Involved in a study to identify long range predictors of social adjustment were 536 aggressive-disruptive children who were originally evaluated in third or sixth grade and whose social adjustment was measured 6 or 9 years later. (CL)

Interviewed about their child's infancy and early childhood were parents of 327 elementary school children classified as low achieving, poorly adjusted, hyperactive, or control Ss. (CL)

Described is a program in which mental health services coordinated by a physician intern were provided in a New York City school. (CL)

The authors cite the potential of recent court decisions regarding the rights of institutionalized retarded persons for bankrupting states such as Alabama, which must meet minimum standards. (CL)

Investigated were the effects of learning potential and teacher expectancies on the IQ, school achievement, and teacher ratings of 58 educable mentally retarded students (7-15 years old). (CL)

Three basic assumptions underlying learning disabilities (such as the belief that it is a condition which can be defined, identified and remediated) are critically reviewed. (CL)

Discussed are the relative merits of two currently popular models of assessing children--the ability assessment and task analysis models. (CL)

The author reviews research on the use of the ability training model and the task analysis in diagnostic/prescriptive teaching for students with learning difficulties. (CL)

Children traditionally labeled learning disabled, mildly emotionally disturbed, and educable mentally retarded are considered within a behavioral rather than a categorical framework. (Author/SBH)

The author takes the position that the use of a diagnostic-remedial model to provide special education services to the "mildly handicapped" is often inappropriate. (Author)

Presented are comments on P. Newcomer's article (EC 100 217) on the limitations of the diagnostic-remedial model and benefits of the teacher consultant approach in assessing mildly handicapped students with learning problems. (SBH)

Presented is a critique on P. Newcomer's article (EC 100 217) which focused on the limitations of the diagnostic-remedial model and supported the teacher consultant role as an alternative to assessing the mildly handicapped student with learning problems. (SBH)

The author points out the problems with the consultant model as proposed in P. Newcomer's article (EC 100 217), and stresses the need for the special education resource teacher to work toward developing collaborative relationships (which offer an active rather than reactive approach) with other instructional staff in the schools. (SBH)

In reference to P. Newcomer's article (EC 100 217) on diagnostic-remedial model limitations and the teacher consultant role, the author emphasizes the regular teacher's role in prevention of academic failure and discusses three alternatives to standardized tests: developmental guidance, sensitive observation of the reading process, and individual…