Classification and Validation of Behavioral Subtypes of Learning-Disabled Children

Deborah L. Speece, James D. McKinney, Mark I. Appelbaum

Research output: Contribution to journalArticle

33 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)67-77
Number of pages11
JournalJournal of Educational Psychology
Volume77
Issue number1
DOIs
StatePublished - Feb 1 1985

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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