Regular classroom behavior and teacher ratings of learning disabled (LD), low average (LA), and average (AV) students were compared before and after LD placement in resource. Results showed no Preplacement differences in regular classroom behavior between LD students and their peers. At Postplacement, LD children spent significantly less time doing schoolwork and more time looking around than AV students; also, they initiated more interactions with the regular classroom teacher than LA or AV students. Regular classroom teachers rated the LD students less favorably than LA and AV students at both Pre- and Postplacement. However, according to the observational data, LD maladaptive behavior patterns appeared only at Postplacement. It was hypothesized that these patterns reflect cross-setting generalization between resource and regular classrooms.
Get full access to this article
View all access options for this article.
References
1.
AdelmanH. S.TaylorL. (1986). An introduction to learning disabilities. Glenview, IL: Scott, Foresman.
2.
BryanT. H. (1974). An observational analysis of the classroom behavior of children with learning disabilities. Journal of Learning Disabilities, 7, 35–43.
3.
BryanT. H.McGradyH. J. (1972). Use of a teacher rating scale. Journal of Learning Disabilities, 5, 299–306.
4.
ChapmanR.LarsenS.ParkerR. (1979). Interactions of first-grade teachers with learning disordered children. Journal of Learning Disabilities, 12, 20–25.
5.
EpsteinM. H.CullinanD.LloydJ. W. (1986). Behavior-problem patterns among the learning disabled: III—replication across age and sex. Learning Disability Quarterly, 9, 43–54.
6.
FeagansL.McKinneyJ. D. (1981). The patterns of exceptionality across domains in learning disabled children. Journal of Applied Developmental Psychology, 1, 313–328.
7.
FellersG.SaudargasR. A. (1987). Classroom behaviors of learning disabled and nonhandicapped girls. Learning Disability Quarterly, 10, 231–236.
8.
FriedmanD. L.CancelliA. A.YoshidaR. K. (1988). Academic engagement of elementary school children with learning disabilities. Journal of School Psychology, 26, 327–340.
9.
KentR. N.FosterS. L. (1977). Direct observational procedures: Methodological issues in naturalistic settings. In CimineroA. R.CalhounK. S.AdamsH. E. (Eds.), Handbook of behavioral assessment (pp. 279–328). New York: Wiley.
10.
McKinneyJ. D. (1984). The search for subtypes of specific learning disability. Journal of Learning Disabilities, 16, 23–24.
11.
McKinneyJ. D.FeagansL. (1984). Academic and behavioral characteristics of learning disabled children and average achievers: Longitudinal studies. Learning Disability Quarterly, 7, 251–264.
12.
McKinneyJ. D.FormanJ. (1982). Classroom behavior patterns of EMH, LD, and EH students. Journal of School Psychology, 20, 271–279.
McKinneyJ. D.SpenceD. L. (1983). Classroom behavior and the academic progress of learning disabled students. Journal of Applied Developmental Psychology, 4, 149–161.
15.
O'BrienR. G.KaiserM. K. (1985). MANOVA method for analyzing repeated measures designs: An extensive primer. Psychological Bulletin, 97, 316–333.
16.
PullisM. (1985). LD students' temperament characteristics and their impact on decisions by resource and mainstreamed teachers. Learning Disability Quarterly, 8, 109–122.
17.
RicheyD.McKinneyJ. (1978). Classroom behavioral styles of learning disabled boys. Journal of Learning Disabilities, 14, 163–166.
18.
RiethH. J. (1983). An analysis of the impact of instructional time within different service delivery systems on the academic achievement of mildly handicapped students Final report to Special Education Programs. U. S. Department of Education, Washington, DC, Grant No G008001876. Bloomington: Indiana University Center for Innovation in Teaching the Handicapped.
19.
RosenshineB. V. (1980). How time is spent in elementary classrooms. In DenhamC.LiebermanA. (Eds.), Time to learn: A review of the beginning teaching evaluation study (pp. 107–126). Washington, DC: U. S. Department of Education.
20.
SaudargasR. A.BunnR. D. (1989). A handheld computer system for classroom observations. Journal of Special Education Technology, 9, 200–206.
21.
SaudargasR. A.FellersG. (1986). State-event classroom observation systemUnpublished observation manual. University of Tennessee, Knoxville.
22.
SaudargasR. A.FellersG. (1987). Classroom behavior of learning disabled children: At referral and after certificationPaper presented at the National Association of School Psychologists, New Orleans.
23.
SaudargasR. A.LentzF. E. (1986). Estimating percent of time and rate via direct observation: A suggested observational procedure and format. School Psychology Review, 15, 36–48.
24.
SaudargasR. A.ZanolliK. (1990). Classroom behavior during independent seatworkManuscript submitted for publication.
25.
SchaeferE. S.EdgertonM. (1983). Unified model for academic competence, social adjustment, and psychopathologyPaper presented at American Psychological Association Annual Meeting, Anaheim, CA.
26.
SchaeferE. S.EdgertonM.AronsonM. (1977). Classroom behavior inventory. Chapel Hill, NC: The Frank Porter Graham Child Development Center.
27.
SchumakerJ. B.HazelJ. S. (1984). Social skills assessment and training for the learning disabled: Who's on first and what's on second. Journal of Learning Disabilities, 17, 422–430.
28.
SherryL. (1982). Nontask oriented behaviors of educable mentally retarded, emotionally handicapped and learning disabled students. Educational Research Quarterly, 4, 19–29.
29.
SipersteinG. N.GodingM. J. (1985). Teachers' behavior toward LD and non-LD children: A strategy for change. Journal of Learning Disabilities, 18, 61–67.
30.
SlateJ. R.SaudargasR. A. (1986). Differences in learning disabled and average students' classroom behaviors. Learning Disability Quarterly, 9, 61–67.
31.
SprafkinJ.GadowK. D.GraysonP. (1987). Effects of viewing aggressive cartoons on the behavior of learning disabled children. Journal of Child Psychology and Psychiatry, 28, 387–398.
32.
ThompsonR. H.VitaleP. A.JewettJ. P. (1984). Teacher-student interaction patterns in the mainstreamed classrooms. Remedial and Special Education, 5, 51–61.
33.
ThompsonR. H.WhiteK.MorganD. (1982). Teacher-student interaction patterns in classrooms with mainstreamed mildly handicapped students. American Educational Research Journal, 19, 220–236.
34.
ThurlowM. L.YsseldykeJ. E.GradenJ. L.AlgozzineB. (1983). What's “special” about the special education resource room for learning disabled students?Learning Disability Quarterly, 6, 283–288.
35.
WahlerR. G. (1975). Some structural aspects of deviant child behavior. Journal of Applied Behavior Analysis, 8, 27–42.
36.
WinerB. J. (1971). Statistical principles in experimental design: second edition. New York: McGraw-Hill.
37.
YsseldykeJ.AlgozzineB.ShinnM.McClureM. (1982). Similarities and differences between low achievers and students classified learning disabled. The Journal of Special Education, 16, 73–85.
