A health education curriculum guide designed for nonhandicapped students was used with special education students in Canton, Ohio. The activity-centered curriculum changed the health beliefs and behavior of some children with learning disabilities but was not effective with those whose Intelligence Quotient scores were below 80. (Author/PP)

LD and normal students were compared across the three grade levels on reading flexibility (i.e., the ability to vary reading speed according to their purposes for reading). LD students tended to become less flexible with additional years in school but did achieve better comprehension in grade 10. (SEW)

An information processing approach to the assessment of learning disabled students' intellectual performance is presented. The model is based on the assumption that intelligent behavior is comprised of a variety of problem- solving strategies. An account of child problem solving is explained and illustrated with a "thinking aloud" protocol.…

Responses on a questionnaire by 760 persons, aged 17 to 84, in Nordrhein-Westfalen, Germany, revealed an idealized image of the teacher in a school for learning disabled (LD) students, and the view that some normal and the LD students, themselves, have a bad image of LD students. (Author/MC)

Investigated the performance of learning-disabled (LD) and behavior-disorder (BD) children and youth (N=135) on the Wechsler Intelligence Scale for Children-Revised. Results suggested that discriminant function analysis can be useful as one criterion in differentiating LD children from BD children. Implications are discussed. (WAS)

Compared classroom management techniques of 158 classroom teachers and 32 learning disability resource teachers. Results showed significant differences in overall approach to classroom management, with classroom teachers displaying a more sensitizing (punitive) approach. Classroom teachers pursuing graduate training in learning disabilities…

Describes Georgia's Career Development Centers, model programs of support services to enable learning disabled students to enter postsecondary vocational programs successfully. Components include vocational evaluation, disability specialists, modified curriculum, counseling, and remedial instruction. (SK)

Investigated the utility of profile analysis, using the Wechsler Intelligence Scale for Children--Revised (WISC--R) to differentiate learning disabled from emotionally disturbed and nonhandicapped children. Little evidence supported the use of WISC--R subtest scatter. Research efforts focused on WISC--R subtests related to the learning process are…

Concludes that while any of several types of remedial tutoring was successful with fourth grade remedial readers, children who were merely left in the regular classroom made equal gains. (FL)

Administered a complex reaction time task to 47 learning-disabled and 41 control children. The preparatory interval between a warning and act light was manipulated for length and regularity. Results indicated that the inability to sustain attention over time, rather than momentary inattentiveness, distinguished the two groups. (Author)

An interview/observation schedule (Home Environmental Process Inventory), which assesses dimensions of maternal behavior, was administered in the homes of 15 learning disabled children. Children's role taking and interpersonal problem solving skills were assessed. Some maternal behaviors were highly correlated with children's social cognitive…

The problems and special opportunities that face the college candidate with learning disabilities are discussed. It is suggested that Section 504 of the 1973 Rehabilitation Act has not succeeded in forcing the vast majority of colleges and universities to establish special programs for students with learning disabilities. (MLW)

Results from this investigation of teacher beliefs about various facets of the broad-ranging perceptual deficit hypothesis and its relationship to reading and learning problems indicate that there is a large discrepancy between publication of research efforts and widespread awareness or acceptance of these results by practitioners. (Author/MP)

Children's responses to requests for clarification varying in explicitness are examined. Some possible relations between personality dimensions, developmental level, academic status, and understanding of the rules of conversational turn-taking are explored. Findings suggest that these variables must be considered in order to understand individual…

Observations of operationally defined nontask oriented classroom behaviors of educable mentally retarded (EMR), educationally handicapped (EH), learning disabled (LD), and nonhandicapped students were compared. Significant differences in behavioral characteristics among the groups were indicated. (Author/GK)