Academic Performance,Social Competence,and Mainstream Accommodations: A Look at Mainstreamed and Nonmainstreamed Students with Serious Behavioral Disorders

Abstract

This study examined (a) the academic performance and social competence of mainstreamed and nonmainstreamed students with serious behavioral disorders, and (b) the accommodations made in general education classroom environments for mainstreamed students with behavioral disorders. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and a higher grade point average. Their teachers reported that they were more attentive, worked harder, and were better adjusted. Students who remained in self-contained classrooms demonstrated more extremes in social behavior. Nonmainstreamed students with serious behavioral disorders were more aggressive and unable to demonstrate self-control, or they were introverted and withdrawn. With regard to the general education classroom environment, the majority of teachers used the same curricula with all students and used the same criteria to evaluate all students. Teachers participating in this study made minimal modifications for students with serious behavioral disorders. Placement in general education settings represented a major reduction, if not complete cessation, of differential programing.