This research investigated temporal ordering acuity in children, or the ability to perceive the first of an ordered pair of lights, or of a combined light and tone, when the interstimulus time interval within each pair became increasingly short in duration. Two group-related comparisons were made: (1) differences between slow-maturing and average…

The first of a four-part bibliography on young children with handicaps deals with emotional disturbance and specific learning disabilities. Citations were taken from "Research in Education" (January 1969--December 1972), the "Current Index to Journals in Education (January 1969--November 1972), and "Exceptional Child Education Abstracts." Most…

Rules were established, improved behavior was rewarded, and undesirable behavior was ignored to change disruptive classroom behavior of 25 slow learning 10-year-olds and 13 controls in a classroom setting. Experimental teachers were instructed in application of behavior modification principles. Burk's Behaviour Rating Scale (included) was used to…

Presented is a manual for scoring the Bender Gestalt Test and the Human Figure Drawing Test for screening and diagnostic uses with emotionally disturbed, brain damaged, or perceptually handicapped 5- to 11-year-old children. Given are suggestions for administering and scoring the Bender test which examines distortion of shape, rotation,…

This report includes a description of the early history of the project, a description of the two components involved in the project, and pertinent questions about the project which are answered. (MS)

Written for classroom teachers but also intended for educators, social workers, doctors, and others who work in specialized areas that relate to the development and educational progress of children, this book provides guidelines for teaching perceptually handicapped children. Included in this volume are discussions of general symptomalogy, current…

Presented is the final report of a field survey involving 140 teachers which was conducted to determine whether elementary teachers, as compared to special education teachers, feel adequate in teaching children who exhibit learning, behavior, and neurological problems. Sections in chapter 1 address the need for the study, a statement of the…

Evaluated was a program designed to make an early diagnosis of the emotional problems and learning disabilities of 40 preschool children, and to furnish educational interventions so that these problems might be ameliorated before the children enter formal schooling. The program centered around speech and language, perceptual-motor activities, and…

Measuring the exchange process between teacher and child, a neglected but necessary pursuit, is dependent upon the identification of the behavior system through which information is exchanged and upon the instrumentation used for measuring that exchange. This paper describes an instructional strategy, intended for use with disabled readers, in…

Assessing and developing programs for children with a learning disability (LD) has been a complex and confusing task often involving professionals from the domains of health, education, and the social services in addition to the parents. The problems have included trying to agree upon a definition of LD, identifying interdisciplinary variations…

School counselors in their daily work are faced with the investigation of children with "learning disabilities". This article attempts to delineate the major problems in the area, which are those of definition, prevalence, aetiology and remediation, and to suggest ways out of the current "morass". (Author)

The study evaluated the effectiveness of three instructional methods in promoting speech sound discrimination and reading achievement over a 3-year period. (Author)

Results of research on children with learning disabilities indicate that the communication between parents and teachers of the child has less to do with the student's academic achievement than had been previously thought; however, a parent's active involvement with the school program itself may improve student performance. (JD)

Children traditionally labeled learning disabled, mildly emotionally disturbed, and educable mentally retarded are considered within a behavioral rather than a categorical framework. (Author/SBH)

Studies indicate that individual differences in strategy use among mentally retarded and learning disabled students can be explained by a metacognition model which integrates three components--Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful…