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Zentall, Sydney S.; Beike, Suzanne M. – Learning Disability Quarterly, 2012
Children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits. This research compared the teacher- and student-rated goals of 57 children at two age levels, who were average learners, had a reading problem/disability (RP), and were hyperactive or…
Descriptors: Reading Difficulties, Elementary School Students, Social Development, Mild Disabilities
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Rourke, Byron P. – Learning Disability Quarterly, 2005
Some of the issues that dominated, or at least held sway, in the neuropsychology of learning disabilities (LD) in the 1970s included: the definition of LD, whether there are reliable and valid subtypes of LD, whether and to what extent LD are related to cerebral dysfunction, and whether LD are related to types and/or degrees of psychosocial…
Descriptors: Neuropsychology, Definitions, Learning Disabilities, Hyperactivity
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Cartledge, Gwendolyn – Learning Disability Quarterly, 2005
There have been many changes in social skill instruction over the past three decades. Many of them are good, some continue to challenge. The author is just as convinced today as she was at the beginning of her career that children can be taught to be more adaptive. She does not believe that educators cannot afford to fail, because this is germane…
Descriptors: Interpersonal Competence, Learning Disabilities, Interpersonal Relationship, Intervention
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Teglasi, Hedwig; Cohn, Andrea; Meshbesher, Nicole – Learning Disability Quarterly, 2004
The link between learning problems and social-emotional difficulties is well documented and both are associated with temperamental risk factors. Whereas temperament refers to individual differences in biologically based dispositions for responding to and engaging with one's surroundings, developmental outcomes are the products of experiences as…
Descriptors: Psychological Patterns, Interpersonal Competence, Personality, Learning Problems
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Wiener, Judith – Learning Disability Quarterly, 2004
This article reviews the literature on peer relations and social skills of children with learning disabilities (LD). Two risk models are discussed. The single-risk model suggests that for some children with LD, social skills deficits are inherent in the disability. These deficits lead to problems with social relationships, which foster…
Descriptors: Social Problems, Behavior Problems, Risk, Hyperactivity
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Kavale, Kenneth A.; Mostert, Mark P. – Learning Disability Quarterly, 2004
Social skill deficits have become a defining characteristic of students with specific learning disability (SLD). Attempts have been made to enhance social functioning through structured training approaches. The effectiveness of these efforts was evaluated in a quantitative research synthesis (meta-analysis), which revealed a "small" effect with…
Descriptors: Learning Disabilities, Interpersonal Competence, Behavior Problems, Program Evaluation
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Elias, Maurice J. – Learning Disability Quarterly, 2004
The majority of students with learning disabilities have difficulties with social relationships. In this article, three key skill areas in social-emotional learning are identified as the main source of these difficulties: recognizing emotions in self and others, regulating and managing strong emotions (positive and negative), and recognizing…
Descriptors: Interpersonal Competence, Intervention, Classroom Environment, Social Isolation
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Nowicki, Elizabeth A. – Learning Disability Quarterly, 2003
A review of 32 studies that compared social competence of children with learning disabilities and typical children in inclusive classrooms found children with learning disabilities and low-achieving children were at a greater risk for social difficulties than were average-to-high-achieving children and did not have accurate self-perceptions of…
Descriptors: Academic Failure, Elementary Secondary Education, Inclusive Schools, Interpersonal Competence
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Quinn, David – Learning Disability Quarterly, 1984
A learning disabled adult reviews his early experiences with professionals and schools, notes the effects of social skills difficulties and occupational frustrations, and offers suggestions for teachers (such as not discounting students' abilities as well as for learning disabled students (including emphasizing one's strengths and understanding…
Descriptors: Elementary Secondary Education, Holistic Approach, Interpersonal Competence, Learning Disabilities
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Bruck, Margaret; Hebert, Martine – Learning Disability Quarterly, 1982
Results 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. (Author/SEW)
Descriptors: Cognitive Ability, Elementary Education, Hyperactivity, Interpersonal Competence
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Pearl, Ruth; Cosden, Merith – Learning Disability Quarterly, 1982
After viewing short segments from soap operas revealing subtle emotional and social relationships, the children were questioned to determine their comprehension of the scenarios. The LD group consistently made more social comprehension errors than did their non-LD peers. (Author/SEW)
Descriptors: Cognitive Ability, Elementary Education, Interaction, Interpersonal Competence
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Gerber, Paul J.; Zinkgraf, Stephen A. – Learning Disability Quarterly, 1982
The social-perceptual abilities of 64 learning disabled (LD) and non-LD elementary school students were compared using the Test of Social Inference. The increase in social-perceptual ability with chronological age suggested a developmental lag rather than deficient social functioning of the LD students. (SEW)
Descriptors: Age Differences, Cognitive Ability, Developmental Stages, Elementary Education
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Schumaker, Jean Bragg; And Others – Learning Disability Quarterly, 1982
The social skills of 119 learning disabled (LD) high school students was compared to that of 60 nonhandicapped adolescents and 57 court adjudicated juvenile delinquent adolescents, The non-LD youths performed significantly better than the other two groups of youths on seven of the eight skills. (Author/SEW)
Descriptors: Adolescents, Comparative Analysis, Delinquency, High Schools
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Hazel, J. Stephen; And Others – Learning Disability Quarterly, 1982
The efficacy of training learning disabled (LD) adolescents in social and problem-solving skills was evaluated. While all three groups of adolescents showed increased skill levels following training, LD adolescents demonstrated only a slight gain when compared to non-LD and court adjudicated youths on the cognitive problem-solving skill.…
Descriptors: Adolescents, Comparative Analysis, Delinquency, Feedback
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Schumaker, Jean B.; Ellis, Edwin S. – Learning Disability Quarterly, 1982
Results suggested that LD adolescents do not automatically generalize recently learned social skills to novel role playing situations and the natural environment. Also, high performance in a novel role playing situation does not necessarily mean that a student will show a correspondingly high performance in the natural environment. (Author/SEW)
Descriptors: Generalization, High Schools, Interpersonal Competence, Intervention
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