The factorial structure of intellectual functioning and adaptive behavior was examined in 160 learning disabled students (6 to 16 years old). Ss were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Coping Inventory (CI). Factor analysis of WISC-R scores revealed three factors: verbal comprehenson, perceptual…

Self awareness of academic skills by 9 primary age and 15 intermediate age mildly mentally handicapped (MiMH) students in a special class and 14 intermediate age learning disabled students in a resource room was measured. Ss completed a modification of H. Myklebust's Pupil Rating Scale. Results indicated primary MiMH Ss consistently rated…

The paper reports findings of a California committee on the need for differential graduation standards for students with learning disabilities and/or other educational handicaps. The committee proposes minimum levels of proficiency in career education, vocational education, work experience, and independent living skills to help students gain…

A college communication professor discusses methods which will help learning disabled (LD) as well as non-LD students. General techniques advocated include presenting information in a variety of ways, allowing opportunities for questions and clarification, using an organized presentation of information, and being flexible in assignments and…

Contains an annotated list of tests for the diagnosis of learning disabilities related to reading. (RB)

Reviewed are resources in mathematics instruction for the teacher of learning disabled children. (DB)

Described are informal assessment methods for evaluating children suspected of having a learning disability. (Author/DB)

A parent education group focuses on the learning disabled child and provides parents with a survey of specific learning disabilities. (Author)

Averaged electroencephalic audiometry (AEA) was conducted to evaluate the hearing of 12 children (mean age 8 years 6 months) diagnosed as having minimal brain dysfunction (MBD). (Author)

One hundred and one children (ages from 3 to 6 years) in a Head Start program were subjects in a procedure using the average deviation from the child's mean scaled score on the Illinois Test of Psycholinguistic Abilities to determine significant developmental discrepancies. (DB)

Modeling and attention-retention were examined in 20 boys (ages 9- to 14-years-old) attending a residential school for children with learning disabilities. (Author/DB)

Outlined are four lessons to teach story writing skills to educable retarded or learning disabled children reading at the second or third grade level. (DB)

Provided are some illustrative clinical uses of J. Muma's "dump" and "play" communication model (EC 073301), said to be most applicable to the less handicapped child who has "trained language" but needs to be taught interpersonal communication skills. (LS)