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…

Recent sociometric research has described students with special educational needs (SEN) as less accepted and experiencing more social difficulties than their classmates without SEN. This study addresses the social participation of students with moderate learning difficulties (MLD) in regular schools while also focusing on the quality of their best…

This study compared discrepancies between children's academic and social self-perceptions and parents' and teachers' perceptions of children's academic and social competence among 89 first-grade children: 45 children at risk for learning disabilities (RLD) and 44 of typically developing peers (TD). The relationship between self-perceptions among…

The aim of this study was to examine the experiences of international undergraduate students who are identified with learning disabilities and enrolled in universities in the United States. There is a dearth of studies investigating the unique needs and challenges of this population. This is the first study to explore the phenomenon of…

During early childhood, the foundations for emotional, social and spiritual well being of children with learning disabilities (CWLD) are laid. The CWLD emotional well being is influenced by all the experiences they go through. It is essential to provide warm, trusting relationships, predictable and safe environment, affirmation and respect for all…

This study describes a manual-based psychological intervention for adolescents diagnosed with Learning Disorders (LD), "I Can Succeed" (ICS), and reports on the feasibility of the treatment as an intervention to promote adaptive academic and emotional functioning. The intervention consisted of acute and follow-up phases, over 18 months.…

Fifteen learning disabled adolescents who participated in a social skills awareness program involving discussion and filmstrips significantly improved their posttest scores on the Piers-Harris Children's Self-Concept Scale and on the Fundamental Interpersonal Relations Orientation-Behavior, compared to a conrol group. No significant differences…

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)

This article discusses the outcomes of a study that investigated the experiences of 9 adult women living with a learning disability. It addresses the hidden costs associated with learning disabilities and explores a cyclic relationship discussed by the participants involving perfectionism, panic or anxiety, and exhaustion. (Contains references.)…

The effects of modeling on conversational skills and on metaconversational knowledge of 52 learning disabled and normally achieving boys (grades 2 to 8) were investigated. Ss listened to one of two brief audiotapes: (1) a dialogue of a child interviewer modeling open ended questions, conversational devices, and contingent comments and responses;…

The authors discuss how learning disabled (LD) children's beliefs about themselves may be affected by mainstreaming and how those beliefs may influence their social and achievement related behaviors. Using LD and nonLD elementary and junior high school students, a series of studies examined group differences on a variety of self report and…

The study examined the effects of two group counseling approaches--social skills and relaxation training--on 46 learning disabled (LD) first and second graders' self-concept and on their in-class behavior, as assessed by their teachers. (Author)

The study evaluated the communicative abilities of 30 learning disabled and 30 nondisabled children (ages 9-13 years) in two communication tasks. The study also attempted to investigate the relationships among factors believed to influence such abilities and to identify subgroups of disabled children based on profiles derived from the following…

The article focuses on six components (physical environment, psychological climate, curriculum, materials, assessment and evaluation, and teacher facilitation) necessary for successful affective education for learning disability students. (CL)

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…