Teacher-assessed behavioral configurations, peer-assessments, and self-concepts of elementary students with mild disabilities

Configural analyses were conducted with teacher assessments of students' in terpersonal competence to identify distinct behavioral configurations in a sample of 948 students in 59 elementary classrooms. Seven configurations we re identified For boys and seven for girls. The distribution of 107 student s with mild disabilities was examined across configurations. Fifty-four per cent 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 behav ioral configurations. Results are discussed in terms of implications for so cial interventions for students with mild disabilities.