Generalization and Setting Specificity of Behavioral Deficits among Learning Disabled Students

Abstract

Resource teachers ' ratings and regular teachers ' ratings for 32 learning disabled (LD) students were compared in order to identify teachability characteristics and behaviors that appeared to represent a more general impairment among LD children across settings. Multiple ratings of behavior for the same child were collected from each teacher. Though the two groups of teachers did not note differences in the problem behaviors of the same LD child in different settings, differences were noted in cognitive/motivational behaviors and in personal/social behavior. Also, several behavioral areas were identified as child-specific impairments that were demonstrated regardless of the educational setting or the teacher rating the behavior. Implications for intervention and research are discussed.

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