The category of attention deficit disorder is defined in terms of diagnostic symptoms (inattention, impulsivity, and hyperactivity) and definitions. Aspects which need to be covered in the classroom evaluation of a child with suspected attention deficit disorder are reviewed, including examination of the task for its appropriateness; determination…

Two studies explore the late outcome of minimal brain dysfunction in 73 patients in relation to their initial presentation and predictive factors. Both studies followed the patients for a period of 10 to 20 years. Findings from the first study of initial presentation in relation to adult outcome showed that there was a strong positive correlation…

The paper reports on the evaluation techniques and remediation programing for children (3 to 12 years old) with sensory-perceptual-motor dysfunction. A model for ordering assessment information and selecting therapeutic remediaton activities is considered. A sample diagnostic sheet outline is included. (Author/SBH)

The article examines characteristics, diagnosis, and treatment of learning disabled adolescents from a clinical perspective. (PHR)

The article presents a brief synthesis of several key conceptual and methodological concerns related to the identification of psychoeducational problems in childhood, along with some ethical perspectives and conclusions regarding the state of the art. (Author)

This article presents the rationale underlying the development of neuropsychological assessment strategies (emphasis on the Halstead-Reitan Neuropsychological Test Battery), illustrates via a case study how clinical neuropsychological service may have implications for teaching strategies, and suggests how neuropsychological research can further…

The issue of defining learning disability is considered. Important recent trends in research are reviewed with regard to: intellectual skills, academic retardation, neurological and behavioral dysfunction, and cognitive and interactive processes. Current intervention methods are also briefly described. Available from: Journal of Pediatrics, C.V.…

Investigated the utility of profile analysis, using the Wechsler Intelligence Scale for Children--Revised (WISC--R) to differentiate learning disabled from emotionally disturbed and nonhandicapped children. Little evidence supported the use of WISC--R subtest scatter. Research efforts focused on WISC--R subtests related to the learning process are…

Thirty elementary school teachers and 30 pediatricians completed a questionnaire regarding frequency and definitiveness of 13 diagnostic techniques used in learning disabilities (LD) medical evaluations. (CL)

A study involving 147 clinicians found while they agreed on certain points regarding documentation requirements of the Americans with Disabilities Act, they substantially disagreed on several fundamental issues. Consensus was lowest on the basic intent of the law, the metrics for assessing impairment, and criteria for assessing adult…

A case study describes the developmental course of a young man with mild learning disabilities and the core features of attention-deficit/hyperactivity disorder. It illustrates how an inclusive account of challenging behavior can be developed using concepts from mainstream psychological activity. The implications of developing alternative accounts…

Examined factor structure of Conners Teacher Rating Scale (CTRS) in medically referred brain-damaged and learning-disabled children and adolescents. Extracted six factors: Conduct Disorder, Hyperkinesis, Distractibility, Depression, Dyssocial Behavior, and Introversion. Results support use of CTRS as brief objective instrument for assessing child…

The study assessed the utility of different factor structures of the Wechsler Intelligence Scale for Children-Revised in differentiating Israeli male students (ages 6-16) with learning disability from children with emotional disturbance. Based on several comparisons the results indicated that only the modified A.S. Kaufman's factor structure…

The use of standardized psychoeducational diagnostic instruments to identify learning disabilities was evaluated with 19 students (ages 7 to 13) with sensorineural hearing impairments. Students with hearing impairment were found to demonstrate learning disabilities with a frequency similar to that found in students with normal hearing, suggesting…