Indicates need for extensive observational studies of elementary school children by school and health department personnel as base for building developmental program for alleviation of emotional problems. Urges positive use of peer groups to create better environment for handicapped. Offers suggestions for implementation and follow-up. (CJ)

Used the Parent Effectiveness Training program (PET) with parents (N=92) of learning disabled children. Significant differences were found between the treatment and control groups on all five attitudes measured on the Parent Attitude Survey. Similar results were obtained on the Children's Report of Parental Behavior Inventory. (RC)

Forty-seven learning disabled and low-level readers were assigned to reading instruction programs on context cue use differing only in extent of student control of determination of errors. Students high in internality benefited more from instruction in which they determined response correctness; students low in internality benefited from…

The Integrated Preschool Curriculum (IPC), which is designed to facilitate the social integration of young children at risk for learning disabilities into mainstreaming and integrated special education classes, was compared with a standard early childhood education model curriculum. The IPC successfully promoted social interaction between…

The impact of individual or cooperative goal structures on the achievement, interpersonal behavior, and attitudes of learning disabled (LD) and non-LD students (grades seven and eight) was studied. Cooperative goals, especially following training in cooperative behavior, may facilitate achievement and interpersonal relations of LD and non-LD…

Explores the limitations associated with the expectancy formula approach, using a logical and mathematical analysis. Expectancy tables are predicted on the questionable assumption that achievement follows a straight line growth pattern. The approach is biased in the direction of applying a more stringent underachievement criterion for older,…

The origins and nature of auditory dysfunction in school age children and the role of the audiologist in the evaluation of the learning disabled child are reviewed. Specific structures and mechanisms responsible for the reception and perception of auditory signals are specified. (Author/SEW)

A study investigated the hypothesis that poor comprehension or recall of task demands, rather than a putative lack of goal directedness, is a possible source of learning-disabled children's poor performance of experimental tasks. Clear instructions substantially facilitated performance by both normally achieving and learning disabled children of…

Investigated whether classroom teachers could differentiate among educable mentally handicapped (EMH), learning disabled (LD), and emotionally handicapped (EH) students based on perceptions of classroom behavior patterns. Ratings from classroom behavior inventory scales revealed that EMH students were distinguished by low intelligence, creativity,…

Investigated the test performance of learning disabled and emotionally impaired children to aid in identification and differentiation of the two groups. A cut off score on the WISC-R, WRAT, and MPD was established that significantly separated the groups. The best predictors of achievement varied for the two groups. (JAC)

Critically evaluates the literature through 1977 on the Goodenough-Harris Drawing Test. Areas reviewed are administration and standardization of the man and woman scales, test ceiling, sex differences, the Quality scale, reliability, criterion validity, validity with measures of academic achievement, cultural variables, and use with the learning…

Analyzes two commonly used reading programs and indicates their implications for the mainstreamed learning disabled child. (FL)

The two most common concerns of parents of children with learning disabilities are the social acceptance and future of the child. These children can only build a feeling of self worth through parental acceptance. The parent should avoid indulging in guilt feelings and focus on the child's strengths instead of weaknesses. (JN)