Correlates of Classroom Behavior Problems among Learning Disabled and Nondisabled Children in Mainstream Classes

Abstract

A multiple-regression design was used to identify predictors of behavior problems among learning disabled (LD) and non-learning disabled (non-LD) children. The correlates of classroom behavior for groups of 40 LD and 40 non-LD students were identified from among various personality indicators including self-concept, temperament, and locus of control. Only 10 of 66 correlations for the LD group were significant; 30 correlations were significant for the non-LD group. One personality variable —reactivity—predicted total problem behavior for the LD group, yielding an R-square of .19. For the non-LD group, a two-variable model, including reactivity and social flexibility, predicted variance in total problem behavior, yielding an R-square of .60. Implications of the results are discussed stressing the need for additional research on correlates of problem behaviors in mainstream classes.