Classroom Behavior of Children and Adolescents with Learning Disabilities: A Meta-Analysis
Classroom Behavior of Children and Adolescents with Learning Disabilities: A Meta-Analysis
复制标题
有学习障碍的儿童和青少年的课堂行为：荟萃分析
DOI：
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发表时间：
1990
影响因子：
3
通讯作者：
Jeffrey K. Smith
中科院分区：
文献类型：
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作者：
W. Bender;Jeffrey K. Smith
采用荟萃分析方法对25项研究的结果进行了回顾，这些研究比较了有学习障碍（LD）的儿童和青少年与无学习障碍儿童的课堂行为。从几个不同的方法学角度对数据进行了分析。结果表明，无论是方法上的强和弱的研究表明，显着的行为缺陷的儿童与他们的非残疾同龄人相比，在每一个整体领域的学习障碍：任务行为，任务外行为，行为障碍，注意力分散，害羞/退缩的行为。观察和教师评级数据都证明了这些差异。两组研究的效应量似乎都集中在1个标准差左右，这表明残疾儿童的行为存在明显的教育意义上的损害。年级效应量的分析表明，在小学期间经常目睹大量的转介的一些解释。这些行为差异的影响主流的教育意义进行了讨论。
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed.