Incremental Validity of the Learning Behavior Scale in Special Education Evaluation

The Learning Behavior Scale (LBS) was developed as a teacher rating scale to assess students\u27 learning behaviors hypothesized to affect academic achievement. Research utilizing the LBS has primarily stemmed from the standardization sample. The present study attempted to examine the incremental validity of adding the LBS to standardized intelligence test scores in order to predict standardized academic achievement in students participating in initial evaluations for determining disability and eligibility for special education services. Due to difficulty obtaining a sufficient sample, reevaluation cases were also obtained in the sample of first to eighth grade students (N=40) in the study. Results provided further support for the relationship between IQ and achievement based on scores from the WISC-IV and WIAT-III. Incremental validity was also demonstrated in predicting one WIAT-III subtest (Pseudoword Decoding), with promising results for the other variables. However, the specific sample was too small to conclusively answer the research questions. Further research questions regarding students participating in school-based disability evaluations and future directions of LBS research were considered