Abstract
Frequencies of non-task-oriented behaviors of 11 educable mentally retarded and 11 emotionally disturbed middle school students in Grades 7 and 8 were observed in the regular classroom and the resource room for two 20-min. periods. Frequencies of operationally defined behaviors were analyzed by a two-way analysis of variance. Behavioral characteristics for the two groups did not differ significantly. Classroom placement, i.e., regular class or resource room, produced little difference in behavioral characteristics on the dimensions observed. Implications for placement of exceptional students based on categorical labels and special education vs regular classroom placements are considered based on overt classroom behaviors.
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