Correlates of Learning Disabled Students' Peer-Interaction Patterns

1982 ◽  
Vol 5 (4) ◽  
pp. 353-362 ◽  
Author(s):  
Margaret Bruck ◽  
Martine Hébert
Keyword(s):  
Social Skills ◽  
Peer Interaction ◽  
Learning Disabled ◽  
Interaction Patterns ◽  
Disabled Students ◽  
Role Taking

Results of this study showed LD children's cognitive and affective role-taking skills to be poorer than those of age-matched controls. However, performance on these tasks was not related to measures of peer-domain social skills. Instead, these were found most consistently to relate to hyperactivity ratings.

Discrepancy and Severity in the Learning Disabled: A Consolidated Perspective

1980 ◽  
Vol 3 (1) ◽  
pp. 84-90 ◽  
Author(s):  
Carol Weller
Keyword(s):  
Social Skills ◽  
Learning Disability ◽  
Learning Disabled ◽  
Disabled Students ◽  
Severity Level ◽  
Socialization Skills

This paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. Academic and socialization skills are evaluated in light of seven considerations: 1) the problem's effect on other abilities, 2) academic and socialization problem correspondence, 3) alteration of future life needs, 4) remediation versus compensation, 5) effect on social skills with peers and adults, 6) strengths and weaknesses, and 7) avoidance of problem areas. The seven criteria are applied to a mild, moderate, and severe learning disability grouping. Research indicating the need for continued investigation into the use of the model is reported. Recommendations for research and educational uses of the model are also presented.

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.

Peer acceptance, self-perceptions, and social skills of learning disabled students prior to identification.

1990 ◽  
Vol 82 (1) ◽  
pp. 101-106 ◽  
Author(s):  
Sharon Vaughn ◽  
Anne Hogan ◽  
Kamiar Kouzekanani ◽  
Steven Shapiro
Keyword(s):  
Social Skills ◽  
Peer Acceptance ◽  
Learning Disabled ◽  
Disabled Students ◽  
Self Perceptions

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

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