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Response Patterns of Children with Learning Disabilities: Is Impulsivity a Stable Response Style?

Kelley A. Harrison is a doctoral candidate in clinical psychology in the Department of Psychology at the State University of New York at Binghamton. She is currently completing her clinical internship at the Kennedy Institute of the Johns Hopkins University School of Medicine. Her interests are in children with learning and behavioral disabilities, with particular emphasis on learning styles and characteristics.

Raymond G. Romanczyk

Raymond G. Romanczyk received his PhD in clinical psychology from Rutgers University and is chairperson of the Department of Psychology and director of the Institute for Child Development at the State University of New York at Binghamton. His research interests include developmental and learning disabilities, functional analysis of attention deficits, and appropriate application of computer technology for assessment and instruction. Address: Raymond Romanczyk, Department of Psychology, State University of New York at Binghamton, Binghamton, NY 13902-6000.

A correlational analysis was conducted to assess the relationship among various assessment instruments, including Kagan, Rosman, Day, Albert, and Phillips's (1964) Matching Familiar Figures Test (MFFT), and actual classroom performance vis-$aG-vis impulsive responding. Subjects were 22 children (16 male, 6 female), ages 5 to 11 years, enrolled in an academic remediation program. The results do not support a relationship between impulsivity, as measured by the MFFT, and academic progress in a classroom setting. Implications for task-specific measures of impulsivity and remediation are discussed.

Journal of Learning Disabilities, Vol. 24, No. 4, 252-255 (1991)
DOI: 10.1177/002221949102400409


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