Academic Performance of Behaviorally Disordered and Learning-Disabled Pupils

Abstract

The purpose of the study was to contrast the academic performance of behaviorally disordered (BD) and learning-disabled (LD) pupils. Sixteen LD and 16 BD pupils were given three standardized achievement tests. In 10 of 12 comparisons significant dif ferences were found; in all cases BD pupils were functioning at a higher grade level than were LD pupils. Implications in relation to cross-categorical education are discussed.