The pattern of exceptionality across domains in learning disabled children

Lynne Feagans, James D. McKinney

Research output: Contribution to journalArticlepeer-review

28 Scopus citations


The purpose of this study was to examine the intellectual, academic and behavioral competencies in learning disabled and normally achieving children. Fifty-eight pairs of children (LD and non-LD) in first, second, and third grade were administered the WISC-R and the PIAT; were observed with the SCAN Observational System in their regular classroom; and had teachers who filled out the Classroom Behavior Inventory. Results indicated that the LD children performed l less well on the WISC-R and the PIAT. There was no evidence of greater variability within the LD children nor was there a different pattern of performance in comparison to normally achieving children. The learning disabled children were consistently rated by their classroom teachers as displaying less desirable classroom behavior. The Observational System SCAN corroborated these results, indicating that LD children were more off-task than non-LD children. These result suggest that we re-examine the definition of learning disabilities in the public scholl to put more emphasis on behavioral indices and to refocus the interpretation of test scatter as an index of learning disabilities.

Original languageEnglish (US)
Pages (from-to)313-328
Number of pages16
JournalJournal of Applied Developmental Psychology
Issue number4
StatePublished - 1981

ASJC Scopus subject areas

  • Developmental and Educational Psychology


Dive into the research topics of 'The pattern of exceptionality across domains in learning disabled children'. Together they form a unique fingerprint.

Cite this