A study of 12- to 15-year old boys, grouped as learning disabled or nonlearning disabled suggested that learning disabled youths do not evidence more delinquent behavior than nondisabled youths. They are, however, more likely to be found delinquent by juvenile courts. (CE)

Determined if Wechsler Intelligence Scale for Children-Revised subtest patterns would differentiate the performance of emotionally disturbed and learning-disabled children. Subtests differentiated significantly between diagnostic categories. Learning-disabled children performed predictively poorer on block design, picture arrangement, and object…

The authors describe their clinical experiences in working with learninq disabled children who have emotional disorders as well. Their approach, "psychotherapeutic remediation," is explained to combine psychodynamic psychotherapy methods with special education techniques, and to fuse the tutorial role of a remedial teacher and the therapeutic…

Students repeatedly urged to try harder often suffer from deficits in learning mode that must be identified and remediated specifically before academic performance will improve. (JG)

Teacher-completed Behavior Problem Checklists on 316 learning disabled older boys and 225 younger and 77 older girls were factor-analyzed. Results partly replicated prior research with nondisabled and disabled populations identifying two broad dimensions of psychopathology--environmental conflict and personal disturbance--but also revealed…

The emotional component of learning disabilities is examined, and case study excerpts are cited to illustrate problems encountered with matters of self-concept and self-esteem, social perception, and personality functioning. The need to help children compensate emotionally for their difficulties is emphasized. (CL)

Teacher ratings of 94 learning disabled and 241 normal girls, grouped as three age levels, on school emotional and behavior problems revealed that personality problem (e.g., anxiety, withdrawal) was the only factor dimension that differentiated LD from non-LD girls, and these differences were not apparent at every age level. (Author/CL)

Evaluated with two groups of 35 children (median age 12 years) either having or not having school learning and visual perception problems was the sensitivity of human figure drawings in measuring the emotional effects of visual perceptual training of children with visual perceptual problems. (DB)

A new approach, the social control of learning disabilities, argues that the child's disability affects mainly his parents and then teachers and professionals in such a way that their activities to help him are thwarted by the same complex of symptoms as those of the child's disability. (Author)

Addresses problem areas encountered by families with learning-disabled children: parental self-blame and mourning, family life, the child's biological-psychological-social growth, and the child's achievement of independence. Argues that social workers have skills needed for effective remedial intervention. (RH)

Describes Red Flag Carry-in Crisis in which 15-year-old girl with learning disabilities fought with another student and was actively resistant to help. Presents background information, incident itself, drainoff stage, timeline, and transcript of Red Flag intervention interview. Discusses outcome goals, describes student's return to class, offers…

A group of 34 children from mainstream schools in Libya representing four Local Education Authorities (LEAs) were interviewed about their emotional and behavioral difficulties (EBD) and the factors which might be responsible for their EBD. Although, in general, children's views of EBD did not yield remarkably different accounts to those already…

A case study was undertaken of an 11-year-old Israeli girl of above average intelligence but manifesting specific learning disabilities in mathematics and related areas. The Learning Potential Assessment Device (LPAD), a measure to identify cognitive deficiencies and strengths and suggest mediation or intervention procedures to alleviate or…