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Journal of Learning Disabilities
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Teacher Perceptions of Temperament Characteristics of Children Classified as Learning Disabled

Cheryl D. Cardell, PhD

Cheryl D. Cardell, PhD, received her doctorate from North Texas State University, Denton, Texas. She is currently with the Office of Counseling and Career Development, The University of Texas at Arlington.

Rene S. Parmar

Rene S. Parmar is an assistant professor with State University of New York at Buffalo. Address: Cheryl D. Cardell, 3716 Atrium Dr., Plano, TX 75075.

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.

Journal of Learning Disabilities, Vol. 21, No. 8, 497-502 (1988)
DOI: 10.1177/002221948802100810
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This article has been cited by other articles:


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J Learn Disabil, March 1, 1993; 26(3): 178 - 189.
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 Assessment for Effective InterventionHome page
R. S. Parmar and C. D. Cardell
Confirmatory Factor Analysis of the Temperament Assessment Battery With A Learning Disabled Sample
Assessment for Effective Intervention, January 1, 1991; 16(2-3): 84 - 93.
[Abstract] [PDF]