Intrinsic Vs Extrinsic Motivation in Learning Disabled Children

44 children identified as learning disabled were administered Harter's Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. Scores were correlated with several indices of school behavior, standardized achievement test scores, report-card letter grades, and teachers' behavioral ratings. No consistent pattern of relationship was evidenced between the scale and academic achievement as assessed by standardized tests and report-card letter grades. However, a weak but statistically significant pattern of relationship ( rs .24 to .33) was noted between two subscales of the Harter scale and teachers' behavioral ratings. Internality on these subscales tended to be associated with higher teachers' ratings.

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Children's and Parents' Views of Ingratiation Tactics

Learning Disability Quarterly ◽

10.2307/1511002 ◽

1981 ◽

Vol 4 (2) ◽

pp. 170-179 ◽

Cited By ~ 14

Author(s):

James H. Bryan ◽

L. Joseph Sonnefeld ◽

Flora Zaken Greenberg

Keyword(s):

Social Desirability ◽

Test Scores ◽

Social Skills Training ◽

Skills Training ◽

Learning Disabled ◽

Disabled Children ◽

Additional Group ◽

The Social ◽

Intelligence Test Scores ◽

Sociometric Ratings

Three studies were conducted. In Study I, 272 children were individually administered, via tape recordings, a questionnaire designed to assess their preferences for ingratiation tactics given particular targets. It was found that learning disabled children preferred ingratiation strategies which were judged less socially desirable by adults than those selected by non-learning disabled children. Additionally, scores on the questionnaire were not correlated with intelligence test scores, but were correlated with the child's sociometric ratings from peers and teacher ratings of the child's academic and attentional competence. In Study II parents of learning disabled and nondisabled children were compared as to their ratings of the social desirability of various ingratiation tactics. While no differences were found which were attributable to parent differences, parents made reliable discriminations as to the social desirability of various tactics addressed to particular targets. Study III attempted to replicate the results of adult judgments of ingratiation tactics obtained in studies I and II by employing an additional group of college students as subjects. Results across the studies suggest that adults agree on the social desirability of some forms of ingratiation tactics as used in interaction with particular targets. The implications of these findings for social-skills training are discussed.

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Comparison of the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R with Learning Disabled Children

Perceptual and Motor Skills ◽

10.2466/pms.1987.65.3.911 ◽

1987 ◽

Vol 65 (3) ◽

pp. 911-916 ◽

Cited By ~ 5

Author(s):

Steven I. Pfeiffer ◽

Jack A. Naglieri ◽

Daniel H. Tingstrom

Keyword(s):

Test Scores ◽

Learning Disabled ◽

Intellectual Ability ◽

Disabled Children ◽

Neuropsychological Battery ◽

Present Sample ◽

The Mean ◽

The Relationship

This investigation concerned the relationship between the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R for a sample of 32 children identified as learning disabled. The children's mean age was 9 yr., 11 mo.; they were identified as learning disabled on the basis of ability (WISC—R)/achievement discrepancy test scores. The sample was of low average intellectual ability according to the WISC—R and the Luria-Nebraska T-scores. Intercorrelations between scores on the WISC—R and Luria-Nebraska lists were generally nonsignificant, with the exception of language and arithmetic measures on each test. Also, 84% or 27 of the present sample of 32 were correctly identified as learning disabled using a criterion of three or more Luria-Nebraska subscale scores greater than one SD above the mean.

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Social Skill Deficits and Low Peer Acceptance of Mainstreamed Learning Disabled Children

Learning Disability Quarterly ◽

10.2307/1510398 ◽

1986 ◽

Vol 9 (1) ◽

pp. 23-32 ◽

Cited By ~ 90

Author(s):

Frank M. Gresham ◽

Daniel J. Reschly

Keyword(s):

Social Skills ◽

Social Skill ◽

Peer Acceptance ◽

Learning Disabled ◽

Social Outcomes ◽

Actual Behavior ◽

Disabled Children ◽

Behavioral Ratings ◽

The Social ◽

Skill Deficits

Positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nonhandicapped children were compared. Highly significant differences between the two groups were found in peer acceptance as well as the social skill domains of task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher, parent, and peer judges. Implications of the findings are discussed in terms of behavioral repertoires expected by teachers, the low priority assigned to social skills by teachers, and the conceptualization of behavioral ratings as mediators between actual behavior and important social outcomes for learning disabled children.

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The Relationship between Figure-Ground Discrimination and Color Blindness in Learning Disabled Children

Journal of Learning Disabilities ◽

10.1177/002221947600900207 ◽

1976 ◽

Vol 9 (2) ◽

pp. 96-99 ◽

Cited By ~ 3

Author(s):

Joseph E. Justen ◽

Robert Harth

Keyword(s):

Visual Perception ◽

Standardized Tests ◽

Learning Disabled ◽

Color Blindness ◽

Disabled Children ◽

Developmental Test ◽

Relationship Of ◽

The Relationship

The relationship of figure-ground discrimination to color blindness in learning disabled children was studied. The authors hypothesized that, because of the nature of many standardized tests of color blindness, figure-ground problems might interfere with such testing. Ninety-four learning disabled children were given the AO H-R-R Pseudoisochromatic Plates and the figure-ground subtest of the Frostig Developmental Test of Visual Perception. Results indicated that figure-ground problems did, in fact, confound color blindness testing.

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Reliability of the Matching Familiar Figures Test Scores of Learning Disabled Children

Perceptual and Motor Skills ◽

10.2466/pms.1977.45.1.56 ◽

1977 ◽

Vol 45 (1) ◽

pp. 56-58 ◽

Cited By ~ 1

Author(s):

Michael H. Epstein ◽

Douglas Cullinan ◽

John Lloyd

Keyword(s):

Response Time ◽

Test Scores ◽

Learning Disabled ◽

Disabled Children ◽

Educational Implications ◽

High Level ◽

Matching Familiar Figures Test ◽

Over Time

The reliability of the Matching Familiar Figures Test with impulsive learning disabled boys was investigated. 20 children were tested in two sessions separated by a 2-mo. period. Significant correlations for response time and errors scores indicated a high level of stability over time. Educational implications were discussed.

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