Bender W N, Smith J K
Department of Special Education, University of Georgia, Athens 30602.
J Learn Disabil. 1990 May;23(5):298-305. doi: 10.1177/002221949002300509.
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peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior.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.
荟萃分析用于回顾25项研究的结果，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。从几个不同的方法论角度对数据进行了分析。结果表明，无论方法论上严谨还是薄弱的研究均显示，与无学习障碍的同龄人相比，有学习障碍的儿童在以下五个总体领域中的每一个领域都存在明显的行为缺陷：任务行为、非任务行为、品行障碍、注意力分散以及害羞/孤僻行为。观察数据和教师评分数据均显示了这些差异。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且具有教育意义的损害。对年级效应量的分析为小学阶段经常出现的大量转介现象提供了一些解释。讨论了这些行为差异在主流化方面的教育意义。
