Social Skills Assessment Technology for LD Students

1989 ◽  
Vol 12 (2) ◽  
pp. 141-152 ◽  
Author(s):  
Phyllis L. Newcomer ◽  
Frank M. Gresham ◽  
Stephen N. Elliott
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Learning Disabled ◽  
Future Research ◽  
Skills Assessment ◽  
Students With Learning Disabilities ◽  
Social Skills Assessment ◽  
Assessment Technology ◽  
Definition Of ◽  
Social Skills Deficits

Advances in a social skills assessment technology for students with learning disabilities are discussed. The modified definition of learning disabilities proposed by the Interagency Committee on Learning Disabilities is presented and discussed in the context of social skills assessment. The proposed definition identifies social skills deficits as a primary learning disability and evidence for this definition is presented. Social skills assessment techniques are reviewed and critiqued in terms of their psychometric adequacy. Finally, directions are suggested for future research in social skills functioning of students classified as learning disabled.

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

1994 ◽  
Vol 10 (1) ◽  
pp. 1-14 ◽  
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.

Social Skills Assessment: A Comparative Evaluation of Six Published Rating Scales

1995 ◽  
Vol 24 (4) ◽  
pp. 648-671 ◽  
Author(s):  
Michelle K. Demaray ◽  
Stacey L. Ruffalo ◽  
John Carlson ◽  
R. T. Busse ◽  
Amy E. Olson ◽  
...  
Keyword(s):  
Social Skills ◽  
Comparative Evaluation ◽  
Rating Scales ◽  
Skills Assessment ◽  
Social Skills Assessment

scholarly journals I Just Have to Try Harder: Examining the Mindsets of Students with LD

2021 ◽  
pp. 082957352199895
Author(s):  
Lauren D. Goegan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Growth Mindset ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Fixed Mindset ◽  
Students With Ld

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

Learning Disabilities and Reading: Instructional Recommendations from Current Research

1983 ◽  
Vol 50 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Rena B. Lewis
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Teacher Effectiveness ◽  
Direct Instruction ◽  
Learning Disabled ◽  
Cognitive Resources ◽  
Students With Learning Disabilities ◽  
Teaching Of Reading ◽  
Education Of Students

This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.

Communication and Social Skills Assessment

2008 ◽  
pp. 165-192 ◽  
Author(s):  
Jeff Sigafoos ◽  
Ralf W. Schlosser ◽  
Vanessa A. Green ◽  
Mark O'Reilly ◽  
Giulio E. Lancioni
Keyword(s):  
Social Skills ◽  
Skills Assessment ◽  
Social Skills Assessment
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