Social Status of Learning Disabled Children and Adolescents: A Review

Dudley-Marling, Curtis C.; Edmiaston, Rebecca

doi:10.2307/1510893

Cited by 38 publications

(11 citation statements)

References 40 publications

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“…This finding is surprising in light of social difficulties and specific socialperceptual deficits described among some individuals with learning disabilities (Bryan, 1976;Bryan & Bryan, 1981;Dudley-Marling & Edmiaston, 1985). One explanation for this finding is that the student with LD tries to compensate for academic failures by discounting the importance of school and overemphasizing the value of social activities.…”

Section: Discussionmentioning

confidence: 99%

Individual Differences in the Self-image of Adolescents with Learning Disabilities: The Roles of Severity, Time of Diagnosis, and Parental Perceptions

Raviv

Stone

1991

J Learn Disabil

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The self-images of 49 adolescents with learning disabilities (Grades 9 through 12, mean age = 15.9) and 49 normally achieving peers (Grades 9 through 12, mean age = 16.0) were compared using the Offer Self-Image Questionnaire (OSIQ). The group with LD scored significantly lower than the comparison group on 4 of the 10 OSIQ scales. Later-diagnosed adolescents with LD scored significantly higher than early-diagnosed adolescents on two of the scales. Severity of the learning disability was not found to be related to self-image scores. In a second study, parental perceptions of the self-images of 28 of the 49 students with LD were studied by administering the Offer Parent-Adolescent Questionnaire (OPAQ) and an informal questionnaire to their parents. On 6 of the 10 OPAQ scales, parents perceived their children as having a lower self-image than the adolescents themselves reported. Significant but moderate relationships were found between parents' perceptions and adolescent self-image scores. Results of the two studies are interpreted in terms of a multidimensional conception of self-image that considers factors inherent to the individual as well as interpersonal and institutional factors.

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Section: Discussionmentioning

confidence: 99%

Individual Differences in the Self-image of Adolescents with Learning Disabilities: The Roles of Severity, Time of Diagnosis, and Parental Perceptions

Raviv

Stone

1991

J Learn Disabil

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“…The particular deficits manifested by elementary and secondary students with LD have also been described (e.g., Deshler & Schumaker, 1983;). In addition, there have been a number of reviews focusing on specific social skill deficits, including self-concept (Chapman, 1988), peer status (Dudley-Marling & Edmiaston, 1985;Wiener, 1987), interpersonal skills (LaGreca, 1987), social adjustment (Bruck, 1986), social competence (Gresham, 1988), behavioral functioning (Thompson & Kronenberger, 1990), classroom behavior (Bender & Smith, 1990), communicative competence , social perception (LaGreca, 1981;Maheady & Sainato, 1986), social cognition (Pearl, 1987), role taking (Kitano, Stiehl, & Cole, 1978), attributions (Licht & Kistner, 1986), and social relationships (Pearl, Donahue, & Bryan, 1986;Perlmutter, 1986;Wiener, 1980).…”

Section: Social Skills and Learning Disabilitiesmentioning

confidence: 99%

Social Skill Deficits and Learning Disabilities: A Meta-Analysis

1996

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Over the past 15 years, increased attention has been directed at social skills and their relationship to learning disabilities. Using the methods of meta-analysis, this investigation explores the nature of social skill deficits among students with learning disabilities. Across 152 studies, quantitative synthesis shows that, on average, about 75% of students with learning disabilities manifest social skill deficits that distinguish them from comparison samples. Approximately the same level of group differentiation is found across different raters (teachers, peers, self) and across most dimensions of social competence. Although social skill deficits appear to be an integral part of the learning disability experience, a number of questions about the relationship between learning disability and social skill deficits remain unanswered. Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficits appear warranted.

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“…Many special education students lack the skills to negotiate positive relationships in school (Bryan, 1991(Bryan, , 1997Kavale & Forness, 1996;La Greca & Vaughn, 1992;Landau & Moore, 1991). Moreover, compared to students in general education, students with special needs also engage more often in problem behaviors that may disrupt their relationships with peers and teachers (Chapman, 1988;Dudley-Marling & Edmiaston, 1985;Pearl, 1987Pearl, , 1992Schumaker & Hazel, 1988). Within integrated classrooms, students with special needs are more likely to be nominated by their nondisabled peers for aggressiveness and disruptiveness, and they are also more likely to be rejected by their schoolmates (Farmer, 2000;Farmer & Hollowell, 1994).…”

mentioning

confidence: 99%

Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education

Kam

Greenberg

Kusché

2004

Journal of Emotional and Behavioral Disorders

194

121

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In this study, the authors examined the long-term effectiveness of the PATHS (Promoting Alternative THinking Strategies) curriculum on the adjustment of school-age children with special needs. The PATHS curriculum focuses on promoting children's emotional development, self-regulation, and social problem—solving skills. Eighteen special education classrooms were randomly assigned to treatment and control conditions in this controlled trial. Teachers received both training and ongoing consultation and provided PATHS to students in Grades 1 through 3. Data were collected before the intervention and for 3 successive years. Growth curve analysis indicated that the intervention reduced the rate of growth of teacher-reported internalizing and externalizing behaviors 2 years after the intervention and produced a sustained reduction in depressive symptoms reported by the children. Discussion focuses on the need for social—emotional learning (SEL) programs in special education and factors that can promote SEL among children with special needs.

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Social Status of Learning Disabled Children and Adolescents: A Review

Cited by 38 publications

References 40 publications

Individual Differences in the Self-image of Adolescents with Learning Disabilities: The Roles of Severity, Time of Diagnosis, and Parental Perceptions

Individual Differences in the Self-image of Adolescents with Learning Disabilities: The Roles of Severity, Time of Diagnosis, and Parental Perceptions

Social Skill Deficits and Learning Disabilities: A Meta-Analysis

Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education

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