An analysis of the classroom behaviors of learning disturbed, seriously emotionally disturbed, and average children

This study was a detailed examination of the behavior and behavior pattern differences present between Learning Disabled (LD), Seriously Emotionally Disturbed (SED), and Average (AV) children in the regular classroom. A sequential observation coding system was utilized to collect data on both child and teacher behaviors during academic activities. Three groups of male public elementary school children in grades 3, 4, and 5 were observed. Results clearly indicated that the observation system could reliably differentiate among groups of handicapped children from each other and from normal peers. Differences among the three groups of children occurred in reference to the frequency, duration, and interrelationships with which some behaviors were displayed. No behavioral characteristics were unique to any of the three groups. An intriguing finding was that teacher behaviors in relation to the target children provided the most power in differentiating group membership. Teachers approached the handicapped children more often when engaged in such behaviors as out of seat and talking with peers. When the handicapped children were engaged in completing the academic assignment, the teachers were less likely to contact them for a brief period of time. Significant child behaviors related to children approaching or not approaching the target children for a social interaction. The handicapped children, particularly the SED students, were least likely to be contacted by their peers. These findings of behavior and behavior sequence differences in the classroom behaviors of LD, SED, and AV children comprise essential information to school psychologists and other assessment specialists by providing the beginnings of a much needed data base for interpreting observations.