Classroom behavior patterns of EMH, LD and EH students

James D. McKinney, Susan G. Forman

Research output: Contribution to journalArticle

17 Citations (Scopus)

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 languageEnglish
Pages (from-to)271-279
Number of pages9
JournalJournal of School Psychology
Volume20
Issue number4
DOIs
StatePublished - Jan 1 1982

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behavior pattern
Students
classroom
student
rating
Equipment and Supplies
program planning
Hostility
Creativity
handicapped
Psychological Adaptation
Handicap
Intelligence
creativity
intelligence
teacher

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 journalArticle

McKinney, James D. ; Forman, Susan G. / Classroom behavior patterns of EMH, LD and EH students. In: Journal of School Psychology. 1982 ; Vol. 20, No. 4. pp. 271-279.
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