Peer Acceptance, Teacher Preference, and Self-Appraisal of Social Status among Learning Disabled Students

Garrett, Mary K.; Crump, W. Donald

doi:10.2307/1510630

Cited by 59 publications

(18 citation statements)

References 10 publications

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“…Although this quotation is truncated, it is obvious that the sorting of dependent measures within the primary studies met only general parameters in terms of classification, and therefore we are not surprised that Ochoa and Olivarez contested our sorting of articles and/or measures into these general categories. For example, Ochoa and Olivarez indicated that we misclassified peer nominations as peer ratings in some studies (viz., Bryan, 1974Bryan, , 1976Bryan & Bryan, 1978;Garrett & Crump, 1980). We argue, however, that these studies measure sociometric status (social attraction and social rejection) by the percentage of votes students with LD receive from classmates.…”

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confidence: 97%

Meta-Analysis, Replication, Social Skills, and Learning Disabilities

Swanson

1996

J Spec Educ

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This article examines Ochoa and Olivarez's (1995)replication study of Swanson and Malone's (1992) meta-analysis of sociometric research for children with learning disabilities. The two research syntheses agree in direction and outcomes, but vary substantially in identifying the moderator variables that underlie effect sizes. Some of the differences between the two syntheses were related to the effects of gender, ethnicity, and type of measurement on effect size. Differences between the two syntheses were attributed to (a) inadequate reporting of coding reliability, (b) failure to include similar articles for analysis, and (c) poor operationalization of the term learning disabilities as the basis for article selection. Because differences existed in coding schemes and effect sizes between the two syntheses, guidelines for enhancing replication for future syntheses are suggested. These guidelines reflect several criteria on which to judge a meta-analysis of the literature. Syntheses of research-especially meta-analyses-on children with learning disabilities (LD) appear quite frequently in the literature. Unfortunately, there have been very few criteria to judge the quality of these reports. In addition, there have been few if any replications, to my knowledge, on the findings of these syntheses. Recently, Ochoa and Olivarez (1995) conducted a replication of Swanson and Malone's (1992) meta-analysis of sociometric research on students with learning disabilities. Earlier, Swanson and Malone (1992) had found that students with learning disabilities had considerably lower sociometric status than their nondisabled counterparts. Ochoa and Olivarez's replication supported Swanson and Malone's findings in terms of the direction and magnitude of the effects. Ochoa and Olivarez argued, however, that their study was more accurate in terms of (a) effect sizes (ES's), (b) conceptual comparability of dependent measures, and (c) internal validity. In sum, they argued that (a) their ES's were smaller and took into consideration sample size and outliers, (b) they correctly classified measures, and (c) they placed parameters on the quality of the studies included in the synthesis. Because of a failure to replicate our findings completely, our natural response was to elaborate and qualify our synthesis. Much to our surprise, however, we found the meta-analysis by Ochoa and Olivarez more thorough and methodologically sophisticated than ours. We have some quibbles with Ochoa and Olivarez (1995), however, such as their failure to (a) report interrater agreement on the various codes, (b) define what is meant by a "methodologically sound study," and (c) compare conclusions on various categories on the same articles (the percentage of overlap in articles

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confidence: 97%

Meta-Analysis, Replication, Social Skills, and Learning Disabilities

Swanson

1996

J Spec Educ

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“…Others have found that children with specific learning disabilities exhibit increased levels of anxiety, withdrawal, depression, and low selfesteem when compared to nonhandicapped children (Eliason & Richman, 1988;McConaughy, 1986;McConaughy & Ritter, 1986;Rosenthal, 1973). Researchers have also documented that, compared to their normally achieving peers, children with specific learning disabilities are less well liked and more likely to be rejected by others (Bruininks, 1978;Bryan, 1976;Garrett & Crump, 1980;Gresham & Reschly, 1986;Morrison, 1981;. Behavioral observations reveal that students with learning disabilities receive more negative messages from their peers and are perceived as less socially skillful (La Greca, 1987;Vaughn & La Greca, 1988).…”

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confidence: 99%

The MMPI-2 Profile of Adults with Learning Disabilities in University and Rehabilitation Settings

Gregg

Hoy

King³

et al. 1992

J Learn Disabil

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The primary purpose of this study was to compare the personality profiles of adults with learning disabilities attending a large state university (8 females, 8 males) to those participating in training programs in a rehabilitation setting (8 females, 18 males), in an attempt to identify affective variables that should be considered in transitional and postsecondary program planning. A secondary purpose of the study was to compare the performance of two groups of adults with learning disabilities (i.e., university and rehabilitation) to a normative group of college students. The mean age for all subjects was between 20 and 23 years. Findings from the study indicated that the personality profiles of individuals with learning disabilities in either a rehabilitation setting or seeking a university degree are significantly different from those of the normative population of normally achieving college students. The rehabilitation group in this study demonstrated feelings of social isolation, poor self-concept, self-doubt, and extreme restlessness. Somewhat different profiles were seen with the university group as they indicated feelings of fear, obsessive thoughts, lack of self-confidence, self-doubt, and extreme self-criticism. Both groups demonstrated profiles of individuals under extreme short- and long-term stress leading to anxiety. The study also reviewed the relevance and appropriateness of using the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) that will have direct application for the assessment and intervention of adults with learning disabilities either in a rehabilitation setting or seeking a university degree.

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“…Negative ratings are given to children with learning disabilities by their parents (Chapman & Boersma, 1979), by their teachers (Garrett & Crump, 1980), by their peers (Bruininks, 1978;Bryan, 1974Bryan, , 1976Siperstein & Goding, 1985;Wiener, 1980), and even by strangers (Bryan, 1978;Bryan & Perlmutter, 1979;Bryan, Sherman, & Fisher, 1980). Inadequacies in social perception, specifically in skills involving empathy (Bachara, 1976), role taking (Dickstein & Warren, 1980;Wong & Wong, 1980), and making social inferences (Bruno, 1981), have been found in individuals with learning disabilities.…”

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confidence: 99%

Interpretation of Emotion From Facial Expressions in Children With and Without Learning Disabilities

Holder

Kirkpatrick

1991

J Learn Disabil

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The accuracy and time required for children with and without learning disabilities to interpret emotions when restricted to information from facial expressions, and the accuracy of those interpretations, were investigated. Ninety-six children participated; an equal number of males and females were included in both learning categories and age levels. Accuracy and response time on a modified version of Pictures of Facial Affect were recorded for the emotions of fear, sadness, surprise, anger, happiness, and disgust, as well as for the entire task. Three-way ANOVAs revealed children with learning disabilities to (a) be less accurate interpreters of emotion and (b) spend more time identifying specific emotions. Both age and sex influenced response time: Younger subjects required more time to interpret the emotions of fear and anger; males spent more time interpreting happiness. Younger females with learning disabilities displayed difficulty in interpretation, and older children with learning disabilities (particularly males) were rapid, but often inaccurate, interpreters of emotion.

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Peer Acceptance, Teacher Preference, and Self-Appraisal of Social Status among Learning Disabled Students

Cited by 59 publications

References 10 publications

Meta-Analysis, Replication, Social Skills, and Learning Disabilities

Meta-Analysis, Replication, Social Skills, and Learning Disabilities

The MMPI-2 Profile of Adults with Learning Disabilities in University and Rehabilitation Settings

Interpretation of Emotion From Facial Expressions in Children With and Without Learning Disabilities

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