The academic performance of 1.480 behaviorally disordered and learning disabled children attending grades 1-3 was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. In addition, supplementary analyses indicated that the two groups did not differ with respect to factor structure of achievement test performance, nor did they differ with respect to reading/math correlations. Implications with respect to cross-categorical education are discussed.
Get full access to this article
View all access options for this article.
References
1.
AntonakR. F. (1980). A hierarchy of attitudes toward exceptionality.Journal of Special Education, 14, 231–241.
2.
BernhardsonC. S. (1975). Type I error rates when multiple comparison procedures follow a significant F test of ANOVA.Biometrics, 31, 229–232.
3.
BryanT. H., & BryanJ. H. (1981). Some personal and social experiences of learning disabled children. In KeoghB. (Ed.), Advances in special education (Vol. 3). Greenwich, CT: Jai.
4.
CarmerS. G., & SwansonM. R. (1973). An evaluation of ten pairwise multiple comparison procedures by Monte Carlo methods.Journal of the American Statistical Association, 68, 66–74.
5.
CohenJ. (1977). Statistical power analysis for the behavioral sciences.New York: Academic Press.
6.
ConeT. E., WilsonL. R., BradleyC. M., & ReeseJ. H. (1985). Characteristics of LD students in Iowa: An empirical investigation.Learning Disability Quarterly, 8, 211–220.
Dudley-MarlingC. C., & EdmiastonR. (1985). Social status of learning disabled children: A review.Learning Disability Quarterly, 8, 189–204.
9.
EpsteinM. H., & CullinanD. (1983). Academic performance of behaviorally disordered and learning disabled pupils.Journal of Special Education, 17, 303–307.
10.
FergusonG. A. (1981). Statistical analysis in psychology and education (5th ed.). New York: McGraw-Hill.
11.
FornessS. R., BennettM. A., & ToseB. A. (1983). Academic deficits in emotionally disturbed children revisited.Journal of the American Academy of Child Psychiatry, 22, 140–144.
12.
GraubardP. S. (1964). The extent of academic retardation in a residential treatment center.Journal of Educational Research, 58, 78–80.
13.
GraubardP. S. (1965). Psycholinguistic correlates of reading disability in disturbed delinquent children.Journal of Special Education, 1, 363–368.
14.
GraubardP. S. (1971). The relationship between academic achievement and behavior dimensions.Exceptional Children, 37, 755–757.
15.
HallahanD. P., & KauffmanJ. M. (1976). Introduction to learning disabilities.Englewood Cliffs, NJ: Prentice-Hall.
16.
HellerK. A., HoltzmanW. H., & MessickS. (Eds.). (1982). Placing children in special education: A strategy for equity.Washington, DC: National Academy Press.
17.
HewardW. L., & OrlanskyM. D. (1983). Exceptional children.Columbus, OH: Merrill.
18.
HewettF. M. (1968). The emotionally disturbed child in the classroom.Boston: Allyn & Bacon.
19.
HewettF. M., & FornessS. R. (1974). Education of exceptional learners.Boston: Allyn & Bacon.
20.
JohnsonD. J., & MyklebustH. R. (1967). Learning disabilities: Educational principles and practices.New York: Grune & Stratton.
21.
KauffmanJ. M. (1981). Characteristics of children's behavior disorders (2nd ed.). Columbus, OH: Merrill.
22.
KavaleK. A., & FornessS. R. (1984). A meta-analysis assessing the validity of Wechsler Scale profiles and recategorizations: Patterns or parodies?Learning Disability Quarterly, 7, 136–156.
23.
KavaleK. A., & FornessS. R. (1985). The science of learning disabilities.San Diego, CA: College-Hill.
24.
KerlingerF. N., & PedhazurE. J. (1973). Multiple regression in behavioral research.New York: Holt.
25.
LevinJ. R. (in press). Some methodological and statistical “bugs” in research in children's learning. In PressleyM., & BrainerdC. J. (Eds.), The cognitive side of memory development.New York: Springer-Verlag.
26.
LloydJ., CullinanD., HeinsE., & EpsteinM. (1980). Direct instruction: Effects on oral and written language comprehension.Learning Disability Quarterly, 3, 70–76.
MarascuiloL. A., & LevinJ. R. (1983). Multivariate statistics in the social sciences: A researcher's guide.Monterrey, CA: Brooks/Cole.
29.
MastropieriM. A., JenkinsV., & ScruggsT. E. (in press). Academic and intellectual characteristics of behaviorally disordered students. In RutherfordR. B.Jr., Michael NelsonC., & FornessS. R. (Eds.), Severe behavior disorders of children and youth (Vol. 9). San Diego, CA: College-Hill.
30.
MottoJ. J., & WilkinsG. S. (1968). Educational achievement of institutionalized emotionally disturbed children.Journal of Educational Research, 61, 218–221.
31.
WhiteK. R. (1984). Unpublished data.Utah State University, Logan.
32.
WinerB. J. (1971). Statistical principles in experimental design.New York: McGraw-Hill.
