotape and extrinsic verbal feedback did not positively affect skill mastery or acquisition. Recommendations for further research are offered. (DF)

The frequencies of consistent, mixed, and inconsistent lateral preference patterns in 648 elementary school age children were examined. No differences were found in IQ, reading, arithmetic, or spelling achievement scores among the three groups of children, at any age or for either sex. (Author)

Noting that maternal depression is common during a baby's first year, this study examined the interaction of depressed and non-depressed mother-child dyads. A sample of 26 first-time mothers with postpartum depression at the third month after birth and their 3-month-old infants was compared to a sample of 25 first-time mothers with no postpartum…

This book illustrates why and how movements and dance are powerful tools for learning and creativity in K-6 classrooms. Designed to be a workshop on paper, the book helps teachers build on what they already know about movement and implement techniques that tap into children's natural interest in moving. Chapter 1,"Moving To Learn," explains the…

In the United States, growth retardation is higher among low-income children, with adverse cognitive effects of undernutrition more prevalent when combined with poverty. This study examined anthropometric indicators of physical development and their relationship to motor and cognitive development in Head Start children. Motor integration and…