Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents the expert consensus of 58 accomplished scholars in education, psychology, medicine, and the law. Survey responses and empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened; 2) neither ability-achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification; 3) a “third method” approach that identifies a pattern of psychological processing strengths and weaknesses, and achievement deficits consistent with this pattern of processing weaknesses, makes the most empirical and clinical sense; 4) an empirically-validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions; and 5) assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes.

Horn Horn CHC Narrow Abilities'All sample demographic variables reported for the current sample are based on the U.S. Census category variables employed in the standardization of the WJ III 2The final WJ III grade three through five norm sample was weighted to provide a close approximation to the time period relevant U.S. Census gender figures (see . This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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This study was conducted to investigate the long-term physical health impli LITERATURE REVIEWEach year large numbers of women have their lives disrupted when they are sexually assaulted. Studies of the prevalence of rape in the United

In order to assess the prevalence and stability of weight reduction techniques utilized by adolescent females, three comprehensive samples of middle school and high school students (ages 12–18) were surveyed in the springs of 1984, 1989, and 1992. All participants were enrolled in the same school district to ensure that the groups were demographically equivalent. The results demonstrated a significant decrease in the use of appetite suppressants among high school students. However, middle school females reported a significant increase in medication use and self‐induced vomiting during the same 7‐year period. Laxative abuse has persisted unchanged for a small segment of both populations. © 1993 by John Wiley & Sons, Inc.

The 2002 Fulbright team, led by Zheng Zhou of St. John's University, consisted of 12 professionals in the fields of education, counseling psychology, and school psychology. Spending one month visiting elementary schools, universities, governmental bodies, hospitals, and private schools throughout China, the Fulbright team had an opportunity to observe educational systems and mental health services to children in multiple sites (Beijing, Kunming, Shanghai, and Suzhou). This article outlines the educational system currently utilized in China and explores the cultural factors and key variables that impact Asian children.

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