Data do not support the findings of previous studies on the sociometric status of handicapped children in the regular classroom; i.e., LD children would rate significantly lower in terms of popularity than their peers who are non-LD. (Author)

The study investigated the effects of a cooperative intervention designed to allow 40 academically handicapped (learning disabled or mildly retarded) and normal progress students (in third, fourth, and sixth grades) to work cooperatively on academic materials in improving social relationships between these groups of students. In the cooperative…

Twenty learning disabled students (average age 11) were given a simply written personal report explaining the reason for their referral to the clinic, test results, and next steps in their remedial program. Nineteen children who responded to a mailed follow-up questionnaire were overwhelmingly in favor of the practice. (Author)

A study examined the ability of 56 children with learning problems and 56 typical children to resolve the social problems of whether to share limited resources with a peer. Only 15% of the dyads of children with learning problems shared, compared to 58% of typical children. (CR)

For availability, see EC 103 600 Investigated with 25 learning disabled students (grades 4 and 5) were differences between verbal communication to and from learning disabled (LD) children and those to and from their peers. (IM)

Correlational analysis of observed reciprocal interactions of 15 students from each group of learning disabled, behavior-disordered, and regular elementary students, and their peers, teachers, and classroom aids indicated that negative peer-student interactions were reciprocal and that positive or negative teacher-student interactions were not…

A study collected sociometric data in 39 second- through sixth-grade classrooms, 22 of which were engaged in Peer-Assisted Learning Strategies (PALS), a form of peer tutoring. Students with learning disabilities in PALS classes were more socially accepted than those in no-PALS classes and enjoyed the same social standing as controls. (Contains…

Data gathered from a sociometric survey of 177 fifth and sixth grade children, including 22 who were learning disabled (LD), indicated that LD children were less popular in general than non-LD children, that no LD children were extremely popular, but that LD children were not overly represented among social isolates. (Author/IM)

Described is a series of research studies which investigated the sociometric status, social behavior, and social relationship of learning disabled children by means of elementary school classroom observations and laboratory studies. (Author/IM)

Sociometric and activity questionnaires were administered using a sample of 28 learning disabled (LD) boys (ages 6-13) enrolled in private school. Results suggested that the LD population is sociometrically heterogeneous. Popularity was found to be significantly related to informal get-togethers with friends, but not to levels of participation in…

Observations of social interactions of elementary students in self-contained emotionally disturbed (ED) and learning disabilities (LD) classrooms revealed significantly more nonphysical aggression and noncompliance among ED than LD boys across settings, and significantly higher rates of physical and nonphysical aggression and immature behavior…

Resource teachers' and regular teachers' ratings for 32 elementary-level learning-disabled (LD) students were compared to identify teachability characteristics and behaviors. Though the two groups of teachers did not note differences in problem behaviors of the same LD child in different settings, differences in cognitive/motivational and…

A social skills program for learning disabled children consisting of coaching, role-playing, and information sharing was implemented over a 6-month period by a clinical psychologist in collaboration with classroom teachers. When compared to the control group, participants in the experimental program demonstrated greater social acceptance and…