Two factors of predicted learning disorders were investigated: (1) inability to maintain appropriate classroom behavior (BEH), (2) perceptual discrimination deficit (PERC). Three groups of first-graders (BEH, PERC, normal control) were administered measures of impulse control, distractability, auditory discrimination, and visual discrimination. Results verified that BEH children were impulsive and distractable, while PERC children lacked discrimination skills. Half of the BEH and PERC groups received attentional training, while the other half received perceptual training. Both groups then participated in a discrimination learning experiment. Results showed a significant GROUP x TRAINING interaction and significant improvement for the BEH group with attentional training. (Author)