School Adjustment and Degree of Physical Impairment

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Abstract
Teachers' ratings of the school behavior of children with two types of disability with varying degrees of physical disfigurement were studied. The total sample of 124 children consisted of a cleft palate group and a cerebral palsy group, individually matched in terms of sex, age, IQ, grade level, and socioeconomic status. On the Behavior Problem Checklist, the cleft palate children displayed more impulsivity (conduct problem dimension) than the cerebral palsy group. Children with a mild degree of physical impairment (of either type) displayed greater inhibition of impulse (personality problem dimension) than severely impaired children. The data suggest that type of disability and degree of impairment affect different modes of behavioral expression. The relationship of school behavior to physical disability and deeree of functional imoairment is discussed.

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