This is a review of the pivotal position accorded attentional deficits in explaining the inferior school-related performances of the mild-to-moderate LD, ED, and MR child. Problems in defining attention are discussed and an operational definition is given which lists those behaviors commonly associated with (1) adaptation to classroom environments, which lead to (2) correct student responses to pertinent, task-relevant stimuli. Orientation response and stimulus selection theories are summarized, and three common methods of remediation — drug therapy, reduced environmental stimulation, and operant conditioning — are examined to determine their efficacy. While each method was found to reduce maladaptive behaviors (e.g., motor restlessness, eyes and ears involved off-task, irrelevant talking), none of them lead to significant increases in correct academic work. Several interpretations of this finding and its import for special educators are listed.
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