Social Status of Learning Disabled Children and Adolescents: A Review

1985 ◽  
Vol 8 (3) ◽  
pp. 189-204 ◽  
Author(s):  
Curtis C. Dudley-Marling ◽  
Rebecca Edmiaston
Keyword(s):  
Children And Adolescents ◽  
Social Status ◽  
Learning Disabled ◽  
Disabled Persons ◽  
Disabled Children ◽  
Disabled Students ◽  
Adolescents And Adults

Low social status is frequently ascribed to learning disabled children and adolescents. This article reviews published investigations of social status among learning disabled children, adolescents, and adults. Results indicate that, contrary to prevailing assumptions, not all or even most learning disabled persons are held in low esteem by their teachers, parents, and peers. In fact, some learning disabled students are popular. Therefore, as a group, the learning disabled may merely be at greater risk for attaining low social status.

A Comparison of the Proportional Reasoning Abilities of Learning Disabled and Non-Learning Disabled Children and Adolescents

1983 ◽  
Vol 6 (3) ◽  
pp. 313-320
Author(s):  
Rose Sinicrope ◽  
Lori Bell Mick
Keyword(s):  
Problem Solving ◽  
School District ◽  
Children And Adolescents ◽  
Proportional Reasoning ◽  
Learning Disabled ◽  
Disabled Children ◽  
Symbolic Form ◽  
Disabled Students ◽  
Reasoning Abilities

Noelting's (1980a, 1980b) three parallel instruments on proportional reasoning—two presenting problem-solving tasks in the ratio and division interpretations of fractions and one presenting the tasks in the purely symbolic form of numerical fractions—were administered to 6 female and 41 male learning disabled students, grades four through eight. Performances on the instruments were then compared to the performances of 120 non-learning disabled students in grades five through nine of the same school district. The purpose of the study was to determine whether learning disabled students differed in their development of proportional reasoning and whether their disability was in the use of symbols and language and not in their ability to solve proportional problems. Developmental scalograms, PPR>0.93, resulted in support of the hypothesis that the proportional reasoning abilities of the learning disabled student are developmental and thus not unlike those of the non-learning disabled student. A comparison of the three means for the two groups revealed a reversal in performance with the learning disabled students more successful at problem solving and the non-learning disabled students more successful at the purely symbolic form of numerical fractions. Unlike the non-learning disabled students, the learning disabled students' inability to express a strategy did not indicate an inability to solve the problem.

A Cerebellar-Vestibular Explanation for Fears/Phobias: Hypothesis and Study

1989 ◽  
Vol 68 (1) ◽  
pp. 67-84 ◽  
Author(s):  
Harold N. Levinson
Keyword(s):  
Differential Diagnosis ◽  
Mitral Valve ◽  
Children And Adolescents ◽  
Mitral Valve Prolapse ◽  
Learning Disabled ◽  
Anxiety Symptoms ◽  
Disabled Children ◽  
Selective Treatment ◽  
Vestibular Response ◽  
Adolescents And Adults

To clarify and test the cerebellar-vestibular (CV) basis of fears/phobias, responses of 4000 learning disabled children, adolescents, and adults with neurological and electronystagmographic (ENG) evidence of CV-dysfunction were analyzed for anxiety-related symptoms. Of this sample, 64.6% indicated fears/phobias; females were significantly more predisposed; mixed-handedness was significantly related to fears of heights and reduced vestibular response or asymmetric vestibular functioning. Also, adults bad a higher incidence of the specific fears/phobias characterizing agoraphobia than children and adolescents. Analysis of factors reported as triggering the fears/phobias led to (1) a classification and theory of fears/phobias, obsessions/compulsions, and related anxiety symptoms based on realistic or traumatic, neurotic, and CV- or other CNS-based mechanisms rather than on DSM-III—R surface descriptions; (2) an understanding of the relationships between mitral valve prolapse, agoraphobia and panic episodes, as well as depression; and (3) new insights into differential diagnosis and selective treatment.

Peer Acceptance, Teacher Preference, and Self-Appraisal of Social Status among Learning Disabled Students

1980 ◽  
Vol 3 (3) ◽  
pp. 42-48 ◽  
Author(s):  
Mary K. Garrett ◽  
W. Donald Crump
Keyword(s):  
Social Status ◽  
Peer Acceptance ◽  
Learning Disabled ◽  
Peer Status ◽  
Disabled Children ◽  
Disabled Students ◽  
Research Curriculum ◽  
Teacher Preference ◽  
Relationship Of ◽  
The Relationship

Social integration, one aspect of mainstreaming, has become an increasing concern with educators working with learning disabled students. Previous results generally have indicated a low peer status for learning disabled students. The purpose of this study was to compare the peer status of learning disabled children served in mainstream programs with their nonlearning disabled peers and to explore (1) the relationship of teacher preference and social status among children, and (2) the accuracy of self-appraisal of social status among learning disabled and nonlearning disabled students. Findings concerned with peer status were similar to previous research. In addition, learning disabled students were found to be less preferred by teachers. A significant relationship between teacher preference and social status was observed in 78% of the classrooms. Results for self-appraisal of social status were somewhat different from previous research. Implications for research, curriculum, and teacher education are discussed.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Monte D. Smith ◽  
Carl M. Rogers
Keyword(s):  
Learning Disability ◽  
Basic Assumption ◽  
Field Work ◽  
Learning Disabled ◽  
Standardized Assessment ◽  
Assessment Instruments ◽  
Disabled Children ◽  
Disabled Students ◽  
Normative Population ◽  
Affective Assessment

Many practitioners and researchers in the learning disability field work under the basic assumption that the various assessment instruments commonly used with learning disabled populations exhibit the same reliability when used with learning disabled students as when used with a more normative population. The purpose of this study was to test this assumption by examining the reliabilities of several tests of intellectual, academic, and affective assessment when administered to learning disabled students.

Social Status of Learning Disabled Children

1978 ◽  
Vol 11 (2) ◽  
pp. 98-102 ◽  
Author(s):  
Gary N. Siperstein ◽  
Michael J. Bopp ◽  
John J. Bak
Keyword(s):  
Social Status ◽  
Learning Disabled ◽  
Disabled Children

Learning Disabled Students' Conformity Responses to Prosocial and Antisocial Situations

1982 ◽  
Vol 5 (4) ◽  
pp. 344-352 ◽  
Author(s):  
Tanis Bryan ◽  
Mara Werner ◽  
Ruth Pearl
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Peer Pressure ◽  
Social Behaviors ◽  
Learning Disabled ◽  
Prosocial Behaviors ◽  
Disabled Children ◽  
Disabled Students

Junior-high school aged learning disabled and nondisabled students rated their willingness to conform to peer pressure to engage in antisocial and prosocial actions. In addition, students indicated how many friends they had, how supportive they perceived their peers and parents to be, and how often they participated in antisocial actions with friends. The results indicated that while learning disabled and nondisabled children did not differ in their estimates of likely conformity to engaging in prosocial behaviors, the learning disabled subjects rated themselves more likely to engage in antisocial actions with friends. While learning disabled children estimated having somewhat fewer friends than nondisabled students, the groups did not differ in their perceptions of peer and parent supportiveness. Results are discussed in terms of factors which may affect learning disabled adolescents' social behaviors.

Relationships among Self-Concept and School Achievement, Maternal Self-Esteem and Sensory Integration Abilities for Learning Disabled Children, Ages 7 to 12 Years

1984 ◽  
Vol 58 (1) ◽  
pp. 177-178 ◽  
Author(s):  
Beverly A. Doyle ◽  
David C. Higginson
Keyword(s):  
Sensory Integration ◽  
Southern California ◽  
School Achievement ◽  
Learning Disabled ◽  
Self Esteem ◽  
Self Concept ◽  
Disabled Children ◽  
Disabled Students ◽  
Motor Abilities

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.

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