Behavior Problems of Learning-Disabled, Low-Achieving, and Average Boys: A Comparative Study with the Conners Teacher Ratings Scales-28

Abstract

Problem behaviors of elementary-age boys with learning disabilities (n = 91) were compared with those of low-achieving (n = 100) and average-achieving (n = 77) boys on teacher ratings from the 28-item version of the Conners Teacher Rating Scale. Analysis of variance procedures revealed significant group effects on all subscales of the instrument. The learning-disabled boys were rated as having significantly greater levels of problem behavior than did the average-achieving boys on all four of the instrument's subscales. The low-achieving boys had significantly greater problem behavior ratings than did the average-achieving boys on two of the four subscales. The low-achieving and learning-disabled groups did not differ significantly on any of the problem behavior sub-scales, an indication that both groups are at heightened risk for developing social-behavioral problems. Examination of problem score frequency distributions by group also revealed a great deal of behavioral heterogeneity within each group, which indicates that membership in certain educational groups may be a behavioral risk factor, but behavioral needs should be looked at based on individual need.