A measure of adaptive behavior of learning disabled students.

Abstract

This study investigated the level of adaptive behavior among groups of learning disabled and mildly mentally retarded students. Definitions of learning disabilities usually emphasize discrepancies in academic performance and intellectual functioning without concern for chronological age-appropriate adaptive behavior. Deficits in adaptive behavior are accepted as an integral component for identification of mental retardation. Concern for deficits in adaptive behavior among learning disabled students has focused on perceiving nonverbal social cues ( I ) , continuum of development of social skills ( 3 ) , rate of social interaction ( 2 ) , and parental reactions ( 4 ) . To ascertain levels of adaptive behavior among groups of learning disabled and mildly mentally rearded students, The Coping Inventory ( 5 ) was used. The term coping is used to describe the adaptive behaviors a child uses to meet personal needs and to adapt to environmental demands. This observational instrument was field tested on 1,119 children, aged 3 to 16 yr., and included 513 (45 .8%) handicapped children. Reliability was established using measures of internal consistency-alpha coefficient, interrater reliability, and standard error of measurement. The 48 items are scored on a continuum from maladaptive ( 1 ) to adaptive ( 5 ) . The subjects were 10 learning disabled students in a resource room and 10 mildly mentally retarded students in a self-contained class with limited interaction with normal students. There were equal numbers of 12and 13-yr.-olds in each group. For pooled variance a t-test estimated significance of ratings by the two teachers. The format used was prescribed by SPSSX. None of the t ratios reached 2.1, necessary for significance at p f .05. Values for the respective six factors and adaptive behavior index were: Self-productive ( t ~ = .08, learning disabled M = 3.35, SD = .50, mentally retarded M = 3.33, SD = . 6 2 ) ; Self-active ( t ~ = -.55, learning disabled M = 3.19, SD = 3 7 , mentally retarded M = 3.38, SD = . 6 7 ) ; Self-flexible ( t ~ = .41, learning disabled M = 3.3, SD = .69, mentally retarded M = 3.19, SD = . 4 9 ) ; Environment-productive (& = .66, learning disabled M = 3.72, SD = .43, mentally retarded M = 3.57, SD = . 5 8 ) ; Environment-active ( t ~ = 1.50, learning disabled M = 3.79, SD = .94, mentally retarded M = 3.25, SD = . 6 3 ) ; Environment-flexible ( t ~ = .84, learning disabled M = 3.35, SD = .75, mencally retarded M = 3.10, SD = . 56 ) ; Over-all adaptive behavior index (t18 = .65, learning disabled M = 3.5, SD = .63, mentally retarded M = 3.33, SD = . 5 2 ) . The lack of statistically significant differences in the adaptive behavior skills of the groups as rated by teachers requires cross-validation with larger numbers of subjects. Deficits in the adaptive behavior repertoire of the learning disabled students ought to be considered in terms of appropriate placement, instructional strategies and goals, and evaluation.