Disciplinary exclusion practices are on the rise nationally, as are concerns about their disproportionate use and lack of effectiveness. This study used data from the Special Education Elementary Longitudinal Study to examine patterns and predictors of disciplinary exclusion over time. Students with emotional/behavioral disorders were most likely…

Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates…

Two learning disabled adolescents participated in training sessions designed to improve six social interaction skills (providing and accepting compliments, accepting instruction and criticism from a supervisor, providing constructive criticism, and explaining a problem to a supervisor). Ss increased these skills and generalized them to actual work…

The purpose of the study was to assess the impact of regular class placement on learning problem students. Consideration was given to academic achievement, personal and social adjustment, peer relationship, and students' perceptions of the class. Fifty seven learning problem students were selected from four types of learning disabilities classes:…

The differential diagnosis of learning disabilities (LD) and emotional or behavioral disorders is complicated by the high incidence of concomitant emotional or behavioral disorders in LD children. (DB)

Described briefly is how and why many learning disabled children have difficulty in accurately perceiving social situations and adjusting their behavior to fit the situation. (KW)

A learning disabled adult recalls her experiences in school as a hyperactive, apraxic primary student. She remembers difficulties in getting along with peers and one especially helpful teacher. (CL)

After viewing short segments from soap operas revealing subtle emotional and social relationships, the children were questioned to determine their comprehension of the scenarios. The LD group consistently made more social comprehension errors than did their non-LD peers. (Author/SEW)

The social-perceptual abilities of 64 learning disabled (LD) and non-LD elementary school students were compared using the Test of Social Inference. The increase in social-perceptual ability with chronological age suggested a developmental lag rather than deficient social functioning of the LD students. (SEW)

This study sought to determine differences in expressed attitudes of social alienation between 20 learning-disabled (LD) school completers and 17 LD school dropouts. Results indicated that dropouts felt more socially alienated toward classmates and teachers than school completers did. Risk models for LD school dropouts should include social…

More than 230,000 children have been adopted from other countries by American parents since 1989, including more than 72,000 from Eastern Europe. Many arrive with growth and development delays, and medical problems. Yet, little is known about the long-term outcomes for these children. Therefore, we assessed long-term developmental,…

A modified Social Performance Survey Schedule was completed by teachers of 534 learning disabled (LD) or socially normal (SN) subjects (ages 8-15). SN subjects were perceived as having significantly more prosocial and significantly less antisocial behavior than LD subjects. Females were perceived as having more prosocial behavior than males.…

This study examined the social adjustment and self-concept of 81 adults (18 to 26 years of age), of whom half had received special education services for learning disabilities. No significant differences were found between groups on social adjustment or self-concept scales. Achievement and IQ measures, collectively, were good predictors of global…