Parent, Teacher, Peer, and Self-Reports of the Social Competence of Students with Learning Disabilities

Haager, Diane; Watson, Catherine; Willows, Dale M.

doi:10.1177/002221949502800403

Cited by 116 publications

(102 citation statements)

References 41 publications

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“…Erikson (1959) noted that the self-concept of an adult is often tied to childhood success and pride or feelings of doubt and inadequacy. Students with mild disabilities struggle to develop critical social skills, have a low self-concept and are not readily accepted by peers (Gresham & MacMillan, 1997;Haager & Vaughn, 1997;Ochoa & Olivarez, 1995). Continual academic failure (Leondari, 1993;Grolnick & Ryan, 1990), separation from the general class (Leondari, 1993;Biklen & Zollers, 1986, Reynolds & Wang, 1983, stigmas and labels (Leondari, 1993) can create a self-fulfilling prophecy as well as develop low self-esteem in students with learning disabilities (Good, 1982;Rosenthal & Jacobson, 1968).…”

Section: Self-concept and Placementmentioning

confidence: 99%

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Blackford¹

2010

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This qualitative study focused on student knowledge and perceptions of the resource room in a private school. Students on an IEP or eligible for an IEP and that had attended the resource room were interviewed on the five constructs: knowledge, perceptions, benefits, limitations, and suggestions for improvement. Teachers and administrators were surveyed regarding these same five constructs. This study represents a small private K-12 school of approximately 170 students where the main service model is the resource room. Analysis of the results revealed that students perceived the resource room teacher, the ability to receive help and the quiet atmosphere as benefits of the resource room. Limitations and suggestions for improvement are also included. These results can be used to effectively structure the resource room to best meet the needs of students with disabilities.

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Section: Self-concept and Placementmentioning

confidence: 99%

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Blackford¹

2010

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“…Trois de celles-ci comparent des enfants avec troubles d'apprentissage à des enfants tout-venant (Dyson, 1996 ;Smith & Nagle, 1995 ;Wiener & Harris, 1993). Trois autres comparent des enfants avec troubles d'apprentissage à des enfants dont la performance scolaire est faible et à des enfants dont la performance scolaire est élevée (Haager & Vaughn, 1995 ;Tur-Kaspa & Bryan, 1995 ;Vaughn, Zaragoza, Hogan & Walker, 1993). En ce qui concerne les échantillons, le nombre de sujets dont ils disposent varie entre 9 (Barga, 1996) et 249 (Melekian, 1990) avec un maximum de 94 sujets pour les études de type comparatif.…”

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“…L'âge des enfants fluctue entre sept et seize ans, ce qui correspond à la période scolaire au cours de laquelle les enfants présentant des troubles d'apprentissage rencontrent des difficultés majeures. Toutes les recherches qui seront exposées plus loin Trois études parmi celles présentées dans le tableau 1 (Barga, 1996 ;Melekian, 1990 ;Ritter, 1989) (Haager & Vaughn, 1995). Wiener et Harris (1993) ont toutefois fait remarquer que, selon le type de trouble, le statut sociométrique des enfants est différent auprès des pairs et que les problèmes de comportement sont plus massivement associés aux troubles de l'attention qu'aux troubles du calcul ou de la lecture par exemple.…”

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“…Les deux groupes se distinguent du groupe de comparaison d'enfants ayant un niveau élevé, réussissant bien en classe. Tous deux ont un statut social plus bas, des compétences sociales plus faibles (notamment des difficultés de construire et de maintenir des interactions satisfaisantes) et des problèmes de comportement plus fréquents (problèmes d'attention, de concentration, hyperactivité) (Haager & Vaughn, 1995 ;Tur-Kaspa & Bryan, 1995 ;Vaughn et al, 1993). Dans la recherche de Roskam et al (2001) s'appuyant sur le M.C.F., des comparaisons ont été réalisées entre des enfants toutvenant sans troubles spécifiques d'apprentissage, réussissant bien à l'école et des enfants aux performances scolaires plus faibles.…”

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The personality of dyslexic and non-dyslexic children: A comparative analysis in the light of the Five-Factor Model

Roskam¹,

Pierart²,

Vandenplas-Holper³

et al. 2004

osp

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“…A competência social é um conceito lato, utilizado para descrever o comportamento social, a compreensão e utilização de habilidades sociais e a aceitação social (Haager & Vaughn, 1995). Refere-se sobretudo às competências de…”

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A avaliação da competência social: versão portuguesa da forma para professores do SSRS

Lemos

Meneses

2002

Psic.: Teor. e Pesq.

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RESUMO: O trabalho de investigação aqui apresentado teve um duplo objetivo: explorar as dimensões da competência social em crianças portuguesas e adaptar um instrumento de avaliação válido para a investigação e intervenção nesta área e utilizável em contexto escolar. Nesse sentido, o presente estudo examinou a estrutura fatorial e a consistência interna da escala para professores do Social Skills Rating System -nível básico, de Gresham e Elliott (1990) em 342 alunos do 3º e 6º anos de escolaridade. Este instrumento destina-se a avaliar a competência social, baseando-se numa perspectiva multidimensional. Os resultados apóiam uma concepção multifacetada da competência social e são semelhantes aos apresentados em estudos pré-vios.Palavras-chave: dimensões da competência social; avaliação de alunos portugueses; Social Skills Rating SystemThe Assessment of Social Competence: Portuguese Adaptation of the SSRS (Teacher Form ) to Children ABSTRACT: The present study had two main goals: (a) to explore the dimensionality of social competence in portuguese students, and (b) to adapt an assessment tool of student social behaviors, useful for research and intervention in the school context-the SSRS (Gresham & Elliott, (1990). To achieve this, we examined the reliability, and the structural configuration of the SSRS' (Teacher form) constructs, in a sample of 342 3rd and 6th grade students, focusing on whether the responses of Portuguese students reflected the posited multidimensional pattern. Results strongly supported a multifaceted view of social skills, and were compatible with previous empirical findings.Key words: social competence dimensions; Social Skills Rating System; portuguese children interação com o mundo social, embora se encontrem na literatura definições que incluem neste conceito competências mais genéricas; estas, geralmente, constituem requisitos bá-sicos para as primeiras. Há mesmo concepções de competência social tão abrangentes que a vêem como uma capacidade individual para coordenar recursos.A competência social é um construto multidimensional e interativo. Os componentes considerados nas várias definições dependem das perspectivas teóricas (por exemplo, a da aprendizagem social, a construtivista ou a etológica), sobre o funcionamento e o desenvolvimento social. Analisando a diversidade de definições de competência social, Dodge (1985) identificou dois fatores comuns: a receptividade e disposição para responder aos estímulos do ambiente (por exemplo, a atenção, a sensibilidade e a adequação das reações próprias às circunstâncias) e a eficácia social (i.l.: a habilidade de interagir eficazmente no ambiente social, especialmente com os pares, por exemplo através de estratégi-as de resolução de problemas e habilidades socio-cognitivas). Estes aspectos comuns e outros componentes específicos são vistos como interagindo na produção do comportamento socialmente competente. A competência social não decorre da simples presença dos seus componentes, mas também das interações entre eles. Trata-se portanto de um c...

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Parent, Teacher, Peer, and Self-Reports of the Social Competence of Students with Learning Disabilities

Cited by 116 publications

References 41 publications

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

The personality of dyslexic and non-dyslexic children: A comparative analysis in the light of the Five-Factor Model

A avaliação da competência social: versão portuguesa da forma para professores do SSRS

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