A Four-Year Longitudinal Investigation of the Social Skills and Behavior Problems of Students with Learning Disabilities

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

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Simultaneous assessement of social skills and behavior problems: Education and gender

Estudos de Psicologia (Campinas) ◽

10.1590/1982-02752016000300009 ◽

2016 ◽

Vol 33 (3) ◽

pp. 453-464 ◽

Cited By ~ 1

Author(s):

Alessandra Turini BOLSONI-SILVA ◽

Sonia Regina LOUREIRO

Keyword(s):

Social Skills ◽

Behavior Problems ◽

Behavior Problem ◽

Primary Caregivers ◽

School Age Children ◽

School Age ◽

The Social ◽

And Gender ◽

And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

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The Relationship between Learned Helplessness and Social skills among Students with Learning Disabilities in the Primary Stage

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol14iss2pp289-306 ◽

2020 ◽

Vol 14 (2) ◽

pp. 289

Author(s):

Sobhi S. Al-Harthi

Keyword(s):

Learning Disabilities ◽

Social Skills ◽

Learned Helplessness ◽

Reading Disabilities ◽

Mathematics Learning ◽

Students With Learning Disabilities ◽

The Social ◽

Males And Females ◽

Mathematics Learning Disabilities ◽

The Relationship

This study aimed to investigate the relationship between learned helplessness and social skills among students with learning disabilities at primary stage in Taif. A random sample of 149 male and 49 female grades four and five students with learning disabilities in reading and mathematics was selected. The researcher used two scales the learned helplessness scale by (Sorrenti, Filippello, Costa and Buzzai, 2014) and the social skills scale by (Danielson and Phelps, 2003). The results showed that females of learned helplessness (20.40%) were higher than males (12.08%). The results revealed that there is a statistically significant negative correlation between learned helplessness and social skills. There are statistically significant differences between males and females in the degrees of learned helplessness in favor of females. Also, the results show that there are statistically significant differences between males and females in the scores of social skills in favor of females. However, there are no statistically significant differences between those with reading disabilities and those with mathematics learning disabilities in the degrees of learning helplessness. Moreover, there are no differences between those with reading disabilities and those with mathematics learning disabilities in the second dimension of the social skills scale (acceptance and admiration of others) and the third dimension (social naivety). However, there are differences between those with reading disabilities and those with mathematics learning disabilities in the first dimensions and the total score of the social skills scale in favor of those with mathematics learning disabilities.

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Changes in the Social Skills and Behavior Problems of Homeless and Housed Children During the Preschool Year

Early Education and Development ◽

10.1207/s15566935eed1103_6 ◽

2000 ◽

Vol 11 (3) ◽

pp. 321-338 ◽

Cited By ~ 7

Author(s):

Sally A. Koblinsky ◽

Amy L. Gordon ◽

Elaine A. Anderson

Keyword(s):

Social Skills ◽

Behavior Problems ◽

The Social ◽

And Behavior

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Relationships and Differences among Social Skills, Problem Behaviors, and Academic Competence for Mainstreamed Learning-Disabled and Nonhandicapped Students

Canadian Journal of School Psychology ◽

10.1177/082957359401000102 ◽

1994 ◽

Vol 10 (1) ◽

pp. 1-14 ◽

Cited By ~ 9

Author(s):

Stephen N. Elliott ◽

DeAnna Marcia McKinnie

Keyword(s):

Learning Disabilities ◽

Social Skills ◽

Problem Behaviors ◽

Skills Training ◽

Academic Competence ◽

Learning Disabled ◽

Behavioral Differences ◽

Students With Learning Disabilities ◽

Social Skills Rating System ◽

The Social

The present study was motivated by the Interagency Committee on Learning Disabilities (ICLD) recommendation that learning disabilities include social skills as a deficit area and by the fact few researchers have directly assessed specific social skills of students classified as learning disabled. This study used a national representative sample of students from the standardization data of the Social Skills Rating System (SSRS) to investigate social skills of students with learning disabilities compared with nonlearning disabled students as rated by teachers, parents, and the students themselves. This investigation also examined the relationships among social skills, problem behaviors, and academic competence of these students. The results indicated there were significant differences in the frequencies of social skills exhibited by LD and nonLD students. Consistent differences between the two groups of students were noted across parents' and teachers' ratings. Although students' ratings did not differentiate LD and nonLD students, the trends in the self-ratings were consistent with those of parents and teachers. Moderate to low interrater agreement was found among teacher, parent, and student ratings suggesting differences exist in the observations of raters and behavioral differences seem to occur across settings. Overall, these findings were consistent with recent research on children's social functioning and social competence and provide an empirical rationale for social skills training for a wide variety of students whether they are classified as LD or not.

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