To bridge the communication gap between clinic and school, the Psycho-Educational Center of Coney Island Hospital prepared prescriptive psychoeducational evaluations of each child referred and followed up by asking teachers and guidance counselors in 38 schools to evaluate reports sent them during 6 months for 56 learning disabled children.…

The paper reports findings from evaluations of 262 children (3 to 15 years old) with suspected perceptual motor dysfunction. In the first section, a clinical perspective of the history and perceptual-motor functioning of the learning disabled Ss is presented. Section II concentrates on discriminate function of a screening procedure to…

This paper describes the Self-Based Competency-Based introductory program in learning disabilities at Arizona State University that is designed to help students develop the basic competencies needed to know and understand why learning disabled children fail to learn. The 391 objectives included in this program were selected to provide students…

Available from: Williams & Wilkins Company 428 East Preston Street Baltimore, Maryland 21202 Histories of hyperactive symptoms were evaluated for 91 Ss receiving impatient psychiatric services (mean age = 17 years) and 100 Ss in a drug treatment program (mean age = 25 years). (Author/IM)

This study compared the three scales of the WISC and the WISC-R for degree of intercorrelation. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC-R for all children in the sample, except the EMRs. (Author)

The Interactive Diagnostic Model, intended to facilitate disability interaction between teacher and clinician on behalf of the young language handicapped child, is described. Four levels of interaction are discussed: identification, diagnosis, management, and follow-up. (JW)

Definitional and intervention issues regarding learning disabilities and emotional disturbance are examined. Three major topics are addressed: academic deficits of disturbed students, behavior problems in learning disabled students, and differentiation of LD from ED. The need for a service delivery model with foci in reciprocal person/environment…

The author reports on recent Soviet studies of developmentaly delayed (DD) children, which compare clinical characteristics of DD, mentally retarded, and normal children relative to such aspects as attention, memory, intellectual functioning, and verbal facility. Noted is the similarity of DD children to American learning disabled children.…

This paper describes a series of preliminary and a double blind study on crossed visual laterality and reading difficulties in children. Preliminary studies investigated handedness, eye preference, and ear preference in a total of 196 third and fifth grade students. About 42 percent of the tested students were identified with the Monahan/DeYoung…

The role of optometry in the study of learning difficulties and the problems of interpreting research results in the fields of optometry and ophthalmology are discussed. Limitations of school visual screening are described, and it is suggested that many children with learning difficulties should be referred for a full clinical visual examination.…

Discusses a set of neuropsychodiagnostic rules proposed by Selz and Reitan. That study was found to be seriously limited on theoretical grounds and in terms of research methodology. Sampling problems were indicated, and issues of neurological integrity and learning disabilities were poorly conceptualized. (Author)

Operational criteria for childhood depression, specific learning disability, developmental hyperactivity, and Gilles de la Tourette syndrome were used to establish the correct diagnosis in 55 of 100 school age Ss. Forty-five Ss were diagnosed as having one of three classical neurological syndromes (epilepsy, sensorineural deafness, and childhood…

Research is reviewed on the relationship of allergies including sensitivity to artificial food coloring to learning and behavior disabilities. (CL)

Many learning disabilities or cases of mild retardation are due to medically diagnosable, congenital syndromes, such as fetal alcohol syndrome, sex chromosome abnormalities, multiple anomaly syndromes, phenylketonuria, and Tourette Syndrome. These syndromes are discussed, and suggestions are given for special education management. (Author/JDD)