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Disruptive and Inattentive-Withdrawn Behavior and Achievement among Fourth Graders
Jeremy D. Finn, Gina M. Pannozzo and Kristin E. Voelkl
The Elementary School Journal
Vol. 95, No. 5 (May, 1995), pp. 421-434
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/1001656
Page Count: 14
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In this investigation we examined the relation between teachers' ratings of the classroom behavior of 1,013 fourth graders and student achievement. Students were identified whose behavior was frequently inattentive and withdrawn, and others were identified who were disruptive. Norm-referenced and criterion-referenced achievement tests indicated that inattentive-withdrawn behavior was associated with depressed academic performance, at least to the extent that disruptive behavior was. These results have strong implications for research and practice. Disruptive students tend to draw far more attention from teachers, whereas teachers may overlook inattentive students in spite of the potentially profound effects of nonparticipation in class.
The Elementary School Journal © 1995 The University of Chicago Press