The author's response to H. Reed's paper (EC 115 148), on the relationship between biological defects and educational aptitude and achievement, refutes Reed's three main points of view on empirical grounds. (For other responses and a rebuttal see EC 115 150-154.) (PHR)

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational aptitude and achievement stresses that knowledge of biological causes provides educators with little, if any, practical information to help affected children progress. (For other responses and a rebuttal see EC 115…

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational aptitude and achievement addresses the issues of relevance to educators and Reed's contention that special educators are ignorant of the relationship. (For other responses and a rebuttal see EC 115 149-154.) (PHR)

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational aptitude and achievement discusses, from the viewpoint of a physician, the issues of relevance, test validity, and cooperation and understanding between neuropsychologists and special educators. (For other responses…

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational attitude and achievement refutes the relevance of biological knowledge to education, and contends the neuropsychological test data are of doubtful validity and may work against the academic interests of the student.…

The author's rebuttal to responses on his paper (EC 115 148) addresses the issues of relevancy of biological causes to education and the validity of research in neuropsychology. (For responses to the paper see EC 115 149-153.) (PHR)

The effect of auditory free recall on four lists of monosyllabic word ensembles was studied in 10 learning-disabled and 10 nondisabled first grade boys. (Author/PHR)

The paper discusses the schism that has developed between mental retardation research and the programmatic reform activities taking place in the educational and residential sectors. (Author)

The paper points out the inappropriateness of the typical bottom-up or norm-referenced curricula offered to severely handicapped adolescents and young adults. As an alternative, it is proposed that curricula for this population teach chronological-age-appropriate functional skills in natural environments. (Author/PHR)

The paper discusses the lack of governmental guidance in providing for the rights of handicapped children in Scotland. (PHR)

Critically reviewed is research on the use of stimulant drugs with hyperactive and otherwise learning disabled children. (Author/DB)

State departments of education were surveyed regarding their definitions of behavior disorders, and 49 state definitions were analyzed based on their alignment to 11 criteria components. (Author/DB)

Investigated with 217 school psychologists was the notion of school psychologist expectancy-bias against the socially disenfranchised child. (Author)

Analyzed were the results of 18 extended school year programs in the state of Washington.