Students with high-incidence disabilities, including emotional and behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disabilities (MID), demonstrate academic, social, and behavioral deficits to varying degrees, which places them at risk for school failure. Because students with E/BD face dire consequences, it is…

Two experiments examined the ability of learning disabled versus nondisabled third to fifth grade children (N=20) to ingratiate an adult interviewer. In each experiment an equal number of disabled and nondisabled youngsters were instructed to act natural, and an equal number were instructed to "try and get the lady to like you." Naive college…

Twenty-six pairs of elementary-aged learning disabled and nonhandicapped children were assessed on social perception (empathy) and social skills measures. Few differences were found between the groups on the empathy and social skills measures. A correlation between social skill and empathy was found only for the nonhandicapped group. (Author/DB)

Comparison of positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nondisabled children revealed significant differences in peer acceptance and in task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher,…

Analysis of parents' reports on social competence and behavioral problems for 123 learning disabled boys aged six to 11 revealed that on average, the parents reported significantly lower levels of social competence and more behavior problems than normative samples of parents. (Author/CL)

The interaction place map, a mnemonic device which depicts the five most common places in which humans interact, can be used to teach social skills to elementary learning disabled students. Students can plot movement on the map as they move within an interaction. (CL)

The responses of 20 learning disabled (LD) and 20 normal children (9 to 11 years old) to a social inference task were compared. The LD children showed deficits in interpretation of the situation and determining consequences. No differences were found between groups in determining antecedents. (Author)

The study compared 86 learning disabled (LD) with 86 matched non-learning disabled (NLD) children (7-11 years old) on three domains of variables: social problem solving skills, school behavior, and family background. The LD children were deficient in all three domains. More specifically, they were able to generate fewer alternatives for solving…

The pragmatic competence of 33 learning disabled (LD) children (grades 2, 4 and 6) was examined on a task that allowed for the separate assessment of linguistic and social knowledge, i.e., the ability to appropriately vary politeness and persuasive strategies as a function of listener status. LD and non LD Ss made requests of four imaginary…

The study was undertaken to determine if there were differences in the social perception of 23 learning disabled (LD) and 34 nonLD elementary school children. Results showed that LD children were less accurate in their perception of social interactions than normal children. (Author/SB)

The study examined social status as determined by conceptions of friendships, perceptions of social competencies, and behavior in school in 23 learning disabled (LD) Caucasian boys, 8-11 years old; 23 nonLD controls matched for age, sex, race, IQ, socioeconomic status, and homeroom; and 141 nonLD children both boys and girls, in the third grade…

The study examined the development of perspective taking skills in 44 learning disabled (LD) and 44 nonLD children (9 to 12 years old). Each child was administered three tasks designed to assess the ability to judge the affective, perceptual, and cognitive perspective of others. Results indicated that LD children scored significantly lower than…

The performance of 15 pairs of learning disabled and nondisabled peers (7-11 years old) on a persuasion task and their recorded conversations during a cooperative construction task were compared. Results suggested that the groups may be distinguished on the basis of their verbal communications. (Author/CL)

Results of administering a self concept measure to 24 learning disabled/gifted children (aged 8 to 12) as well as a student behavior measure to parents and teachers showed lower self concepts in the disabled children than in controls and significant relationships between self concept and hyperactive/asocial behaviors. (DB)

Parents' reports on social competence and behavioral problems were obtained for 123 learning disabled boys aged 6-11. On average, the parents of LD boys reported significantly lower levels of social competence and more behavior problems than normative samples. (Author/CL)