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- [1] BEHAVIORAL RATINGS OF EMOTIONALLY HANDICAPPED, LEARNING-DISABLED, AND NONREFERRED CHILDREN - SCALE AND SOURCE CONSISTENCYJOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 1990, 8 (04) : 485 - 496COSTENBADER, VKKELLER, HR
- [2] PERFORMANCE INSTABILITY OF LEARNING-DISABLED, EMOTIONALLY HANDICAPPED, AND NONHANDICAPPED CHILDRENLEARNING DISABILITY QUARTERLY, 1986, 9 (01) : 84 - 88FUCHS, DFUCHS, LSTINDAL, GDENO, SL
- [3] TEACHER RATINGS OF HYPERACTIVITY IN LEARNING-DISABLED, EMOTIONALLY-DISTURBED, AND MENTALLY-RETARDED CHILDRENJOURNAL OF SPECIAL EDUCATION, 1986, 20 (02): : 219 - 229EPSTEIN, MHCULLINAN, DGADOW, KD
- [4] A COMPARISON OF PRAXIS IN LEARNING-DISABLED AND NORMAL BOYSAMERICAN JOURNAL OF OCCUPATIONAL THERAPY, 1983, 37 (01): : 22 - 22CONRAD, KECERMAK, SA
- [5] CONCEPTUAL DEVELOPMENT IN LEARNING-DISABLED AND NORMAL BOYSJOURNAL OF ABNORMAL CHILD PSYCHOLOGY, 1980, 8 (01) : 83 - 92FLEISCHNER, JEDANZIG, M
- [6] PSYCHOLINGUISTIC ABILITIES IN LEARNING-DISABLED, EMOTIONALLY DISTURBED, AND NORMAL CHILDRENJOURNAL OF SPECIAL EDUCATION, 1974, 8 (02): : 157 - 165OGRADY, DJ
- [7] VISUAL SELECTIVE ATTENTION IN LEARNING-DISABLED AND NORMAL BOYSBULLETIN OF THE PSYCHONOMIC SOCIETY, 1982, 19 (01) : 15 - 18LONG, RLMCINTYRE, CWMURRAY, ME
- [8] LEARNING-DISABLED AND EMOTIONALLY-DISTURBED - WILL THE LABELS AFFECT TEACHER PLANNINGPSYCHOLOGY IN THE SCHOOLS, 1979, 16 (03) : 395 - 402BOUCHER, CRDENO, SL
- [9] A CONTRAST OF HYPERACTIVE, LEARNING-DISABLED, AND HYPERACTIVE LEARNING-DISABLED BOYSJOURNAL OF CLINICAL CHILD PSYCHOLOGY, 1981, 10 (03): : 168 - 173ACKERMAN, PTOGLESBY, DMDYKMAN, RA
- [10] SELECTIVE AND SUSTAINED ATTENTION IN HYPERACTIVE, LEARNING-DISABLED, AND NORMAL BOYSJOURNAL OF NERVOUS AND MENTAL DISEASE, 1979, 167 (05) : 288 - 297DYKMAN, RAACKERMAN, PTOGLESBY, DM