Resource and Regular Classroom Behavior of Learning Disabled Students

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Abstract
Following up on findings of classroom behavioral styles of learning disabled students (Richey & McKinney 1978), these studies further evaluated the relationship of the learning disabled students' behavior to achievement. Comparisons showed that the LD student differed in behaviors between resource and classroom settings. In the resource room, attention was positively correlated with achievement, but teacher interaction was negatively correlated. In the regular classroom, distractibility and dependency were negatively correlated with achievement, but passive responding was positively correlated. A second study found that, in the regular classroom, the LD student was more frequently positively reinforced for interactions than negatively reinforced, but was not socially accepted. Comparison of data from the two studies indicates that while in the regular classroom the LD student may be getting mixed messages about what is or is not accepted. Thus, the LD student may be unsure of what is the most appropriate learning style within the regular classroom.

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