An Observational Analysis of Classroom Behaviors of Children with Learning Disabilities

This study was designed to measure taskoriented and social behavior of learning disabled and normal children in the classroom. Using an Interaction Process Analysis, the classroom behaviors of children were coded for five days over a fivemonth period. Results indicate that the learning disabled children spent significantly less time engaged in attending behavior for a variety of school subjects and that learning disabled children had different interpersonal relationships with teachers and peers than did comparison children.