Differences between Learning Disabled and Non-Learning Disabled Children in Temperament and Behavior

Abstract

Thirty-five learning disabled third and sixth graders were compared with matched peers using teacher ratings of temperament, problem behavior, and observed classroom behavior. Initial correlations between three temperament factors—task orientation, personal-social flexibility, and reactivity—and other measures demonstrated moderate relationships with teacher ratings of behavior. Group differences were significant on the first temperament factor, task orientation, as well as teacher ratings of several problem behaviors, with each difference favoring the non-LD group. While the MANOVA for observed off-task behavior was not significant, one univariate test of passive off-task time suggested selective impairment for the LD group on this particular behavior.