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Programming effects on learning disabled children: Performance and affect
Author(s) -
Quinn Jim A.,
Wilson Barry J.
Publication year - 1977
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197704)14:2<196::aid-pits2310140214>3.0.co;2-1
Subject(s) - psychology , affect (linguistics) , learning disabled , pupil , learning disability , special education , developmental psychology , rating scale , scale (ratio) , mathematics education , physics , communication , quantum mechanics , neuroscience
Negative effects of category labels on the attitudes of children as well as the expectations of teachers have been hypothesized but rarely substantiated with empirical data. Forty‐five elementary school children identified according to state guidelines as learning disabled were rated by their classroom teachers on academic progress and personal‐social adjustment using the Myklebust Pupil Rating Scale. Student attitude toward school was also assessed using the Describe Your School inventory. Learning disabled students receiving special programming were rated significantly better than students identified as learning disabled but not receiving special programming. No differences in attitude toward school were noted. Results suggest that negative effects of labels may be effectively counterbalanced by positive effects of special programming.