Clarifying the Relationship Between Academic Success and Overt Classroom Behavior

Swift, Marshall S.; Spivack, George
October 1969
Exceptional Children;Oct1969, Vol. 36 Issue 2, p99
Academic Journal
Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, the is evident not only in the grade or test scores be receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, front their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.


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