This study investigated the association of a performance-based measure of executive functioning (EF) with academic, social, and behavioral performance ratings in a convenience sample of 153 children aged 5 to 12 (78% male, 83% Caucasian) diagnosed with attention-deficit/hyperactivity disorder (ADHD). Multivariate regression showed that above and…

The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term…

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)

A prevocational program in which learning disabled and emotionally disturbed children participated in a hands-on approach to using video equipment is described. (CL)

The data suggested that both joining and conversation skills were problems for the boys, and that participation in the social skills training program resulted in improvement in interpersonal skills and in the frequency of interactions with peers. (Author)

Eighty-five children with learning disabilities (LD) in grades 3-6 were compared to matched low achieving (LA) peers. Results indicated that the two groups were comparable on most social competence measures, although LD children reported themselves less lonely than LA children, and regular class children rated LD children more likable than LA…

When second- through fifth-grade learning disabled (N=24) and nonhandicapped (N=24) boys were shown four hypothetical social situations and then interviewed about social interaction goals and strategies, the learning-disabled students were found to perform with less social competence and at lower developmental levels than nonhandicapped peers in…

Forty-seven pairs of learning disabled (LD) and non-LD junior high students were observed in their regular classrooms using a continuous recording system. Results show that LD adolescents do not appear to be social isolates in the classroom. (Author)

This study examined the response of intermediate-grade boys (N=18) and girls (N=20) with (N=20) or without (N=18) learning disabilities (LD) to experimental dyadic interactions, either friendly or unfriendly. Children with LD were hypersensitive to both situations and girls with LD appeared most negatively affected by the unfriendly interaction.…

Forty-four fourth- and fifth-grade boys with and without learning disabilities (LD) completed a semi-structured interview measure of interpersonal understanding. They were also rated by their teachers on social adaptation in the classroom. Interpersonal understanding and social adaptation were positively correlated, and children with LD exhibited…

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…

The social functioning of primary grade students identified as learning disabled (LD; n=16), low achieving (LA; n=27), or average/high achieving (AHA; n=21) was assessed at the beginning and end of the school year. Students with LD were less well liked, more frequently rejected, and had lower academic self-concept scores. However, LD students…

This longitudinal study followed the social development of 239 students (including 10 students with learning disabilities) from kindergarten through fifth grade. Repeated measurements of peer acceptance, reciprocal friendship, self-concept, and social skills found a substantial amount of instability in social competence components for the students…

This response to Vaughn and Hogan (EC 608 627), who reported a longitudinal study on the social competence of 10 children with learning disabilities, looks at problems in doing longitudinal research; the influence of environmental factors; and developmental issues. Possible interventions with children having consistent social problems are noted.…

This study examined loneliness and sense of coherence among 187 preschool children in Israel, of which 111 were at high risk for developing learning disabilities. The high risk children demonstrated higher levels of loneliness and lower levels of coherence than the control group. The high risk children also were less accepted by nondisabled peers.…