This study examined a cumulative model of vulnerability and protective factors at the individual level (children's attachment relationships with father and children's sense of coherence) and at the family level as manifested by fathers' coping resources (fathers' sense of coherence, fathers' active and avoidant coping strategies) in helping to…

This study examined ADHD symptomatology and college adjustment in 420 participants--147 from the United States and 273 from China. It was hypothesized that higher levels of ADHD symptoms in general and the inattentive symptom group in particular would be related to decreased academic and social adjustment, career decision-making self-efficacy, and…

Described is a composite decisionmaking approach for maintaining a mainstreamed child in the regular classroom. (DLS)

Classroom teachers and school mental health specialists must be better equipped to determine which students who practice deviant behavior are behaviorally disordered and which students are experiencing faulty social perception. (Author/PHR)

The article highlights several concepts that appear important to the social and educational development of learning disabled children. Self-esteem, overcompensation, nondefensiveness, structure, and self-discipline are discussed with commentary from a learning disabled youngster. (Author/CL)

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…

Parents of learning-disabled children from eight families were interviewed. Seven fields of concern emerged, including parental involvement in education, parent-school relationships, support for parents, social concerns for the child, concern for the child's future, emotional strains of parenting, and effects on the family. (Author/PB)

Employment outcomes and social adjustment of 65 mildly handicapped students who exited high school in 1984 are examined. Most respondents (78 percent) were employed full time for minimum wage or better and used a family-friend network to secure employment. Most were also living at home and had positive perceptions of their social lives. (Author/PB)

The article traces etiological factors in the development of social interactional problems of learning disabled children and youth. Treatment issues centering on family interaction patterns are described, and an integrated treatment approach involving family intervention is recommended. (JW)

Randomly selected learning-disabled graduates (n=64) of self-contained classes were surveyed via questionnaire to assess vocational and community adjustment. Most received very few community services or agency support, and 38 were in competitive employment. Most lived with parents or other relatives, and most had a driver's license and car.…

This article synthesizes the research defining social problems of some children with learning disabilities, especially the role of communication skills deficits. Traditional emphases on family dysfunction, school failure, or personality disturbances are seen to be negated by research which suggests that neural aberrations trigger deficient…

The Conners Rating Scale was used to identify psychoeducational, neuropsychological, and sociobehavioral variables in attempting to define subtypes within a population of 95 children (mean age 10.6 years) with learning disabilities (LD) or documented brain damage. Results supported the sociobehavioral component in LD subtyping and parallels…