The current scoping review synthesizes the literature on interventions targeting anxiety in individuals with a learning disability (LD). Specifically, the review identifies types of interventions, outcomes, and barriers to or facilitators of implementation of interventions by school staff. The available literature was analyzed using a descriptive…

This study reports the effects of instruction of elementary students in a complex package of social and academic skills designed for use in cooperative groups while studying important information in inclusive general education classes. Twenty-five teachers and 519 fourth and fifth graders, including 45 students with learning disabilities (LD),…

Systematic literature reviews have supported the effectiveness of behavioral Tier 2 interventions, with research being particularly plentiful in relation to Check-In/Check-Out (CICO) and social skills training (SST). Though findings indicate either approach is effective in isolation, a recent study suggested these approaches might be particularly…

The purpose of this study was to examine the Peer Buddy Program at a high school for students with disabilities (i.e., learning and behavior disabilities) in academic and social achievement. Two specific questions were addressed: Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program,…

A mixed methods research design was chosen for this study in order to examine the effectiveness of the Peer Buddy Program across one year on the social and academic skill acquisition of high school students with learning disabilities (LD) and/or emotional/behavioral disabilities (EBD). Specifically, this research focused on identifying the…

Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual…

Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a…

Studies are reviewed regarding the outcome of interpersonal skills training; vocational skills training; and academic, intellectual, and job performance data on learning disabled and dyslexic students. (Author/CL)

We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that…

Studied the effects of conversation skills training for two retarded and one learning disabled participant in a sheltered workshop. Results indicated that participants improved their use of targeted conversational skills over the course of training, but had difficulty generalizing target behaviors to other individuals. (JAC)

Social skill deficits have become a defining characteristic of students with specific learning disability (SLD). Attempts have been made to enhance social functioning through structured training approaches. The effectiveness of these efforts was evaluated in a quantitative research synthesis (meta-analysis), which revealed a "small" effect with…

The case study of a 13-year-old boy with minimal brain dysfunction illustrates the use of a social skills training program which concentrated on rebuilding a damaged self image by identifying maladaptive behaviors and providing alternatives. (CL)

An individualized physical activity program with a strong social skills component was implemented with 45 students (ages 8 to 10) with learning disabilities. Participants' gains in self-ratings of competence and teacher ratings of social behavior were no larger than gains of control students receiving comparable attention through individualized…

Reported is a followup study of the academic, social, and emotional adjustment of 100 boys and 39 girls who spent a mean of 2.4 years at a day and residential school for minimally brain injured children. (DB)

Evaluation of an "Understanding Learning Disabilities" (ULD) course at Lesley College (Massachusetts) concluded that the ULD course was effective in expanding learning-disabled students' knowledge base regarding their disability and in teaching them to apply their self-understanding in a social context. Moreover, students' performance on…