Teacher perceptions of temperament characteristics of children classified as learning disabled.

Abstract

The present study investigated the temperament characteristics of children classified as learning disabled (LD) by comparing the responses of teachers of LD students on the Temperament Assessment Battery (Martin, 1984) to those of teachers of non-LD students. Overall group differences were found between teachers of the LD students and teachers of the non-LD students. Overall, the teachers of the LD students consistently evidenced perceptions in the negative direction, as compared to the teachers of the non-LD. It was concluded that social ability/adjustment (adaptability and approach/withdrawal) and persistence (persistence and distractibility) contribute to the definition of the LD child's temperament. Teachers' perceptions of temperament then may affect teachers' perception of the LD child's social competence status.