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Adaptive Classroom Behavior of Learning Disabled Students

Dr. James D. McKinney is currently a professor of education at the University of North Carolina, Chapel Hill. He is also director of research tmining at the Fmnk Porter Graham Child Development Center.

Lynne Feagans, PhD

Dr. Lynne Feagsns is a research associate professor at the Fmnk Porter Graham Child Dewlopment Center. The authors are co-principal investigators for the Carolina Learning Disabilities Project funded by the National Institute of Child Health and Human Development.

Historically, the goal of most descriptive research on learning disabilities has been to document intellectual or neurological differences between learning disabled and normal children. However, most researchers and teachers would acknowledge that classroom achievement not only depends on cognitive skills but also on certain behaviors that are adaptive to the demands of the classroom environment. This month's Topical Review assesses what is currently known about how learning disabled children behave in the classroom. In treating this subject, the authors have asked a number of interesting questions beyond the basic one of describing differences between learning disabled and normal children. For example, they consider whether the information provided by teacher ratings and direct observation is similar, and they also assess the relationship between classroom behavior and academic achievement. It seems clear from the data presented in this review that an understanding of the classroom behaviors of learning disabled children is important to any complete description of their difficulties in school.---J.K.T.

Journal of Learning Disabilities, Vol. 16, No. 6, 360-367 (1983)
DOI: 10.1177/002221948301600612


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