Differences in Learning Disabled and Average Students' Classroom Behaviors

1986 ◽  
Vol 9 (1) ◽  
pp. 61-67 ◽  
Author(s):  
John R. Slate ◽  
Richard A. Saudargas
Keyword(s):  
Multiple Regression ◽  
Learning Disabled ◽  
Teacher Behaviors ◽  
Fifth Grade ◽  
Regular Classroom ◽  
Classroom Behaviors ◽  
Child Behaviors ◽  
Disabled Students ◽  
Assessment Of Learning ◽  
Discriminant Analyses

The regular classroom behaviors of learning disabled and average fourth-and fifth-grade males were observed for an average of 80 minutes per student. Multiple-regression and discriminant-analysis procedures were used to ascertain which behaviors best discriminated among the two subject groups. A multiple regression revealed 11 behaviors, accounting for 71% of the variance. Separate discriminant analyses were run on child behaviors, teacher behaviors, and child and teacher behaviors combined. Only the teacher behaviors and the combination of child and teacher behaviors produced significant results. No child behaviors were found to discriminate between the two groups. Implications are drawn for assessment of learning disabled students.

Differences in the Classroom Behaviors of Behaviorally Disordered and Regular Class Children

1986 ◽  
Vol 12 (1) ◽  
pp. 45-53 ◽  
Author(s):  
John R. Slate ◽  
Richard A. Saudargas
Keyword(s):  
Multiple Regression ◽  
Teacher Behaviors ◽  
Fifth Grade ◽  
Regular Classroom ◽  
Classroom Behaviors ◽  
Child Behaviors ◽  
Group Approach ◽  
Behaviorally Disordered ◽  
Regular Class ◽  
Discriminant Analyses

The regular classroom behaviors of behaviorally disordered and regular class third, fourth, and fifth grade males were observed. An average of 80 minutes of direct classroom observational data were taken on each child. Multiple regression and discriminant analysis procedures were used to determine which behaviors best differentiated among the behaviorally disordered and regular class children. A multiple regression procedure revealed 10 behaviors that accounted for 81.35% of the variance in group membership (Social Interaction Teacher, Directions, Out-of-seat, Teacher Group Approach Schoolwork, Approvals, Disapprovals, Schoolwork, Raise-hand, Teacher Group Approach Other Activity, Call-out). Separate discriminant analyses were run on the child behaviors, teacher behaviors, and the child and teacher behaviors combined. Only the child behaviors and the child and teacher behaviors combined produced significant results. No teacher behaviors by themselves were obtained which differentiated between the two groups. These findings suggest that behaviorally disordered children's behavior should be examined within the context of the regular classroom. Moreover, the teacher's behaviors in relation to the target child should be assessed.

Applied Technology: Visual Response System: A Mediated Resource Room for Children with Learning Problems

1978 ◽  
Vol 2 (1) ◽  
pp. 39-46 ◽  
Author(s):  
William L. Heward
Keyword(s):  
Learning Disabled ◽  
Regular Classroom ◽  
Visual Response ◽  
Overhead Projector ◽  
Disabled Students ◽  
Resource Room ◽  
Response System ◽  
System A ◽  
Visual Access ◽  
Integration Of Learning

Five reasons are proposed why efforts to mainstream learning disabled students into the regular classroom are often unsuccessful. A mediated resource room, the Visual Response System (VRS), is described and suggested as an instructional technology which could help facilitate the integration of learning disabled students into the regular classroom. The VRS is a classroom in which each student has an overhead projector built into his or her desk. The teacher also has an overhead projector for presenting stimuli to students. Student's respond on their overhead projectors by writing, pointing, placing objects, etc. Students' responses are projected on screens behind their desks, giving the teacher immediate and continuous visual access to those responses.

Perspectives on Assessment of Learning Disabled Students

1979 ◽  
Vol 2 (4) ◽  
pp. 3-13 ◽  
Author(s):  
James E. Ysseldyke ◽  
Bob Algozzine
Keyword(s):  
Learning Disabled ◽  
Assessment Process ◽  
Disabled Students ◽  
Assessment Of Learning ◽  
New Directions ◽  
Critical Issues ◽  
Logical Fallacies

Current critical issues in assessment of learning disabled students are described with special emphasis on logical fallacies in the assessment process. New directions in assessment are specified and discussed in the context of current contextual constraints.

Teaching Secondary Learning Disabled Students to the Mainstream

1978 ◽  
Vol 1 (4) ◽  
pp. 62-72 ◽  
Author(s):  
Theresa E. Laurie ◽  
Lorie Buchwach ◽  
Rita Silverman ◽  
Naomi Zigmond
Keyword(s):  
Learning Disabilities ◽  
Major Part ◽  
Classroom Teacher ◽  
Learning Disabled ◽  
Regular Classroom ◽  
Educational Programming ◽  
Disabled Students ◽  
Regular Educators ◽  
Regular Class ◽  
Cooperative Planning

Without effective cooperative planning between the learning disabilities teacher and the regular classroom teacher, the probability of successfully mainstreaming an LD adolescent into the regular classroom is greatly reduced. Cooperative planning is an educational programming and monitoring arrangement between special and regular educators on behalf of LD students. This article presents the thesis that a major part of the learning disabilities teacher's role is to assist the mainstream teacher in developing and implementing instructional alternatives. The authors delineate prerequisites for bringing about educational change in the mainstream and specify a sequence of steps for systematically creating change in the regular class on behalf of LD adolescents.

Use of Cluster Scores on the Woodcock-Johnson Psycho-Educational Battery with Learning Disabled Students

1982 ◽  
Vol 5 (3) ◽  
pp. 274-287 ◽  
Author(s):  
Matt McGue ◽  
Mark Shinn ◽  
James Ysseldyke
Keyword(s):  
Factor Analysis ◽  
Regression Analysis ◽  
External Validity ◽  
Critical Evaluation ◽  
Learning Disabled ◽  
Disabled Students ◽  
Assessment Of Learning ◽  
Fourth Grade Students ◽  
Differential Weighting ◽  
Woodcock Johnson

The Woodcock-Johnson Psycho-Educational Battery (W-J) is a norm-referenced device combining measures of cognitive ability, achievement, and interest. The battery was developed using both factor analysis and multiple-regression analysis to determine differential weighting systems and derive factor clusters. The present discussion is a critical evaluation of the usefulness of the battery for the assessment of learning disabled (LD) students. Data on 50 learning disabled fourth-grade students were used to investigate the logical consistency and external validity of the Woodcock-Johnson. Based on the above data, the W-J factor clusters could not be replicated in this sample of learning disabled students; also, little evidence was found of the validity of either the cognitive factor clusters or the aptitude factor clusters. Major questions are raised regarding subtest overlap and especially suppressor variables, as well as operationalization of the aptitude clusters.

Self-Recording of Attention by Learning Disabled Students in the Regular Classroom

1984 ◽  
Vol 17 (6) ◽  
pp. 360-364 ◽  
Author(s):  
Karen J. Rooney ◽  
Daniel P. Hallahan ◽  
John Wills Lloyd
Keyword(s):  
Learning Disabled ◽  
Regular Classroom ◽  
Disabled Students

Relationship between Self-Concept and Classroom Behavior among Learning and Nonlearning Disabled Students in Regular Classes

1996 ◽  
Vol 82 (3) ◽  
pp. 1043-1050 ◽  
Author(s):  
Alain Cadieux
Keyword(s):  
Classroom Behavior ◽  
Social Acceptance ◽  
Learning Disabled ◽  
The Self ◽  
High Achievers ◽  
Self Concept ◽  
Classroom Behaviors ◽  
Disabled Students ◽  
Significant Relationships ◽  
Regular Classes

To investigate the relationships of the self-concept with classroom behaviors, the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Self-perception Profile for Learning Disabled Students were administered to 140 learning disabled and 246 nonlearning disabled pupils while teachers completed the Questionnaire on Approach/Avoidance Classroom Behavior toward schoolwork. Correlations showed a meaningful association between scores on the self-concept Behavioral Conduct subscale and rated classroom behavior for subjects of Grades 1 to 4. Also, while the relationship was meaningful for the high achievers, analysis showed few significant relationships for learning-disabled pupils.

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