Hierarchical cluster analysis techniques were used to identify seven distinct behavioral subtypes of young, school-identified, learning-disabled children. The Classroom Behavior Inventory, a teacher rating instrument completed by classroom teachers, was the measure used for clustering. Internal validation techniques indicated that the obtained subtypes were replicable and had profile patterns different from a sample of normally achieving children. The subtypes differed significantly on independent observational measures and on ratings by special education teachers but not on achievement or intelligence. Interpretation of the subtypes emphasized the need for differential identification and intervention strategies that are consistent with a multiple-syndrome view of learning disabilities.
ASJC Scopus subject areas
- Developmental and Educational Psychology