The effects of different schedules of knowledge of results on the vigilance behavior of hyperactive learning disabled children

Abstract

In the past few years, there has been considerable interest and concern related to the diagnosis and treatment of learning disabilities in children. Several programs of assessment and remediation have become popular. This may be an unfortunate state of affairs, however, in that most of the commonly used programs are based on what Scott (1970) called speculative neurological and genetic interpretations. Sprague (1973), speaking of Scott's analysis of the situation, noted that such speculations abound in the absence of sound empirical data.