Adaptive Behavior of Subtypes of Learning Disabled Individuals

Abstract

Although there is ample literature concerning tive behavior assessment and instruction can be social skills of school-age learning disabled in-provided. For this paper, data from subtyping dividuals, research clarifying the adaptive be-research were compiled from an adaptive behavior characteristics of learning disabled chil-havior perspective, resulting in the identificadren, youth, and adults is in its infancy. The tion of five subtypes of individuals currently learning disabled population frequently has receiving service in learning disability probeen treated as a homogeneous group by re-grams. Adaptive characteristics of each subtype searchers and practitioners. Awareness of the are described and implications for assessment, differences among subtypes of the population programming, and intervention are provided. must be recognized before appropriate adapAdaptive behavior is the factor least often addressed in the assessment of learning disabled individuals (Kavale & Nye, 1981). When it is considered, differentiation is rarely made between adaptive skills peculiar to the learning disabled and those characterizing the mentally retarded or the behaviorally disordered. Since, for learning disabled individuals, success in educational environments can be viewed in terms of achievement and the behaviors required to interact appropriately in a school setting (Senf, 1981), the need for identification and assessment of adaptive behavior has become acute.Learning disabilities is one of the few exceptionalities that does not mandate the assessment of adaptive behavior in the classification process. Few assessment devices are available that specifically address adaptive behavior of learning disabled individuals and, of those that do, the majority are generic in nature. Although there is ample literature available concerning the social skills of schoolage learning disabled individuals, research concerning the overall adaptive characteristics of learning disabled children, youth, and adults is in its infancy. Crucial adaptive capabilities related to coping mechanisms, adaptive language skills, compensatory behaviors, and behaviors that affect transition from school to community and employability have received negligible attention.A major limitation in the development of theories of adaptive behavior and investigation of adaptive characteristics of learning disabled individuals has been the inclination of the field to consistently ignore the actuality of heterogeneity among individuals receiving services in programs for the learning disabled. Despite espousing that learning disabilities is not a. homogeneous population, researchers and practitioners often investigate and program for the population at RYERSON UNIV on June 16, 2015 sed.sagepub.com Downloaded from

Social Competence and Behavioral Problems of Learning Disabled Boys Aged 12–-16

“…These findings are consistent with more global reports of persistent and long-term problems in social-emotional adjustment and behavior in LD adolescents and young adults (Horn et aL, 1983;Pihl & McLarnon, 1984) and offer a more differentiated picture of the nature of these problems. Such evidence supports recent arguments for including measures of adaptive behavior in psycho-educational assessments and identification of subgroups of LD children (McConaughy, in press;McConaughy and Ritter, 1985;McKinney, 1984;Weller, Strawser & Buchanan, 1985). The present findings and those of McConaughy and Ritter (1985) also demonstrate the importance of obtaining parent reports in order to assess the full range of possible problems.…”

School-Age Prework Experiences of Young People With a History of Specific Language Impairment

“…The available research covers a range of difficulties, such as learning disabilities, sensory impairment, physical disabilities, and emotional-behavioral problems. Transition experiences and outcomes are different depending on the nature of the disability or problem (Fabian, 2007; Kohler & Field, 2003; Szymanski & Hanley-Maxwell, 1996; Trainor, 2008; Weller & Strawser, 1987). For example, young people with sensory impairments (e.g., vision or hearing) are more likely to experience better transitions and obtain better employment than young people with emotional-behavioral difficulties.…”

Future Developments in the Concept and Application of Adaptive Behavior

“…98-527) and with other populations requiring special help from society, such as the geriatric and chronically mentally ill, will probably increase. There already has been some work with learning disabled (Weller, Strawser, & Buchanan, 1985) and hearing impaired (Altepeter 8c Moscato, 1982) individuals.…”