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Teacher ratings of hyperactivity and self‐control in learning‐disabled boys: A comparison with low‐achieving and average peers
Author(s) -
Merrell Kenneth W.
Publication year - 1990
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(199010)27:4<289::aid-pits2310270402>3.0.co;2-4
Subject(s) - psychology , learning disability , developmental psychology , learning disabled , clinical psychology , self control , competence (human resources) , significant difference , social competence , social psychology , social change , medicine , economics , economic growth
This study compared groups of learning‐disabled (LD; n = 64), low‐achieving (LA; n = 46), and average (AVG; n = 40) elementary‐age boys on teacher ratings of hyperactivity and self‐control. Significant group differences were found to exist on both the hyperactivity and self‐control measures. Pairwise contrasts between groups indicated that both the LD and LA groups differed significantly from the AVG group in social‐behavioral competence, but the difference between the LD and LA groups was not significant. The notion that LD students are at heightened risk for developing social‐behavioral deficits is supported by this investigation, but it is contended that this risk factor may be related more to low academic performance than to whether or not a student is classified as LD. Implications for social‐behavioral screening with potentially at‐risk students are discussed.