Strategies for Improving the Status and Social Behavior of Learning Disabled Children

1979 ◽  
Vol 2 (3) ◽  
pp. 33-39 ◽  
Author(s):  
Robert A. Gable ◽  
Phillip S. Strain ◽  
Jo M. Hendrickson
Keyword(s):  
Social Interactions ◽  
Final Section ◽  
Review Paper ◽  
Critical Role ◽  
Learning Disabled ◽  
Social Rejection ◽  
Classroom Teachers ◽  
Disabled Children ◽  
The Social ◽  
The Status

It has been demonstrated repeatedly the LD children are often the targets of negative behavior and social rejection by age-peers. In this review paper, two primary areas of literature are examined: a) the social interactions typical of LD children; and b) peer-mediated strategies for enhancing LD children's social standing. In a final section, we examine the critical role to be played by classroom teachers in altering the social rejection experienced by LD children.

Social Interactions of Learning Disabled Children: A Linguistic, Social and Cognitive Analysis

1978 ◽  
Vol 1 (3) ◽  
pp. 70-79 ◽  
Author(s):  
Tanis Bryan ◽  
Susanna Pftaum
Keyword(s):  
Social Interactions ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Learning Disabled ◽  
Disabled Children ◽  
Social Situations ◽  
Cognitive Analysis ◽  
Academic Factors ◽  
The Social ◽  
Language Competency

In analyzing the linguistic, social, and cognitive attributes of the social interactions of learning disabled children, Bryan and Pflaum have raised some questions about the practice of classifying learning disabled on intelligence and academic factors alone. This study examines the language competency of learning disabled children as it relates to social situations demanding interpersonal communication skills. The importance of studying the content and style of the learning disabled child's communication across social situations is stressed.

Social Interactions of Learning Disabled Children

1978 ◽  
Vol 1 (1) ◽  
pp. 33-38 ◽  
Author(s):  
Tanis H. Bryan ◽  
James H. Bryan
Keyword(s):  
Social Interactions ◽  
Social Adjustment ◽  
Learning Disabled ◽  
Social Rejection ◽  
Verbal Communication ◽  
Disabled Children ◽  
Academic Factors ◽  
Communication Habits

Efforts to mainstream learning disabled children may require educators to consider social adjustment variables as much as academic factors in remedial programing. As in their previous work, Bryan and Bryan found learning disabled children to be less popular than their peers. This study delineates the behavioral basis of attitudinal rejection of learning disabled children by their classmates. The verbal communication habits of learning disabled children are found to be a major factor in their social rejection. Learning disabled children emit and receive more rejection statements than nondisabled classmates.

Depressive Symptoms and Self-Esteem as Moderators of Metaperceptions of Social Rejection Versus Acceptance: A Truth and Bias Analysis

2020 ◽  
Vol 8 (2) ◽  
pp. 252-265
Author(s):  
Daniel Moritz ◽  
John E. Roberts
Keyword(s):  
Depressive Symptoms ◽  
Social Interactions ◽  
Self Esteem ◽  
Social World ◽  
Social Rejection ◽  
Bias Analysis ◽  
Depressive Realism ◽  
The Social

Metaperception involves making judgments regarding what others think of us and is important in navigating the social world. We measured the degree of accuracy and bias in metaperceptions of liking and desire for future contact following unstructured social interactions with new acquaintances and tested how depression and self-esteem influence bias and accuracy in these judgments. Results indicated that depression and lower self-esteem are associated with negative directional biases but are also associated with lower reciprocity bias (the tendency to assume that partners return one’s feelings of liking and acceptance). In addition, individuals with lower self-esteem displayed greater meta-insight (accuracy when controlling for bias) compared with those with higher self-esteem. Implications for cognitive and depressive realism theories of depression are discussed.

A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children

1992 ◽  
Vol 16 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Laurel Vespi ◽  
Carolyn Yewchuk
Keyword(s):  
Emotional Development ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Learning Disabled ◽  
Future Research ◽  
Gifted Children ◽  
Disabled Children ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social

The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.

Maternal Behavior and Family Constellation as Predictors of Social Competence in Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 80-86 ◽  
Author(s):  
Judith Horen Freund ◽  
Richard Elardo
Keyword(s):  
Learning Disabilities ◽  
Maternal Behavior ◽  
Preliminary Data ◽  
Social Relationship ◽  
Parental Behavior ◽  
Learning Disabled ◽  
Research Area ◽  
Disabled Children ◽  
Family Constellation ◽  
The Social

The extent to which the social relationship deficits exhibited by some learning disabled children might be associated with parental behavior is largely undetermined. This study is an attempt to analyze a variety of factors related to maternal behavior and family constellations in a learning disabled population. While the study suffers from a small number of subjects, the results provide preliminary data in a research area largely neglected in learning disabilities.

Children's and Parents' Views of Ingratiation Tactics

1981 ◽  
Vol 4 (2) ◽  
pp. 170-179 ◽  
Author(s):  
James H. Bryan ◽  
L. Joseph Sonnefeld ◽  
Flora Zaken Greenberg
Keyword(s):  
Social Desirability ◽  
Test Scores ◽  
Social Skills Training ◽  
Skills Training ◽  
Learning Disabled ◽  
Disabled Children ◽  
Additional Group ◽  
The Social ◽  
Intelligence Test Scores ◽  
Sociometric Ratings

Three studies were conducted. In Study I, 272 children were individually administered, via tape recordings, a questionnaire designed to assess their preferences for ingratiation tactics given particular targets. It was found that learning disabled children preferred ingratiation strategies which were judged less socially desirable by adults than those selected by non-learning disabled children. Additionally, scores on the questionnaire were not correlated with intelligence test scores, but were correlated with the child's sociometric ratings from peers and teacher ratings of the child's academic and attentional competence. In Study II parents of learning disabled and nondisabled children were compared as to their ratings of the social desirability of various ingratiation tactics. While no differences were found which were attributable to parent differences, parents made reliable discriminations as to the social desirability of various tactics addressed to particular targets. Study III attempted to replicate the results of adult judgments of ingratiation tactics obtained in studies I and II by employing an additional group of college students as subjects. Results across the studies suggest that adults agree on the social desirability of some forms of ingratiation tactics as used in interaction with particular targets. The implications of these findings for social-skills training are discussed.

Educational Reform as the Organization of Ritual: Stability as Change

1982 ◽  
Vol 164 (1) ◽  
pp. 5-29 ◽  
Author(s):  
Thomas S. Popkewitz
Keyword(s):  
Educational Reform ◽  
Final Section ◽  
Status Quo ◽  
Theoretical Construct ◽  
Outward Appearance ◽  
Reform Program ◽  
The Social ◽  
Institutional Structures ◽  
The Status ◽  
Individually Guided Education

The question of the social function of educational reform is addressed. While educational reform seems to imply change, in fact it serves as a kind of ritual, providing the outward appearance of scientifically controlled change and masking the actual ways in which the status quo is reproduced. Ethnographic investigation of the implementation of the Individually Guided Education program (IGE) is used to address the ways in which such a reform program is actualized in the daily life of schools. An analysis follows of the ways in which reform serves as a legitimating ritual in those schools by focusing attention on “scientific” rules and procedures rather than the underlying institutional structures in which schools are embedded. A final section addresses the usefulness of the theory of resistance as a theoretical construct to understand the ways in which individuals participate in and transform schools as social sites.

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.

scholarly journals Determining the Role of Pedestrian-Orientation, Concerning the Public Places: Improvement of Urban Social Capital Quality

2019 ◽  
Vol 5 (4) ◽  
pp. 901-912 ◽  
Author(s):  
Mohammad Moayedi ◽  
Reza Kheyroddin ◽  
Ismail Shieh
Keyword(s):  
Social Capital ◽  
Social Interactions ◽  
Central Area ◽  
Public Places ◽  
High Tendency ◽  
Targeted Interventions ◽  
The Social ◽  
The Status

Studying the status of urban social capital indicates that it is declining in contemporary cities. The experts in the field of social science have seriously warned on the consequences of this decline, by examining the components of social capital which is the result of forming norms of collective life and social interaction. In this regard, urbanization knowledge seeks to strengthen social capital through targeted interventions and efforts to improve the quality of urban life. Social interactions are significantly important factors contributing to the social capital and one of the most effective ways of realizing social interactions is making and developing of "public urban places". Regarding the previous studies which show that public places are created for people's presence and social mobility, this study seeks the ways for strengthening social capital by interventions in public places and increasing their quality by determining the role of urban spaces in improving the status of social capital. For a better study of the subject, using a desk research method, field observation and scrolling through a questionnaire, the market pedestrian located in the central area of Tehran was studied. The collected data were analyzed by SPSS software and the results showed that interventions with the aim of pedestrianizing and attempts to make a high quality place increase presence of people and cause a high tendency to establish social interactions.in fact pedestrian-orientation of urban areas has facilitated face-to-face and collective communication by influencing the social trust and solidarity, also it has helped with strengthening the tendency to participate and cooperate. Hence, adoption of the pedestrian-orientation policy and efforts to improve the quality of public places, have enhanced the social capital of city.

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