The author discusses the pediatrician's responsibility in serving the learning or behavior disordered child. Emphasized are five areas of service: prevention; early identification; specific medical interventions; counseling and support; and communication and cooperation with home, school, and community. (SBH)

The article presents the paired comparisons method, a statistical procedure for identifying potential learning disabilities via the Illinois Test of Psycholinguistic Abilities. (Author/DLS)

Dr. B. Feingold replies to criticism of his theories on dietary treatment for hyperkinesis. (CL)

The article presents results from a large sample of referred and learning disabled children and interprets them as being consistent with the contention that learning disability is a viable concept that can be meaningfully used. The author rejects the premature elimination of the concept in favor of more general constructs, such as low achievement.…

The use of context and relationships can help learning disabled adolescents solve math problems made more difficult by confusing language. Examples are offered. (CL)

The Piers-Harris Children's Self-Concept Scale was administered to 189 learning disabled (LD) adolescents in a large urban school system and in urban, suburban, and rural junior high schools. Results indicated that mean self-concept scores of LD adolescents were comparable to an age-appropriate norm population and a normal control group.…

In an effort to establish more universal research standards the Council for Learning Disabilities (CLD) Research Committee proposes a set of guidelines to be used for subject descriptions in LD research reports. (Author/CL)

Guidelines are offered for increasing the motivation of learning disabled adolescents. Suggestions emphasize the importance of age appropriateness, awareness of student interests and attitudes, creativity, and high expectations. (CL)

A teacher describes the values of wrestling as part of a physical education program for learning disabled students. Benefits include improved self-confidence, use of aggression in a positive way, and increased touch and contact. (CL)

Learning disabled students who know how to tell time may still need instruction in using time in practical situations. Such instruction should focus on skills such as determining the amount of time between two given times, approximating time requirements for recurrent tasks, and predicting time (CL)

A system of teaching measurement equivalencies to students with learning disabilities promotes understanding by teaching basic measurement language. Concrete objects are used to develop the association between a measurement term and its size. (CL)

The Clinical Evaluation of Language Functions (CELF) was administered to 21 learning disabled and 21 matched normal adolescents. Results offered limited support for the construct validity of the CELF. (Author/CL)

Twenty-five suggestions are presented for consideration when describing, defining, and assessing learning disabled adults; when designing appropriate instructional and support services for these individuals; and when planning related research. Implications are discussed for elementary and secondary level educators, as well as for those designing…

The author cites S. Sarason's book "Psychology Misdirected" and applies Sarason's views to the field of learning disabilities. A shift toward understanding individual behavior in terms of the larger society is suggested. (SB)

An approach to teaching time telling to learning disabled children begins with the child drawing a clock, then designating 5-minute marks, using old alarm or play clocks to manipulate the hands, and drawing clock hands to represent specific times. (CL)