Social Skills of Learning Disabled Children and Youth: An Overview

1982 ◽  
Vol 5 (4) ◽  
pp. 332-333 ◽  
Author(s):  
Tanis Bryan
Keyword(s):  
Social Skills ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Competencies for Professionals in Learning Disabilities

1978 ◽  
Vol 1 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field.

Social Skill Deficits and Low Peer Acceptance of Mainstreamed Learning Disabled Children

1986 ◽  
Vol 9 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Frank M. Gresham ◽  
Daniel J. Reschly
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Peer Acceptance ◽  
Learning Disabled ◽  
Social Outcomes ◽  
Actual Behavior ◽  
Disabled Children ◽  
Behavioral Ratings ◽  
The Social ◽  
Skill Deficits

Positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nonhandicapped children were compared. Highly significant differences between the two groups were found in peer acceptance as well as the social skill domains of task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher, parent, and peer judges. Implications of the findings are discussed in terms of behavioral repertoires expected by teachers, the low priority assigned to social skills by teachers, and the conceptualization of behavioral ratings as mediators between actual behavior and important social outcomes for learning disabled children.

Implementation of the Dcld Competency Standards

1980 ◽  
Vol 3 (2) ◽  
pp. 29-34 ◽  
Author(s):  
James E. Leigh
Keyword(s):  
Learning Disabilities ◽  
Teacher Training ◽  
Training Programs ◽  
Code Of Ethics ◽  
Learning Disabled ◽  
Children And Youth ◽  
Practical Implementation ◽  
Disabled Children ◽  
Certification Standards ◽  
Teacher Training Programs

This article discusses the DCLD Code of Ethics and Competencies for Teachers of Learning Disabled Children and Youth and reviews each of its stated purposes related to: teacher training programs, certification standards, employment criteria, and monitoring of ongoing professional practices. Recommendations are made for practical implementation of the competency statements. While some of the recommendations pertain to applications in the future, the discussion emphasizes the need to implement the DCLD competencies as soon as possible. Even though the philosophical and theoretical debates regarding learning disabilities will not be resolved by the DCLD document, implementation of the competency standards will lead to significant improvement of services to children with learning disabilities.

Role-Taking Skills in Normal Achieving and Learning Disabled Children

1980 ◽  
Vol 3 (2) ◽  
pp. 11-18 ◽  
Author(s):  
Bernice Y.L. Wong ◽  
Roderick Wong
Keyword(s):  
Social Skills ◽  
Social Problems ◽  
Learning Disabled ◽  
Psychological State ◽  
Contextual Knowledge ◽  
Main Character ◽  
Disabled Children ◽  
Role Taking ◽  
Prior Context ◽  
A Chain

This study investigated role-taking skills in normal achieving and learning disabled children. The children looked at three cartoon series, in each of which a main character was portrayed as being caught up in a chain of events resulting in respective states of anger or fear or sadness. Additionally, in each of them, a bystander was introduced who witnessed the main character's psychological state without the knowledge of the prior context of the events. Each child told the stories from the viewpoints of the main characters and of the bystanders. Only the bystanders' stories were scored for egocentrism. The extent to which subjects could take a perspective which was unclouded by contextual knowledge known only to themselves was thus measured. The results showed that learning disabled children were much less able to adopt an alternative viewpoint than their normal counterparts. Moreover, within the group of learning disabled children, females were substantially more egocentric than males. The results enhanced understanding of previous findings of social problems in learning disabled children, and underscored the need for training learning disabled children in social skills.

Criteria for Defining the Regular Classroom as the Least Restrictive Environment for LD Students

1981 ◽  
Vol 4 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Timothy E. Heron ◽  
Michael E. Skinner
Keyword(s):  
Social Acceptance ◽  
Least Restrictive Environment ◽  
Learning Disabled ◽  
Children And Youth ◽  
Regular Classroom ◽  
Disabled Children ◽  
Considerable Time ◽  
Teacher Student ◽  
Initial Placement ◽  
Restrictive Environment

Members of placement teams expend considerable time and effort on determining least restrictive environments for learning disabled children and youth. Unfortunately, the placement team must use criteria which are vague and subject to interpretation. The purpose of this paper is to delineate three observable and measurable variables in the regular classroom—response opportunity, teacher-student interaction, and social acceptance—which the team can use to make the initial placement decision and to evaluate educational progress in the future.

Competencies for Professionals in Learning Disabilities

1988 ◽  
Vol 11 (3) ◽  
pp. 167-175 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.

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