Three learning disabled students acting as tutors for their peers were able to modify school-related problems (problems of capital letter recognition and the beginning and completion of assignments) of the tutorees using behavior modification techniques. (KW)

It is suggested that procedures for the assessment of learning disabilities incorporate measures of extrinsic motivation in order to differentiate students with learning disabilities from those who perform poorly because of low intrinsic motivation. (Author)

Teachers and physicians must work cooperatively in the assessment, management and re-evaluation of children with any medical, dental, social, emotional problem that might interfere with learning. (Author)

Measured were variations in the brain activity of a child with suspected cerebral disturbance, EEG abnormality, and academic retardation while performing different cognitive activities. (Author/KW)

Several general models for program evaluation are described and criticized. The value of total program evaluation for making more scientifically-based decisions in programing is demonstrated, and agencies offering help in devising evaluation schemes for ongoing learning disabilities programs are recommended. (Author/KW)

The feelings and the personal and learning problems of the child with a language disability which are concomitant with a fragile ego are presented, to give parents a feeling of the nature and effect of their child's disability. (Author/KW)

The study testing the hypothesis that students with the greatest reading disabilities will gain most in a remedial program found that different students gained most when different methods of computing gain were used and no significant relationship existed between extent of reading disability and gain. (Author/KW)

The three subtypes children with dyslexic reading and spelling difficulties are classified into: the dysphonetic group, the dyseidetic group, and the growth which suffers from both dysphonetic and dyseidetic deficiencies. (EK)

Results indicated that the average child manifests a few of each type of deviant behavior, but rarely shows a large number of behaviors related to any one type of disorder. Deviant behavior was inversely associated with intelligence, but minimally affected by race, socioeconomic status and age. (Author)

The review of the concept of brain injury (behavioral disturbance with or without the fact of brain damage) covers issues involving terminology, etiology and treatment, and educational methods. (KW)

Three subgroups among children labeled as learning disabled are differentiated, including those who just do not function well in nonpersonalized situations and thus have learning problems stemming from deficiencies of the learning environment. Identification and remedial teaching strategies are conceptualized in diagram form. (KW)