Adaptive Behavior, Social Adjustment, and Academic Achievement of Regular and Special Education Children

Abstract

The purpose of the present study was to compare the adaptive behavior, social adjustment and academic achievement of educable mentally retarded, learning disabled, behavior disordered, and regular class children. A sample of 120 children, aged 7 through 9 years, was selected from class rolls on the basis of group membership, race and sex. Significant differences were found in adaptive behavior, social adjustment, and academic achievement among the four groups; none of the instruments, however, was able to differentiate among all four categories of children. Adaptive behavior and academic achievement differentiated EMR and regular class children from the other two groups, while social adjustment appeared to be the most effective variable in differentiating BD children from the other three categories. Findings of this study support the notion that measures of these abilities provide information of use to teachers, psychologists, and placement committees in their attempts to provide the most appropriate and meaningful education for students with special needs.

Additional information

Notes on contributors

Bert O. Richmond

Dr. Bert O. Richmond is Professor, Department of Counselling, University of Georgia, 408 Aderhold Hall, Athens GA 30602

Donald E. Blagg

Dr. Donald E. Blagg is School Psychologist, Chattahoochee‐Flint Cooperative Educational Service Agency