Findings indicated no differences between 17 learning disabled and 32 normal elementary students on attention tasks, no difference in sustained attention, and no evidence of a developmental lag. A significant difference in attention was found favoring special classes over regular, small groups over large, and teacher-directed over independent…

Investigated were attention and performance on simple tasks as well as classroom attention of seriously disturbed, communication impaired, autistic children under conditions of reduced auditory input (using ear protectors). (Author)

The attention controls of 30 learning disabled and 30 normal males (8-to 11-years-old) were tested by a vigilance task in which vigilance was defined as ability to detect infrequently occurring signals over a prolonged time period when signals were embedded in a background of regularly occurring events. (Author/GW)

Compared were the classroom behaviors of 45 first grade children in either low, middle, or high reading ability groups. (DB)

Investigated with six highly active 4- and 5-year-old Caucasian boys (three Ss labeled by teachers as hyperactive and three controls) was the extent to which inappropriate behaviors and differences in attention span provoked teachers to differentiate between highly active and hyperactive children. (IM)

A study compared the academic and learning characteristics of three students with attention deficit/hyperactivity disorders (AD/HD), three gifted students, and three gifted students with AD/HD. Giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of AD/HD, such as inattention and…