Differential Diagnoses Based on the Task-Related Behavior of Learning Disabled and Low-Achieving Adolescents

Abstract

Observations of 18 learning disabled (LD) and 18 low-achieving adolescents were compared to identify differences which may lead to differential labeling and placement. Multiple measures were used, including observations of task-related behaviors and teacher ratings of specific low-frequency problem behaviors. Observational results indicated that LD and low-achieving populations differed in total on-task behavior with the low-achieving groups demonstrating higher percentages of on-task behavior. Also, the LD group engaged in more passive off-task behavior. Teacher ratings of specific problem behaviors showed no group differences, although some LD students tended to demonstrate disturbed peer relationships. Noted behavioral differences were interpreted as leading to application of the learning disabilities label.