Nine procedures assessing the magnitude or statistical significance of ability-achievement discrepancy dealing only with magnitude were evaluated and found to possess one or more serious statistical deficiencies. The approach with the greatest potential involves assessing the statistical significance (reliability) of a discrepancy score and then…

Fourteen reading disabled (RD) children (9 to 13 years old) were compared with 14 control Ss on a number of cognitive tests, after which Ss rated their own performance relative to their estimate of their peers' performance. Findings showed that RD Ss had a surprisingly accurate awareness of their deficits. (Author/CL)

Using direct observation techniques, the study analyzed the differences in levels of occupational skills between learning disabled (LD) youths and their nonLD peers. The results showed low levels of employment related skills for both groups of high school adolescents. (Author/SB)

To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1-2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and fluency skills. The decoding intervention was provided for…

A technique is presented for evaluating methylphenidate (MPH) effects on core behavioral symptoms of attention deficit hyperactivity disorder at the single-subject level of analysis. Case-study results and multivariate analyses suggests systematic evaluation of behavior and cognitive MPH dose-response relationships could lead to more accurate MPH…

A study involving 24 special educators and 31 regular educators found that special educators using transenvironmental programming who received curriculum-based measurement information about their students' academic progress were more likely to plan and implement academic interventions in preparation for students' transition than those who did not…

Two responses to the Federal definition of learning disability in the proposed regulations for Public Law 94-142 are presented. (CL)

Some methods for evaluating movements are reviewed and their usefulness for neuropediatric diagnosis discussed. (SBH)

Factor analysis of scores on intelligence, achievement, language, and process assessment measures of 112 elementary learning disabled students revealed three severity subtypes. Results suggested that severity is more appropriately determined by adaptive behavior assessment than by discrepancy between ability and academic or processing performance.…

Three rating scales--the Conners Parent-Teacher Questionnaire, the Queensland Teacher Questionnaire, and the Pittsburg Adjustment Scale--were used to assess the prevalence of hyperactivity among 1908 elementary children. Rates varied from 5 percent to 8.9 percent, with the overlap going 3.5 percent and the sum of those identified 12 percent. (CL)

Part 3 of a series to develop a research technique to evaluate learning disabled children and to determine effective and non-effective elements in the teaching process. (RJ)

To eliminate some of the unfairness in graduation requirements for handicapped students, the author proposes a system in which secondary students would leave school when their goals were achieved. In doing away with the diploma, his approach would also mark the end of compulsory attendance, required classes, and competency testing. (CL)

Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author…

This study examined the utility of Wechsler's Deterioration Index, which compares short- and long-term memory capabilities. Three studies with a total of 120 children (ages 6-14) found that the index did not predict learning disability status but did distinguish children with attention deficit hyperactivity disorder from nondisabled children.…

Evaluating children with traumatic brain injury (TBI) in order to facilitate their transition to school is reviewed. A process-oriented approach to assessing TBI children during rehabilitation is suggested. The major areas of functioning important to school reentry are discussed. The need for families and professionals to communicate about the…