| Abstract: | In Phase 1 of the study (1991–1992 school year), 43 elementary school students in five special education classes for behaviorally disordered children were classified using the Differential Test of Conduct and Emotional Problems. Subjects were classified as primarily emotional (ED) or conduct problems (CP). Results were as follows: 11 ED (26%), 15 CP (35%), 13 both ED and CP (31%), and 4 (9%) falling into neither grouping. During Phase 2 (1996–1997 school year), a different cohort of students (n = 68), from the same five elementary special education classes plus one junior high school class, was also classified on the Learning Style Identification Scale. Phase 2 results were 12 students ED (18%), 16 CP (24%), 14 both ED and CP (21%), and 26 neither (38%). Eighty‐eight percent of conduct problem students were classified as Style 1 learners. Findings are examined in light of federal special education eligibility criteria, specifically the exclusion of “socially maladjusted” students. Implications for the multidisciplinary team placement process and educational programming are discussed. © 1999 John Wiley & Sons, Inc. |
