School behavior problems of learning disabled and normal girls and boys

Douglas Cullinan; Michael H. Epstein; John Lloyd

doi:10.2307/1511001

School behavior problems of learning disabled and normal girls and boys

Douglas Cullinan, Michael H. Epstein, John Lloyd

Special Education and Communication Disorders

Research output: Contribution to journal › Article › peer-review

18 Scopus citations

Abstract

Girls and boys aged 7 to 12 years, identified as either learning disabled or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed that school behavior problems varied by sex and pupil category, and that learning disabled girls and boys showed significantly greater maladjustment than normal girls and boys on the Personality Problem dimension. Results are discussed in terms of implications for further research and special educational practices.

Original language	English (US)
Pages (from-to)	163-169
Number of pages	7
Journal	Learning Disability Quarterly
Volume	4
Issue number	2
DOIs	https://doi.org/10.2307/1511001
State	Published - May 1981

ASJC Scopus subject areas

Education
General Health Professions
Behavioral Neuroscience

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10.2307/1511001

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title = "School behavior problems of learning disabled and normal girls and boys",

abstract = "Girls and boys aged 7 to 12 years, identified as either learning disabled or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed that school behavior problems varied by sex and pupil category, and that learning disabled girls and boys showed significantly greater maladjustment than normal girls and boys on the Personality Problem dimension. Results are discussed in terms of implications for further research and special educational practices.",

author = "Douglas Cullinan and Epstein, {Michael H.} and John Lloyd",

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AB - Girls and boys aged 7 to 12 years, identified as either learning disabled or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed that school behavior problems varied by sex and pupil category, and that learning disabled girls and boys showed significantly greater maladjustment than normal girls and boys on the Personality Problem dimension. Results are discussed in terms of implications for further research and special educational practices.

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School behavior problems of learning disabled and normal girls and boys

Abstract

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