Differences in Learning Disabled and Average Students' Classroom Behaviors

Abstract

The regular classroom behaviors of learning disabled and average fourth-and fifth-grade males were observed for an average of 80 minutes per student. Multiple-regression and discriminant-analysis procedures were used to ascertain which behaviors best discriminated among the two subject groups. A multiple regression revealed 11 behaviors, accounting for 71% of the variance. Separate discriminant analyses were run on child behaviors, teacher behaviors, and child and teacher behaviors combined. Only the teacher behaviors and the combination of child and teacher behaviors produced significant results. No child behaviors were found to discriminate between the two groups. Implications are drawn for assessment of learning disabled students.