Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning disabled children and 54 non-learning disabled children were compared to revealed the differences mainstream teachers perceive between the two groups. Multivariate analysis revealed differences in the first two measures. That is, the groups were different in each subscale of adaptive behavior, including social coping, relationships, pragmatics and production. Analysis of the problem-behavior scale indicated differences between the groups on three of five subscales. In each case, the scores for the LD group were higher indicating less desirable adaptive behavior and more problem behavior in the classroom. Implications of these results are presented as well as recommended use of adaptive-behavior measures for identification and the need to prepare mainstream teachers to deal with maladaptive behaviors in the classroom.
Get full access to this article
View all access options for this article.
References
1.
BenderW.N. (1985a). Differences between learning disabled and non-learning disabled children in temperament and behavior. Learning Disability Quarterly, 8, 11–18.
2.
BenderW.N. (1985b). Differential diagnosis based on the task-related behavior of learning disabled and low-achieving adolescents. Learning Disability Quarterly, 8, 261–266.
3.
BenderW.N. (1985c). The case against mainstreaming: Empirical support for the political backlash. Education, 105, 279–287.
4.
BenderW.N. (1986a). Teachability and behavior of learning disabled children. Psychological Reports, 59, 471–476.
5.
BenderW.N. (1986b). Teachability and personality of learning disabled children: Prediction of teachers' perceptions from personality variables. Learning Disabilities Research, 2, 4–9.
6.
BenderW.N. (1987). Behavioral indicators of temperament and personality in the inactive learner. Journal of Learning Disabilities, 20, 301–305.
7.
BryanT.S. (1974). An observational analysis of classroom behaviors of children with learning disabilities. Journal of Learning Disabilities, 7, 26–34.
8.
BryanJ.H.BryanT.S. (1983). The social life of the learning disabled youngster. In McKinneyJ.D.FeagansL. (Eds.), Current topics in learning disabilities, Vol. 1 (pp. 83–123). Norwood, NJ: Ablex.)
9.
ChalfantJ.C. (1985). Identifying learning disabled students: A summary of the national task force report. Learning Disabilities Focus, 1, 9–20.
10.
ColesG.S. (1978). The learning disability test battery: Empirical and social issues. Harvard Educational Review, 48, 313–339.
11.
GalaganJ.E. (1985). Psychoeducational testing. Turn out the lights, the party's over. Exceptional Children, 52, 288–298.
12.
LyonG.R. (1987). Learning disabilities research: False starts and broken promises. In VaughnS.BosC.S. (Eds.), Research in learning disabilities: Issues and future directions (pp. 69–86). Boston: Little, Brown.)
13.
McCarthyJ.M.ParaskevopoulosJ. (1969). Behavior patterns of learning disabled, emotionally disturbed, and average children. Exceptional Children, 36, 69–74.
14.
McGradyH.G. (1987). Eligibility: Back to basics. In VaughnS.BosC.S. (Eds.), Research in learning disabilities: Issues and future directions (pp. 105–120). Boston: Little, Brown.)
15.
McKinneyJ.D. (1984). The search for subtypes of specific learning disability. Journal of Learning Disabilities, 17, 43–50.
16.
McKinneyJ.D.FeagansL. (1983). Adaptive classroom behavior of learning disabled students. Journal of Learning Disabilities, 16, 360–367.
PiersE.V. (1984). Piers-Harris Children's Self-Concept Scales, Revised. Los Angeles: Western Psychological Corporation.
19.
ReynoldsM.C. (Ed.). (1980). A common body of practice for teachers: The challenge of Public Law 94–142 to teacher education. Washington, DC: American Association of Colleges of Teacher Education.)
20.
SlateJ.R.SaudargasR.A. (1986). Differences in learning disabled and average students' classroom behaviors. Learning Disability Quarterly, 9, 61–67.
21.
StrawserS.WellerC. (1985). Use of adaptive behavior and discrepancy criteria to determine learning disabilities severity subtypes. Journal of Learning Disabilities, 18, 205–211.
22.
Teacher Education Division of the Council for Exceptional Children. (1987). The regular education initiative. Journal of Learning Disabilities, 20, 289–293.
23.
WalkerH.M. (1983). Walker Problem Behavior Identification Checklist. Los Angeles: Western Psychological Associates.
24.
WellerC. (1980). Discrepancy and severity in the learning disabled: A consolidated perspective. Learning Disability Quarterly, 3, 84–90.
25.
WellerC.StrawserS. (1981). Weller-Strawser Scales of Adaptive Behavior for the Learning Disabled. Novato, CA: Academic Therapy.
26.
WellerC.StrawserS.BuchananM. (1985). Adaptive behavior: Designator of a continuum of severity of learning disabled individuals. Journal of Learning Disabilities, 18, 200–204.
