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Classroom Behavior of Children and Adolescents with Learning Disabilities: A Meta-Analysis

William N. Bender, PhD, is an assistant professor in special education at the University of Georgia. He completed his doctorate at the University of North Carolina in 1983. He has completed over 30 published articles and is currently working on two textbooks in the field. His primary interests are behavior and social development of children with LD in mainstream classes, and consultation/evaluation of mainstream classes for students with mild handicaps.

Jeffrey K. Smith

Jeffrey K. Smith is an associate professor of educational psychology at Rutgers, the State University of New Jersey. He is also Director of Research and Development for the Graduate School of Education at Rutgers. He has a bachelor's degree from Princeton University and a doctorate from the University of Chicago. He specializes in research on factors influencing test performance. Address: William N. Bender, Department of Special Education, University of Georgia, 570 Aderhold Hall, Athens, GA 30602.

Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed.

Journal of Learning Disabilities, Vol. 23, No. 5, 298-305 (1990)
DOI: 10.1177/002221949002300509


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