Math and Technology	Research	-
Help	Orientation  [Support]  Lesson |  Practice	-	10 of 48

Adams, G. (1996). Project follow through: In-depth and beyond [Online]. Available http://darkwing.uoregon.edu/~adiep/ft/adams.htm

Allsopp, D. H. (1997). Using classwide peer tutoring to teach beginning algebra problem-solving skills in heterogeneous classrooms. Remedial and Special Education, 18, 367-379.

Anderson-Inman, L., & Horney, M. (1996). Computer-based concept mapping: Enhancing literacy with tools for visual thinking. Journal of Adolescent & Adult Literacy, 40, 302-306.

Anderson-Inman, L., Knox-Quinn, C., & Horney, M. A. (1996). Computer-based study strategies for students with learning disabilities: Individual differences associated with adoption level. Journal of Learning Disabilities, 29, 461-484.

Atkins, M., & Blissett, G. (1992, January). Interactive video and cognitive problem-solving skills. Educational Technology, 44-50.

Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of Learning Disabilities, 29, 391-401.

Becker, W. C. (1977). Teaching reading and language to the disadvantaged: What we have learned from field research. Harvard Educational Review, 47, 518-543.

Beirne-Smith, M. (1991). Peer tutoring in arithmetic for children with learning disabilities. Exceptional Children, 57, 330-37.

Bley, N. S., & Thornton, C. A. (1995). Teaching mathematics to students with learning disabilities. Austin, TX: Pro-Ed.

Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29, 41-62.

Borkowski, J. G., Estrada, M. T., Milstead, M., & Hale, C. A. (1989). General problem-solving skills: Relations between metacognition and strategic processing. Learning Disability Quarterly, 12, 57-70.

Bottge, B. A., & Hasselbring, T. S. (1993). A comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes. Exceptional Children, 59, 556-566.

Boyle, J. R. (1996). The effects of a cognitive mapping strategy on the literal and inferential comprehension of students with mild disabilities. Learning Disability Quarterly, 19, 86-98.

Brenner, M. E. (1998). Meaning and money. Educational Studies in Mathematics, 36, 123-155.

Brolin, D. E. (1993). Life centered career education: A competency based approach. Reston, VA: Council for Exceptional Children.

Brolin, D. E. (1995). Career education: A functional life skills approach. Englewood Cliffs, NJ: Merrill.

Campione, J. C., Brown, A. L., & Connell, M. L. (1988). Metacognition: On the importance of understanding what you are doing. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (Vol. 3, pp. 93-114). Mahwah, NJ: Lawrence Erlbaum Associates.

Carpenter, T. P., & Moser, J. M. (1983). The acquisition of addition and subtraction concepts. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes (pp. 7-44). Orlando, FL: Academic Press.

Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E., & Empson, S. B. (1997). A longitudinal study of invention and understanding in children's multidigit addition and subtraction. Journal for Research in Mathematics Education, 29, 3-20.

Carroll, W. M. (1997). Results of third-grade students in a reform curriculum on the Illinois State Mathematics Test. Journal for Research in Mathematics Education, 28, 237-242.

Carver, S. M. (1988). Learning and transfer of debugging skills: Applying task analysis to curriculum design and assessment. In R. E. Mayer (Ed.), Teaching and learning computer programming: Multiple research perspectives (pp. 259-296). Hillsdale, NJ: Lawrence Erlbaum Associates.

Carver, S. M., Lehrer, R., Connell, T., & Erickson, J. (1992). Learning by hypermedia design: Issues of assessment and implementation. Educational Psychologist, 27, 385-404.

Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. Journal of Special Education, 26, 1-19.

Cawley, J. F. & Miller, J. H. (1989). Cross-sectional comparisons of the mathematical performance of children with learning disabilities: Are we on the right track toward comprehensive programming? Journal of Learning Disabilities, 22, 250-260.

Cawley, J. F. (1985). Mathematics and vocational preparation for the learning disabled. In J. F. Cawley (Ed.), Secondary school mathematics for the learning disabled (pp. 201-233). Rockville, MD: Aspen.

Cawley, J. F., Parmar, R. S., Yan, W., & Miller, J. H. (1998). Arithmetic computation performance of students with learning disabilities:Implications for curriculum. Learning Disabilities Research and Practice, 13, 68-74.

Charles, R. I., & Lester, F. K. (1984). An evaluation of a process-oriented instructional program in mathematical problem solving in grades 5 and 7. Journal for Research in Mathematics Education, 15, 15-34.

Chiang, B. (1986). Initial learning and transfer effects of microcomputer drills on students' multiplication skills. Learning Disability Quarterly, 9, 118-123.

Clements, D. H. (1986). Effects of Logo and CAI environments on cognition and creativity. Journal of Educational Psychology, 78, 309-318.

Cobb, P., Yackel, E., & Wood, T. (1992). Interaction and learning in mathematics classroom situations. Educational Studies in Mathematics, 23, 99-122.

Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19, 2-10.

Coombs, M. K. (1998, March 24). Honest follow-through needed on this project. Washington Times [Online]. Available: http://ourworld.compuserve.com/homepages/mathman/honestft.htm

Cronin, M. E., & Patton, J. R. (1993). Life skills instruction for all students with special needs: A practical guide for integrating real-life content into the curriculum. Austin, TX: Pro-Ed.

Dalton, D. W., & Goodrum, D. A. (1991). The effects of computer based pretesting strategies on learning and continuing motivation. Journal of Research on Computing in Education, 24, 204-213.

Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.

Derry, S. J. (1992). Beyond symbolic processing: Expanding horizons for educational psychology. Journal of Educational Psychology, 84, 413-418.

Deshler, D. D. (1978). Issues related to the education of learning disabled adolescents. Learning Disability Quarterly, 1, 2-10.

Deshler, D. D., & Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52, 583-590.

Dewey, J. (1980). Democracy and education [Reprint]. In J. A. Boydston, Baysinger, P. R., & Levine, B. (Eds.), The middle works of John Dewey 1899-1924: Vol. 9. Carbondale, IL: Southern Illinois University Press. (Original work published 1916)

Edgar, E. (1987). Secondary programs in special education: Are many of them justifiable? Exceptional Children, 53, 555-561.

Engelmann, S., Carnine, D., & Steely, D. G. (1991). Making connections in mathematics. Journal of Learning Disabilities, 24, 292-303.

English, L. D. (1997). The development of fifth-grade children's problem-posing abilities. Educational Studies in Mathematics, 34, 183-217.

Feagans, L., & Appelbaum, M. I. (1986). Validation of language subtypes in learning disabled children. Journal of Educational Psychology, 78, 358-364.

Fleischner, J. E., Garnett, K., & Preddy, D. (1982). Mastery of basic number facts by learning disabled students: An intervention study (Technical report No. 17). New York: Research Institute for the Study of Learning Disabilities. (Eric Document Reproduction Service No. ED 222033)

Fletcher, J. L. (1971, December). The effectiveness of simulation games as learning environments. Primary Socialization, Language, and Education, 425-454.

Friedman, S. G., & Hofmeister, A. M. (1984). Matching technology to content and learners: A case study. Exceptional Children, 51, 130-134.

Fuchs, L. S., & Fuchs, D. (1997). Use of curriculum-based measurement in identifying students with disabilities. Focus on Exceptional Children, 30(3), 1-16.

Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Computers and curriculum-based measurement: Effects of teacher feedback systems. School Psychology Review, 18, 112-125.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal,28, 617-641.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.

Furth, H. G. (1970). Piaget for teachers. Englewood Cliffs, NJ: Prentice-Hall.

Gersten, R., & Carnine, D. (1984). Direct instruction mathematics: A longitudinal evaluation of low-income elementary school students. Elementary School Journal, 84, 395-407.

Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. Journal of Special Education, 33, 18-28.

Gersten, R., Woodward, J., & Darch, C. (1986). Direct instruction: A research-based approach to curriculum design and teaching. Exceptional Children, 53, 17-31.

Ginsburg, H. P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30, 20-33.

Gleason, M., Carnine, D., & Boriero, D. (1990). Improving CAI effectiveness with attention to instructional design in teaching story problems to mildly handicapped students. Journal of Special Education Technology, 10, 129-136.

Goldman, S. R. (1989). Strategy instruction in mathematics. Learning Disability Quarterly, 12, 43-55.

Hanley, T. V. (1993). The future has been a disappointment: A response to Woodward and Noell's article on software development in special education. Journal of Special Education Technology, 12, 164-172.

Harper, G. F., Mallette, B., Maheady, L., & Brennan, G. (1993). Classwide student tutoring teams and direct instruction as a combined instructional program to teach generalizable strategies for mathematics word problems. Education and Treatment of Children, 16, 115-134.

Hasselbring, T. S., & Goin, L. I. (1988). Use of computers. In G. Robinson (Ed.), Best practices in mental disabilities (Vol. 2, pp. 200-219). Des Moines, IA: Iowa State Department of Public Instruction. (Eric Document Reproduction Service No. ED304828)

Hasselbring, T. S., Goin, L. I., & Wissick, C. (1989). Making knowledge meaningful: Applications of hypermedia. Journal of Special Education Technology, 10, 61-72.

Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal of Research in Mathematics Education, 28, 524-549.

Hirschhorn, D. B. (1993). A longitudinal study of students completing four years of UCSMP mathematics. Journal for Research in Mathematics Education, 24, 136-158.

Howell, R., Sidorenko, E., & Jurica, J. (1987). The effects of computer use on the acquisition of multiplication facts by a student with learning disabilities. Journal of Learning Disabilities, 20, 336-341.

Humphreys, A. H., Post, T., R., & Ellis, A., K. (1988). Developing relationships among mathematics and other subjects: An interdisciplinary approach. In T. R. Post (Ed.), Teaching mathematics in grades K-8: Research based methods (pp. 314-333). Boston: Allyn and Bacon.

Hutchinson, N. L. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16, 34-63.

Inhelder, B., & Piaget, J. (1964). The early growth of logic in the child: Classification and seriation (Trans. E. A. Lunzer & D. Papert). New York: Harper & Row.

Jones, E. D., Wilson, R., & Bhojwani, S. (1997). Mathematics instruction for secondary students with learning disabilities. Journal of Learning Disabilities, 30, 151-163.

Joyce, B., & Weil, M. (1996). Models of teaching (5th ed.). Boston: Allyn and Bacon.

Kameenui, E. J., Carnine, D. W., Darch, C. B., & Stein, M. (1986). Two approaches to the development phase of mathematics instruction. Elementary School Journal, 86, 633-650.

Kane, B. J., & Alley, G. R. (1980). A peer-tutored, instructional management program in computational mathematics for incarcerated, learning disabled juvenile delinquents. Journal of Learning Disabilities, 13, 39-42.

Kaput, J. J., & Thompson, P. W. (1994). Technology in mathematics education research: The first 25 years in the JRME. Journal for Research in Mathematics, 25, 676-684.

Kelly, B., Carnine, D., Gersten, D., & Grossen, B. (1986). The effectiveness of videodisc instruction in teaching fractions to learning-disabled and remedial high school students. Journal of Special Education Technology, 8, 5-17.

King-Sears, M. E. (1997). Best academic practices for inclusive classrooms. Focus on Exceptional Children, 29(7), 1-22.

Klahr, D., & Carver, S. M. (1988). Cognitive objectives in a Logo debugging curriculum: Instruction, learning, and transfer. Cognitive Psychology, 20, 362-404.

Kumar, D. D. (1995). Intelligent educational systems for anchored instruction? TechTrends, 40(1), 33-35.

Lampert, M., Heaton, R., & Ball, D. (1994). Using technology to support a new pedagogy of mathematics teacher education. Journal of Special Education Technology, 12, 276-289.

Lehrer, R. & Littlefield, J. (1993). Relationships among cognitive components in Logo learning and transfer. Journal of Educational Psychology, 85, 317-330.

Lehrer, R., Guckenberg, T., & Sancilio, L. (1988). Influences of Logo on children's intellectual development. In R. E. Mayer (Ed.), Teaching and learning computer programming: Multiple research perspectives (pp. 75-110). Hillsdale, NJ: Lawrence Erlbaum Associates.

Lenz, B. K., & Deshler, D. D. (1990). Principles of strategies instruction as the basis of effective preservice teacher education. Teacher Education and Special Education, 13, 82-95.

Lesh, R. (1979). Mathematical learning disabilities: Considerations for identification, diagnosis, and remediation. In R. Lesh, D. Mierkiewicz, & M. Knatowski (Eds.), Applied mathematical problem solving (pp. 111-180). Columbus, OH: Ohio State University (Eric Document Reproduction Service No. ED 180816).

Lesh, R., Landau, M., & Hamilton, E. (1983). Conceptual models and applied mathematical problem-solving research. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes (pp. 263-344). Orlando, FL: Academic Press.

Mayer, R. E. (1993). Understanding individual differences in mathematical problem solving: Towards a research agenda. Learning Disability Quarterly, 16, 2-5.

Mayer, R. E., & Fay, A. L. (1987). A chain of cognitive changes with learning to program in Logo. Journal of Educational Psychology, 79, 269-79.

McGregor, G., Drossner, D., & Axelrod, S. (1990). Increasing instructional efficiency: A comparison of voice plus text vs. text along on the error rate of students with mild disabilities during CAI. Journal of Special Education Technology, 10, 192-197.

Miller, J. H., & Milam, C. P. (1987). Multiplication and division errors committed by learning disabled students. Learning Disabilities Research, 2, 119-122.

Miller, S. P., & Mercer, C. D. (1997). Educational aspects of mathematics disabilities. Journal of Learning Disabilities, 30, 47-56.

Montague, M., & Applegate, B. (1993). Middle school students' mathematical problem solving: An analysis of think-aloud protocols. Learning Disability Quarterly, 16, 19-32.

Montague, M., & Bos, C. S. (1986). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19, 26-33.

Montague, M., Bos, C. S., & Douchette, M. (1991). Affective, cognitive, and metacognitive attributes of eighth-grade mathematical problem solvers. Learning Disabilities Research and Practice, 6, 145-151.

Moore, P. R., Rieth, H., & Ebeling, M. (1993). Considerations in teaching higher order thinking skills to students with mild disabilities. Focus on Exceptional Children, 25, 1-12.

Naglieri, J. A., & Gottling, S. H. (1997). Mathematics instruction and PASS cognitive processes: An intervention study. Journal of Learning Disabilities, 30, 513-520.

National Council for Teachers of Mathematics. (1998). Principles and standards for school mathematics [Online]. Reston, VA. Available: http://www.nctm.org

Noddings, N. (1990). Constructivism in mathematics education. In R. B. Davis, C. A. Mahler, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 7-18). Reston, VA: National Council of Teachers of Mathematics.

Noss, R. (1987). Children's learning of geometrical concepts through logo. Journal for Research in Mathematics Education, 18, 343-362.

Nunes, T., & Bryant, T. (1996). Children doing mathematics. Oxford, UK: Blackwell.

O'Callaghan, B. R. (1998). Computer-intensive algebra and students' conceptual knowledge of functions. Journal for Research in Mathematics Education, 29, 21-40.

Olive, J. (1998). Opportunities to explore and integrate mathematics with the geometer's sketchpad. In R. Lehrer, & D. Chazen (Eds.), Designing learning environments for developing understanding of geometry and space (pp. 395-418). Mahwah, NJ: Lawrence Erlbaum Associates.

Palinscar, A. S., & Brown, A. L. (1988). Teaching and practicing thinking skills to promote comprehension in the context of group problem solving. Remedial and Special Education, 9, 53-59.

Palinscar, A. S., Anderson, C., & David, Y. M. (1993). Pursuing scientific literacy in the middle grades through collaborative problem solving. Elementary School Journal, 93, 643-658.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic.

Parmar, R. S., & Cawley, J. F. (1991). Challenging the routines and passivity that characterize arithmetic instruction for children with mild handicaps. Remedial and Special Education, 12, 23-32.

Patton, J. R., Cronin, M. E., Bassett, D. S., & Koppel, A. E. (1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities for the real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178-187.

Pellegrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities, 20, 23-32.

Perkins, V., & Cullinan, D. (1985). Effects of direct instruction intervention for fraction skills. Education & Treatment of Children, 8, 41-50.

Polya, G. (1948). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press.

Pozzi, S., Noss, R., & Hoyles, C. (1998). Tools in practice, mathematics in use. Educational Studies in Mathematics, 36, 105-122.

Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children's academic performance. Cambridge, MA: Brookline.

Pressley, M., Schuder, T., Bergman, J. L., & El-Dinary, P. B. (1992). A researcher-educator collaborative interview study of transactional comprehension strategies instruction. Journal of Educational Psychology, 84, 231-246.

Resnick, L. B. (1987). Constructing knowledge in school. In L. S. Liben (Ed.), Development and learning: Conflict or congruence? (pp. 19-50). Hillsdale, NJ: Lawrence Erlbaum Associates.

Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 376-391). New York: MacMillan.

Rosenthal, A. S., Baker, K., & Ginsburg, K. (1983). The effect of language background on achievement level and learning among elementary school students. Sociology of Education, 56, 157-169.

Schoenfeld, A. H. (1983). Episodes and executive decisions in mathematical problem-solving. In F. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes (pp. 345-399). Orlando, FL: Academic Press.

Schoenfeld, A. H. (1987). Cognitive science and mathematics education: An overview. In A. H. Schoenfeld, Cognitive science and mathematics education (pp. 1-31). Hillsdale, NJ: Lawrence Erlbaum Associates.

Schoenfeld. A. H. (1987). A brief and biased history of problem solving. In F. R. Curcio (Ed.), Teaching and learning: A problem-solving focus (pp. 27-46). Reston, VA: National Council of Teachers of Mathematics.

Secretary's Commission on Achieving Necessary Skills. (1992, April). Learning a living: A blueprint for high performance (A SCANS report for America 2000, part I). Washington, DC: U.S. Government Printing Office.

Shinn, M. R., & Hubbard, D. D. (1992). Curriculum-based measurement and problem-solving assessment: Basic procedures and outcomes. Focus on Exceptional Children, 24 (5), 1-20.

Siegel, L. S. (1982). Early cognitive and environmental correlates of language development at 4 years. International Journal of Behavioral Development, 5, 433-444.

Slavin, R. E., Madden, N. A., & Leavey, M. (1984). Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students. Journal of Educational Psychology, 76, 813-819.

Stein, M., Silbert, J., & Carnine, D. (1997). Designing effective mathematics instruction: A direct instruction approach (3rd ed.). Upper Saddle River, NJ: Merrill.

Swanson, H. L. (1987). Information processing theory and learning disabilities: An overview. Journal of Learning Disabilities, 20, 3-7.

Thompson, H. B. (1992). Computer-managed problem drill for math and science: A ten-year report on the program PROBLEM. Journal of Computers in Mathematics and Science Teaching, 11, 63-73.

Trifiletti, J. J., Frith, G. H., & Armstrong, S. (1984). Microcomputers versus resource rooms for LD students: A preliminary investigation of the effects on math skills. Learning Disability Quarterly, 7, 69-87.

U.S. Department of Education (1992). Goals 2000: Reforming education to improve student achievement. Washington, D.C.: U.S. Government Printing Office.

U.S. Department of Education. (1995). Education 2000: A status report. Washington, D.C.: U.S. Government Printing Office.

U.S. Department of Labor. (1994). Workforce 2000. Washington, DC: U.S. Government Printing Office.

Usiskin, Z., Flanders, J., Hynes, C., Polonsky, L., Porter, S., & Viktoria, S. (1992). The University of Chicago School of Mathematics Project: Transition mathematics (Teachers' ed.). Glenview, IL: Scott, Foresman, & Company.

Van Luit, J. E. H., & Naglieri, J. A. (1999). Effectiveness of the MASTER program for teaching special children multiplication and division. Journal of Learning Disabilities, 32, 98-107.

Vockell, E. L., & Schwartz, E. M. (1992). The computer in the classroom (2nd ed.). New York: McGraw-Hill.

Warner, M. M., Alley, G. R., Schumaker, J. B., Deshler, D. D., & Clark, F. L. (1980). An epidemiological study of learning disabled adolescents in secondary schools: Achievement and ability, socioeconomic status and school experiences (Research Report No. 13). Lawrence, KS: Institute for Research in Learning Disabilities.

Wiederholt, J. L. (1978). Educating the learning disabled adolescent: Some assumptions. Learning Disability Quarterly, 1, 11-23.

Wilson, C. L., & Sindelar, P. T. (1991). Direct instruction in math word problems: Students with learning disabilities. Exceptional Children, 57, 512-519.

Wilson, R., Majsterek, D., & Simmons, D. (1996). The effects of computer-assisted versus teacher directed instruction on the multiplication performance of elementary students with learning disabilities. Journal of Learning Disabilities, 29, 382-390.

Wissick, C. A. (1996). Multimedia: Enhancing instruction for students with learning disabilities. Journal of Learning Disabilities, 29, 494-503.

Wong, B. Y. (1996). The ABC's of learning disabilities. San Diego, CA: Academic Press.

Woodward, J. (1991) Procedural knowledge in mathematics: The role of the curriculum. Journal of Learning Disabilities, 24, 193-256.

Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on academically low-achieving students in inclusive settings. Exceptional Children, 63, 373-388.

Woodward, J. P., & Carnine, D. W. (1989). The Genisys program: Linking content area knowledge to problem solving through technology-based instruction. Journal of Special Education Technology, 10, 99-112.

Woodward, J., Carnine, D., & Gersten, R. (1988). Teaching problem solving through computer simulations. American Educational Research Journal, 25, 72-86.

Zawaiza, T. R. W., & Gerber, M. M. (1993). Effects of explicit instruction on math word-problem solving by community college students with learning disabilities. Learning Disability Quarterly, 16, 64-79.

Zentall, S. S., & Ferkis, M. A. (1993). Mathematical problem solving for youth with ADHD, with and without learning disabilities. Learning Disability Quarterly, 16, 6-18.