The purpose of the study was to characterize the relationships between behavior problems, academic achievement, and loneliness of students in the upper and lower thirds of a social skills classification. Participants were 733 students (359 boys and 374 girls) ages 9 to 14 years, 642 without learning disabilities (LDs) and 91 with LDs. Their…

The present study explores the extent to which maternal attachment and teacher--student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD),…

This study examined the role of adolescents' perceived close relationships with significant others (attachment relationships with mothers/fathers, appraisal of homeroom teacher as secure base, and quality of peer friendship) in explaining differences in their socioemotional and behavioral functioning (peer-network/peer-dyadic loneliness,…

This study explored children's secure attachment with both parents versus one parent, as well as the unique role of children's patterns of close relationships with father and mother, for a deeper understanding of maladjustment problems among children with learning disabilities (LD). Specifically, this study identified subgroups of children with…

Positive and negative mood have often been considered indicators of wellbeing, affecting behavior and adjustment. This study evaluated the personal and familial predictors of positive and negative mood among 1,024 Israeli students (children with learning disabilities [LD]: 302 boys, 198 girls; children without LD: 308 boys, 216 girls). They were…

This study compared outcomes and processes in counseling groups of an expressive-supportive modality for children with learning disabilities (LD) and without them (NLD). Participants were 266 students (ages 10-18), all referred for emotional, social, and behavioral difficulties; of these, 123 were identified with LD and 143 were not. There were 40…

Teachers in general education are expected to cope with students with diverse needs. They might not always be ready or sufficiently supported to meet these challenges. The current study aims at identifying child, teacher and environmental barriers to inclusion. Specifically it addresses the importance of preschool teachers' attitudes as the human…

A study examined the socioemotional experiences of adolescents with and without learning disabilities (LD) in an Israeli kibbutz environment during school transition periods. Seventh- and ninth-graders with LD received more social peer rejection and were judged by teachers to exhibit lower social skills and higher behavioral problems. (Contains…

This study examined patterns of social-emotional subgroups among 122 students with learning disabilities in Israel. Cluster analysis found four subgroups: two nonlonely (one behaviorally adjusted and one with externalizing maladjustment) and two lonely (with externalizing and internalizing maladjustment). Teacher ratings, student ratings, and case…

Novice and experienced special educators and headteachers (total n=49) of special schools in Israel received the Teacher Training Interactive Problem-solving System computer-training system and then completed a questionnaire on four common behavioral difficulties in children: attention deficit disorder with hyperactivity, conduct disorders,…