Although there is ample literature concerning social skills of school-age learning disabled individuals, research clarifying the adaptive behavior characteristics of learning disabled children, youth, and adults is in its infancy. The learning disabled population frequently has been treated as a homogeneous group by researchers and practitioners. Awareness of the differences among subtypes of the population must be recognized before appropriate adaptive behavior assessment and instruction can be provided. For this paper, data from subtyping research were compiled from an adaptive behavior perspective, resulting in the identification of five subtypes of individuals currently receiving service in learning disability programs. Adaptive characteristics of each subtype are described and implications for assessment, programming, and intervention are provided.
Get full access to this article
View all access options for this article.
References
1.
Achenbach, T. M., & Edelbiock, C. (1983). Manual for the Child Behavior Checklist and revised Child Behavior Profile. Burlington: University of Vermont.
2.
Adams, G. L. (1984). Comprehensive test of adaptive behavior. Columbus, OH: Charles E. Merrill.
3.
Alley, G., & Deshler, D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Denver: Love.
4.
Berry, M. F. (1980). Teaching linguistically handicapped children. Englewood Cliffs, NJ: Prentice-Hall.
5.
Blank, M. (1973). Teaching learning in thepreschool: A dialogue approach. Columbus, OH: Charles E. Merrill.
6.
Boder, E. (1973). Developmental dyslexia: A diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663–687.
7.
Bos, C. S., Weller, C., & Vaughn, S. R. (1986). At the crossroads: Issues in assessing the learning disabled. Diagnostique, 4, 34–38.
8.
Bruininks, R. H., Woodcock, R. W., Weatherman, R. F., & Hill, B. K. (1984). Scales of independent behavior. Allen, TX: DLM Teaching Resources.
9.
Burks, H. F. (1977). Burks' behavior rating scales. Los Angeles: Western Psychological Services.
10.
Callahan, J., Pugh, L., Watanabe, A., Strawser, S., & Weller, C. (1987). [Investigation of subtypes of learning disabilities: Assessment scores]. Unpublished raw data.
11.
Chalfant, J., Pysh, M., & Moultrie, R. (1979). Teacher assistance teams: A model for within-building problem solving. Learning Disability Quarterly, 2(3), 85–96.
12.
DeLoach, T. F., Earl, J. M., Brown, B. S., Poplin, M. S., & Warner, M. M. (1981). LD teachers' perceptions of severely learning disabled students. Learning Disability Quarterly, 4, 343–358.
13.
Denckla, M. B. (1972). Clinical syndromes in learning disabilities: The case for “splitting” vs. “Lumping”. Journal of Learning Disabilities, 5, 401–406.
14.
Epstein, M. H., Cullinan, D., & Nieminen, G. (1984). Special behavior problems of learning disabled and normal girls. Journal of Learning Disabilities, 17, 609–611.
15.
Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press.
16.
Greenspan, S. (1981). Social competence and handicapped individuals: Practical implications of a proposed model. In B. K. Keogh (Ed.), Advances in special education (Vol. 3, pp. 41–81). Greenwich, CT: JAI Press.
17.
Idol-Maestas, L., Lloyd, S., & Lilly, S. (1981). A noncategorical approach to direct service and teacher education. Exceptional Children, 48, 213–220.
18.
Johnson, D. J., & Myklebust, H. R. (1967). Learning disabilities: Educational principles and practices. New York: Grune & Stratton.
19.
Kavale, K., & Ney, C. (1981). Identification criteria for learning disabilities: A survey of the research literature. Learning Disability Quarterly, 4, 383–388.
20.
Keogh, B. K. (1981). Overview. In B. K. Keogh (Ed.), Advances in special education (Vol. 3). Greenwich, CT: JAI Press.
21.
Kirk, S. A., & Chalfant, J. C. (1984). Academic and developmental learning disabilities. Denver: Love.
22.
Lahey, B. B., Stempniak, M., Robinson, E. J., & Tyroler, M. J. (1978). Hyperactivity and learning disabilities as independent dimensions of child behavior problems. Journal of Abnormal Psychology, 87, 333–340.
23.
Lyon, G. R. (1983). Subgroups of learning disabled readers: Clinical and empirical identifications. In H. Myklebust (Ed.), Progress in learning disabilities (Vol. 5). New York: Grune & Stratton.
24.
Lyon, G. R. (1985). Identification and remediation of learning disability subtypes: Preliminary findings. Learning Disabilities Focus, 1(1), 21–35.
25.
Lyon, G. R., Stewart, N., & Freedman, D. (1982). Neuropsychological characteristics of empirically derived subgroups of learning disabled readers. Journal of Clinical Neuropsychology, 4, 343–365.
26.
Lyon, G. R., & Watson, B. (1981). Empirically derived subgroups of learning disabled readers: Diagnostic characteristics. Journal of Learning Disabilities, 14, 256–261.
27.
McConaughty, S. H., & Ritter, D. R. (1985). Social competence and behavioral problems of learning disabled boys aged 6–11. Journal of Learning Disabilities, 18, 547–553.
28.
McKinney, J. D. (1984). The search for subtypes of specific learning disability. Journal of Learning Disabilities, 17, 43–50.
29.
McKinney, J. D., & Feagans, L. (1983). Adaptive classroom behavior of learning disabled students. Journal of Learning Disabilities, 16, 360–367.
30.
Minskoff, E. H. (1980a). Teaching approach for developing nonverbal communication skills in students with social perception deficits: Part 1. The basic approach and body language cues. Journal of Learning Disabilities, 13(3), 9–15.
31.
Minskoff, E. H. (1980b). Teaching approach for developing nonverbal communication skills in students with social perception deficits: Part 2. Proxemic, vocalic, and artifactual cues. Journal of Learning Disabilities, 13(4), 34–39.
32.
Orton, S. (1937). Reading, writing, and speech problems in children. New York: Norton.
33.
Ozols, E. J., & Rourke, B. P. (1985). Dimensions of social sensitivity in two types of learning disabled children. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 281–301). New York: Guilford Press.
34.
Porter, J. E., & Rourke, B. P. (1985). Socioemotional functioning of learning-disabled children: A subtypal analysis of personality patterns. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 257–280). New York: Guilford Press.
35.
Quay, H. C., & Peterson, D. R. (1975). Manual for the Behavior Problem Checklist. Unpublished manuscript.
36.
Satz, P. & Morris, R. (1981). Learning disability subtypes: A review. In F. J. Pirozzolo & M. C. Wittrock (Eds.), Neuropsychological and cognitive processes in reading (pp. 109–141). New York: Academic Press.
37.
Schaefer, E. S., Edgerton, M., & Aronson, M. (1977). Classroom behavior inventory. Chapel Hill, NC: Frank Porter Graham Child Development Center.
38.
Senf, G. M. (1981). Issues surrounding the diagnosis of learning disabilities: Child handicap versus failure of the child-school interaction. In T. R. Kratochwill (Ed.), Advances in school psychology (Vol. 1, pp. 83–131). Hillsdale, NJ: Erlbaum.
39.
Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.
40.
Speece, D. L., & McKinney, J. D. (1984, March). The academic and social consequences of maladaptive behavior in subtypes of learning disabled children. Paper presented at the Gatlinburg Conference, Gatlinburg, TN.
41.
Speece, D. L., McKinney, J. D., & Appelbaum, M. I. (1984). Classification and validation of behavioral subtypes of learning disabled children. Journal of Educational Psychology, 77, 67–77.
42.
Strang, J. D., & Rourke, B. P. (1985). Adaptive behavior of children who exhibit specific arithmetic disabilities and associated neuropsychological abilities and deficits. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 302–328). New York: Guilford Press.
43.
Strawser, S., & Weller, C. (1985). Use of adaptive behavior and discrepancy criteria to determine learning disability severity subtypes. Journal of Learning Disabilities, 18(4), 201–204.
44.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
45.
Walker, H. M. (1976). Walker problem behavior identification checklist. Los Angeles: Western Psychological Services.
46.
Weller, C. (1980). Discrepancy and severity in the learning disabled: A consolidated perspective. Learning Disability Quarterly, 3, 84–90.
47.
Weller, C., & Strawser, S. (1981). Weller-Strawser scales of adaptive behavior for the learning disabled. Novato, CA: Academic Therapy Publications.
48.
Weller, C., Strawser, S., & Buchanan, M. (1985). Adaptive behavior: Designator of a continuum of severity of learning disabled individuals. Journal of Learning Disabilities, 18(4), 205–212.
49.
Wiener, J. R. (1980). A theoretical model of the acquisition of peer relationships of learning disabled children. Journal of Learning Disabilities, 13, 506–511.
50.
Wiig, E. H., & Semel, E. M. (1980). Language assessment and intervention for the learning disabled. Columbus, OH: Charles E. Merrill.
51.
Wirt, R. D., Lachar, D., Klinedinst, J. K., & Seat, P. D. (1977). Multidimensional description of child personality: A manual for the Personality Inventory for Children. Los Angeles: Western Psychological Services.
52.
Ysseldyke, J., & Algozzine, B. (1979). Perspectives on assessment of learning disabled students. Learning Disability Quarterly, 4, 3–13.
