Differences in the Classroom Behaviors of Behaviorally Disordered and Regular Class Children

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Abstract
The regular classroom behaviors of behaviorally disordered and regular class third, fourth, and fifth grade males were observed. An average of 80 minutes of direct classroom observational data were taken on each child. Multiple regression and discriminant analysis procedures were used to determine which behaviors best differentiated among the behaviorally disordered and regular class children. A multiple regression procedure revealed 10 behaviors that accounted for 81.35% of the variance in group membership (Social Interaction Teacher, Directions, Out-of-seat, Teacher Group Approach Schoolwork, Approvals, Disapprovals, Schoolwork, Raise-hand, Teacher Group Approach Other Activity, Call-out). Separate discriminant analyses were run on the child behaviors, teacher behaviors, and the child and teacher behaviors combined. Only the child behaviors and the child and teacher behaviors combined produced significant results. No teacher behaviors by themselves were obtained which differentiated between the two groups. These findings suggest that behaviorally disordered children's behavior should be examined within the context of the regular classroom. Moreover, the teacher's behaviors in relation to the target child should be assessed.