Abstract
This investigation determined whether classroom teachers could differentiate among EMH, LD and EH students based on their perception of classroom behavior patterns. Ratings were obtained on 10 scales from the Classroom Behavior Inventory for each of 20 exceptional students from each category of handicap and a comparison child of the same race and sex from the same regular classroom. As predicted from Schaefer's model of adaptive behavior, EMH students were distinguished by low intelligence, creativity and independent functioning. LD and EMH students showed a similar pattern of behavior when compared to typical students in the same classes but EMH students were regarded as more severely handicapped in their behavior. Although poor task-orientation was common to both EMH and EH students, the latter were evaluated as more distractible and were differentiated from both EMH and LD students on ratings of considerateness and hostility. The results are interpreted in relation to implications for screening and program planning based on the Classroom Behavior Inventory.
| Original language | English |
|---|---|
| Pages (from-to) | 271-279 |
| Number of pages | 9 |
| Journal | Journal of School Psychology |
| Volume | 20 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jan 1 1982 |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Education
Cite this
Classroom behavior patterns of EMH, LD and EH students. / McKinney, James D.; Forman, Susan G.
In: Journal of School Psychology, Vol. 20, No. 4, 01.01.1982, p. 271-279.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Classroom behavior patterns of EMH, LD and EH students
AU - McKinney, James D.
AU - Forman, Susan G.
PY - 1982/1/1
Y1 - 1982/1/1
N2 - This investigation determined whether classroom teachers could differentiate among EMH, LD and EH students based on their perception of classroom behavior patterns. Ratings were obtained on 10 scales from the Classroom Behavior Inventory for each of 20 exceptional students from each category of handicap and a comparison child of the same race and sex from the same regular classroom. As predicted from Schaefer's model of adaptive behavior, EMH students were distinguished by low intelligence, creativity and independent functioning. LD and EMH students showed a similar pattern of behavior when compared to typical students in the same classes but EMH students were regarded as more severely handicapped in their behavior. Although poor task-orientation was common to both EMH and EH students, the latter were evaluated as more distractible and were differentiated from both EMH and LD students on ratings of considerateness and hostility. The results are interpreted in relation to implications for screening and program planning based on the Classroom Behavior Inventory.
AB - This investigation determined whether classroom teachers could differentiate among EMH, LD and EH students based on their perception of classroom behavior patterns. Ratings were obtained on 10 scales from the Classroom Behavior Inventory for each of 20 exceptional students from each category of handicap and a comparison child of the same race and sex from the same regular classroom. As predicted from Schaefer's model of adaptive behavior, EMH students were distinguished by low intelligence, creativity and independent functioning. LD and EMH students showed a similar pattern of behavior when compared to typical students in the same classes but EMH students were regarded as more severely handicapped in their behavior. Although poor task-orientation was common to both EMH and EH students, the latter were evaluated as more distractible and were differentiated from both EMH and LD students on ratings of considerateness and hostility. The results are interpreted in relation to implications for screening and program planning based on the Classroom Behavior Inventory.
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U2 - 10.1016/0022-4405(82)90018-8
DO - 10.1016/0022-4405(82)90018-8
M3 - Article
AN - SCOPUS:0040142792
VL - 20
SP - 271
EP - 279
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
IS - 4
ER -