Teacher-Assessed Behavioral Configurations, Peer-Assessments, and Self-Concepts of Elementary Students with Mild Disabilities

Abstract

Configural analyses were conducted with teacher assessments of students' interpersonal competence to identify distinct behavioral configurations in a sample of 948 students in 59 elementary classrooms. Seven configurations were identified for boys and seven for girls. The distribution of 107 students with mild disabilities was examined across configurations. Fifty-four percent of boys and 64% of girls with mild disabilities were in configurations that may indicate adjustment problems or poor outcomes in adolescence and adulthood. Differences in peer assessments and self-perceptions of students with mild disabilities were examined in relation to teacher-assessed behavioral configurations. Results are discussed in terms of implications for social interventions for students with mild disabilities.

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