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Attributions for Social Experiences among Three Behavioral Subgroups of Learning Disabled Children.
Durrant, Joan E.; And Others – 1991
The purpose of this study was to determine whether different behavioral subtypes of learning-disabled (LD) children form different beliefs regarding their social successes and failures. The 75 subjects (ages 8 to 13) comprised 5 matched groups of 15 children each differing in the presence or absence of learning disabilities, behavior disorders,…
Descriptors: Attribution Theory, Behavior Disorders, Elementary Education, Emotional Development
The LD Adolescent at Risk: Developmental Tasks, Social Competence, and Communication Effectiveness.
Peer reviewed Peer reviewed
Jackson, Moss A. – Journal of Reading, Writing, and Learning Disabilities International, 1987
Key developmental tasks of adolescence and the unique problems that face the learning-disabled adolescent are outlined, focusing on the role of social competency and communication effectiveness. Components of a comprehensive social competency training program include the nature of the learning disability, the affective-defensive pattern, adaptive…
Descriptors: Adaptive Behavior (of Disabled), Adolescent Development, Communication Skills, Curriculum
Social Skills, Learning Disabilities, and Occupational Success.
Peer reviewed Peer reviewed
Cartledge, Gwendolyn – Journal of Reading, Writing, and Learning Disabilities International, 1987
Social incompetence is a significant cause of postsecondary maladjustment for the learning disabled. The literature is reviewed on factors critical to occupational success; social development of the learning disabled; major social incompetencies (specifically, social perception and problem solving, task-related social behaviors, and social…
Descriptors: Daily Living Skills, Generalization, Interpersonal Communication, Interpersonal Competence
Social-Emotional Factors in Students with and without Learning Disabilities.
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Hall, Cathy W.; And Others – 1993
This study examined whether students with learning disabilities (LD) differed from general education (NLD) students in terms of depressive symptomatology, causal attributions for success and failure, self-concept, and locus of control. Eighty-two students in grades 4, 5, and 6 participated in the study. Subjects were given the Intellectual…
Descriptors: Age Differences, Attribution Theory, Depression (Psychology), Emotional Adjustment