A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement

2003 ◽  
Vol 26 (3) ◽  
pp. 171-188 ◽  
Author(s):  
Elizabeth A. Nowicki
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Teachers Perceptions ◽  
Self Perceptions ◽  
The Social ◽  
Scholastic Performance ◽  
Self Worth ◽  
Preference Ratings

This meta-analysis synthesized research since 1990 pertaining to the social competence of children with learning disabilities in inclusive classrooms. Comparisons with average- to high-achieving classmates resulted in medium to large effect sizes for teachers' perceptions of social competence, peer preference ratings, positive peer nominations, global self-worth, and self-perceptions of scholastic performance. A second set of comparisons with children designated as low in academic achievement yielded moderate effect sizes for teachers' perceptions of social competence and for peer social preference ratings. Small effect sizes were obtained for global self-worth and self-perceptions of scholastic performance. It was concluded that (a) children with learning disabilities and children designated as low in academic achievement are at a greater risk for social difficulties than are average- to high-achieving children, and (b) children with learning disabilities and their low-achieving classmates do not appear to have accurate self-perceptions of social acceptance.

Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children

2020 ◽  
pp. 027112142093557 ◽  
Author(s):  
Li Luo ◽  
Brian Reichow ◽  
Patricia Snyder ◽  
Jennifer Harrington ◽  
Joy Polignano
Keyword(s):  
Systematic Review ◽  
Preschool Children ◽  
Social Competence ◽  
Random Effects ◽  
Challenging Behavior ◽  
Emotional Competence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Social Emotional ◽  
Meta Analyses

Background: All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. Objectives: To review systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and to use meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes. Method: Four electronic databases (i.e., Academic Search Premier, Educational Resource Information Center, PsycINFO, and Education Full Text) were systematically searched in December 2015 and updated in January 2018. “Snowball methods” were used to locate additional relevant studies. Effect size estimates were pooled using random-effects meta-analyses for three child outcomes, and moderator analyses were conducted. Results: Thirty-nine studies involving 10,646 child participants met the inclusion criteria and were included in this systematic review, with 33 studies included in the meta-analyses. Random-effects meta-analyses showed improvements in social competence ( g = 0.42, 95% confidence interval [CI] = [0.28, 0.56]) and emotional competence ( g = 0.33, 95% CI = [0.10, 0.56]), and decreases in challenging behavior ( g = −0.31, 95% CI = [−0.43, −0.19]). For social competence and challenging behavior, moderator analyses suggested interventions with a family component had statistically significant and larger effect sizes than those without a family component. Studies in which classroom teachers served as the intervention agent produced statistically significant but smaller effect sizes than when researchers or others implemented the intervention for challenging behavior. Conclusion: This systematic review and meta-analysis support using comprehensive social–emotional interventions for all children in a preschool classroom to improve their social–emotional competence and reduce challenging behavior.

Meta-Analyses as a Multi-Level Model

2019 ◽  
pp. 109442811985747
Author(s):  
Janaki Gooty ◽  
George C. Banks ◽  
Andrew C. Loignon ◽  
Scott Tonidandel ◽  
Courtney E. Williams
Keyword(s):  
Educational Psychology ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Independence Assumption ◽  
The Social ◽  
Level Model ◽  
Multi Level ◽  
Meta Analyses ◽  
User Friendly ◽  
Organizational Sciences

Meta-analyses are well known and widely implemented in almost every domain of research in management as well as the social, medical, and behavioral sciences. While this technique is useful for determining validity coefficients (i.e., effect sizes), meta-analyses are predicated on the assumption of independence of primary effect sizes, which might be routinely violated in the organizational sciences. Here, we discuss the implications of violating the independence assumption and demonstrate how meta-analysis could be cast as a multilevel, variance known (Vknown) model to account for such dependency in primary studies’ effect sizes. We illustrate such techniques for meta-analytic data via the HLM 7.0 software as it remains the most widely used multilevel analyses software in management. In so doing, we draw on examples in educational psychology (where such techniques were first developed), organizational sciences, and a Monte Carlo simulation (Appendix). We conclude with a discussion of implications, caveats, and future extensions. Our Appendix details features of a newly developed application that is free (based on R), user-friendly, and provides an alternative to the HLM program.

Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

1994 ◽  
Vol 17 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Sharon Vaughn ◽  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Peer Acceptance ◽  
Students With Learning Disabilities ◽  
Prospective Longitudinal Study ◽  
The Social ◽  
Students With Ld ◽  
Prospective Longitudinal

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.

Self-perceptions of competence in Brazilian, Canadian, Chinese and Italian children: Relations with social and school adjustment

2004 ◽  
Vol 28 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Xinyin Chen ◽  
Carla Zappulla ◽  
Alida Lo Coco ◽  
Barry Schneider ◽  
Violet Kaspar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Peer Acceptance ◽  
School Adjustment ◽  
School Achievement ◽  
Chinese Children ◽  
Self Perceptions ◽  
Self Worth ◽  
Canadian Chinese ◽  
Italian Children

The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children’s self-reports. Information about social behaviours, peer acceptance, and school achievement was obtained from peer assessments and teacher ratings. Multi-group analyses revealed similar patterns of relations between self-perceptions in scholastic and general self-worth domains and social and school performance in the four samples. However, the relations between self-perceptions of social competence and shyness and academic achievement were different across these samples. Self-perceptions of social competence was negatively associated with shyness in Brazilian, Canadian, and Italian children, but not in the Chinese children, and positively associated with academic achievement in Canadian and Chinese children, but not in Brazilian and Italian children. Similarities and differences in the patterns of relations between self-perceptions and social and school adjustment across cultures indicate that the self system may be a culture-general as well as culture-specific phenomenon.

scholarly journals The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings

2021 ◽  
Author(s):  
Sofia Alexandra Mendes Bronze
Keyword(s):  
Learning Disabilities ◽  
Methodological Approach ◽  
Medical Model ◽  
Learning Disabled ◽  
Post Secondary ◽  
Disability Theory ◽  
The Social ◽  
Inner Self ◽  
Self Worth ◽  
Construction Of Disability

The purpose of this study was to explore the various disabled identities of those with learning disabilities in higher educational settings, and its impact on academic self-worth. The majority of scholarship has essentialized both disabled identity and academic self-perception, fostering the victimization of those with learning disabilities in the pursuit of their education. This study problematized the medical model, viewing disability as an internal and fixed identity, negatively implicating self-worth. In contrast, this study incorporated a critical disability theory, to highlight the social construction of disability, complimented with a postmodernist lens to appreciate the fluidity of identity and perceptions. A narrative methodological approach was utilized to give voice to the experiences and stories of five self-identifying learning disabled students from Ryerson University. The findings of this research suggest that learning disabled student relate to three different types of disability narratives or identities, implicating their academic worth in many ways.

The social competence of very-low-birthweight children: Teacher, peer, and self-perceptions

1992 ◽  
Vol 20 (2) ◽  
pp. 123-150 ◽  
Author(s):  
Elizabeth A. Hoy ◽  
Donald H. Sykes ◽  
John M. Bill ◽  
Henry L. Halliday ◽  
B. Garth McClure ◽  
...  
Keyword(s):  
Social Competence ◽  
Low Birthweight ◽  
Very Low Birthweight ◽  
Self Perceptions ◽  
The Social

Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers

2016 ◽  
Vol 83 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Steve Graham ◽  
Alyson A. Collins ◽  
Hope Rigby-Wills
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Students With Learning Disabilities ◽  
Writing Quality ◽  
Research And Practice ◽  
Students With Ld ◽  
Weighted Effect ◽  
Typically Achieving ◽  
Calculated Average

There is a general consensus that writing is a challenging task for students with learning disabilities (LD). To identify more precisely the extent and depth of the challenges that these students experience with writing, the authors conducted a meta-analysis comparing the writing performance of students with LD to their typically achieving peers. From 53 studies that yielded 138 effect sizes, the authors calculated average weighted effect sizes, showing that students with LD obtained lower scores than their peers on the following writing outcomes: writing quality (–1.06); organization (–1.04); vocabulary (–0.89); sentence fluency (–0.81); conventions of spelling, grammar, and handwriting (–1.14); genre elements (–0.82); output (–0.87); and motivation (–0.42). Implications for research and practice are provided based on these findings.

scholarly journals A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities

2020 ◽  
pp. 074193252096491
Author(s):  
Mikyung Shin ◽  
Diane P. Bryant ◽  
Sarah R. Powell ◽  
Pyung-Gang Jung ◽  
Min Wook Ok ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Word Problem ◽  
Variance Estimation ◽  
Single Case ◽  
Meta Analysis ◽  
Estimation Method ◽  
Implementation Fidelity ◽  
Effect Sizes ◽  
Future Research ◽  
Students With Learning Disabilities

In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed.

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