Discusses the discrepancies among physicians, psychologists, and schools regarding the diagnosis and treatment of attention deficit disorders. Stresses the need for all evaluations to include cross-disciplinary cooperation, and for the acceptance of standardized measures as part of the identification and treatment process. (CR)

Thirteen teachers rated elementary students (n=30) with learning disabilities and low achievement as having significantly lower social competence and school adjustment than their achieving peers, but teacher ratings of junior high students did not discriminate among groups. Results support use of teacher ratings for initial screening of elementary…

Offers a conceptual model for students who manifest symptoms of both learning disabilities and emotional/behavior disorders. The model is based on six functional domains: cognitive processing, social/emotional adjustment, behavioral functioning, academic performance, language functioning, and executive functioning. The model is applied to critical…

Discusses the barriers that impede special education teachers from adopting research findings in the field of special education. The lack of communication between educators and researchers, the need to teach teachers how to evaluate research using scientific criteria, and teacher resistance to change are discussed. (CR)

Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders (N=247) with learning disabilities and normal achievement. Perceived teacher feedback was the best predictor of reading satisfaction and was less favorable among sixth than third…