Comparison of data from the two studies indicates that while in the regular classroom the learning disabled (LD) student may be getting mixed messages about what is or is not accepted, and may be unsure of what is the most appropriate learning style within the regular classroom. (Author)

Behavioral observations of 177 students in classrooms for educable mentally retarded children and for educationally handicapped children (mean ages 10 and 11 years) were compared to their achievement scores. (Author)

The classroom behavior and academic achievement of 32 educable retarded children (EMR) with a mean age of 11.24 years were studied in two types of open classrooms, graded and multi-age, and compared to that in a special education class. The three different instructional environments were found to generate characteristically different patterns of…

The study investigated academic, behavioral, and psychological test performance of children diagnosed as emotionally disturbed, minimally brain injured, of dull normal intelligence, or suffering from a specific learning disability, respectively. Participating were 132 children, whose mean age was 9 years, 7 months. Multidisciplinary evaluation was…

The study defined, through statistical syndrome analyses, total profile cluster types of classroom behavior exhibited by normal children in grades K-6. Determined was how children whose patterns were similar differed in achievement, normalcy, and other variables from children exhibiting other patterns. (Author/KW)

Biographical data were collected on 665 students (in grades 11 and 12) previously identified as gifted and 421 other (control) students in an effort to improve identification procedures of students gifted in academic, leadership, or artistic areas; and to reduce racial and other biases when selecting students for specialized training. Ss were…

A model and supporting research are presented which suggest that academic failure resulting from a variety of etiological factors is sufficient to generate the behavioral patterns observed in many hyperactive children. (CL)

Reported were data on the classroom functioning of 602 high school students attending eight different urban ghetto schools, including assessments of reasoning ability, verbal productivity, original and independent thinking, anxiety, rapport, obstreperousness, negativism, withdrawal, and expression of inability to cope with achievement demands.…

Investigators compared the emotional adjustment, intellectual functioning, scholastic performance, and social behavior of 54 children who became schizophrenic mental patients with that of 143 matched controls. The following conclusions were drawn: indications of potential schizophrenia include behavioral and emotional deviation in childhood, death…

Among the findings of a study of elementary students was that Ss with hearing losses exhibited the most positive teacher-perceived behavior, while those on behavior-controlling drugs for hyperactivity had the greatest evidence of school problems. (DLS)

Behaviors important to success of students enrolled in programs for the educable mentally retarded were investigated with 30 Ss. Hypotheses stated that those behaviors described by the Fourteen Persistent Life Problems (PLPs) and deemed important to academic success of the EMR would correlate significantly with standardized measures of reading…

With a dyadic interaction theory of human development and behavior as the framework, factor and multiple regression analyses were used to determine predictors and criteria of talent (socially or culturally valued behavior). Analyses covered grade point average and scores on standard academic achievement and scholastic aptitude tests; also covered…