The Multidimensional Perfectionism Scale: Correlations with Depression in College Students with Learning Disabilities

1995 ◽  
Vol 77 (2) ◽  
pp. 483-490 ◽  
Author(s):  
C. Douglas Saddler ◽  
Robert L. Buckland
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Learning Disabled ◽  
Anxiety And Depression ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Men And Women ◽  
The Social ◽  
Behavioral Constructs ◽  
Undergraduate Men

Interpretations of depression in children and adolescents with learning disabilities have tended to be neuropsychological or motivational. Some research has related various cognitive-behavioral constructs with depression and other problematic outcomes for this population. Research with nonlearning-disabled college students has provided correlations for scores on the Self-oriented and the two social scales of the Multidimensional Perfectionism Scale with those on depression. No such work has been done with college students having learning disabilities. Measures for multidimensional perfectionism, anxiety, and depression were administered to 110 learning-disabled undergraduate men and women. Analysis showed that scores on only one of the social scales of perfectionism were positively correlated with depression scores, and this relation was weaker than previously found for nonlearning-disabled students. Findings are discussed in terms of previous research and a motivational interpretation of depression in learning-disabled college students.

Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

1992 ◽  
Vol 75 (1) ◽  
pp. 27-34 ◽  
Author(s):  
James W. Chapman ◽  
Frederic J. Boersma
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Response Patterns ◽  
Students With Learning Disabilities ◽  
Regular Form ◽  
Disabled Students ◽  
Normally Achieving ◽  
Scale Scores ◽  
Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

Teaching Complex Content to Learning Disabled Students: The Role of Technology

1989 ◽  
Vol 55 (6) ◽  
pp. 524-533 ◽  
Author(s):  
Douglas Carnine
Keyword(s):  
Learning Disabilities ◽  
Direct Instruction ◽  
Curriculum Design ◽  
Mastery Learning ◽  
Learning Disabled ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Complex Skills ◽  
Comprehensive Intervention

A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.

A Prototype of Comprehensive Services for Secondary Students with Learning Disabilities

1978 ◽  
Vol 1 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Naomi Zigmond
Keyword(s):  
Learning Disabilities ◽  
Service Delivery ◽  
Secondary Students ◽  
Learning Disabled ◽  
Limited Information ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Evaluation Data ◽  
Title Vi ◽  
Service Models

Only recently has attention been directed to the needs of secondary learning disabled students. Consequently, limited information is available concerning the efficacy of different service delivery approaches for LD adolescents. Zigmond describes a model for the comprehensive delivery of services to LD adolescents which is unique in its attempt to serve LD adolescents with severe problems as well as those with mild problems. This Child Service Demonstration Center (funded through Title VI-G from BEH) is beginning its third year of operation and thus the evaluation data presented are preliminary in nature, but encouraging. This model is one of several currently being studied for serving LD adolescents. Future issues of the Quarterly will report on other service models for secondary LD.

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.

An evaluation of the Social Emotional Health Survey—Secondary for use with students with learning disabilities

2018 ◽  
Vol 56 (3) ◽  
pp. 433-446 ◽  
Author(s):  
Katherine Carnazzo ◽  
Erin Dowdy ◽  
Michael J. Furlong ◽  
Matthew P. Quirk
Keyword(s):  
Learning Disabilities ◽  
Health Survey ◽  
Emotional Health ◽  
Students With Learning Disabilities ◽  
Social Emotional ◽  
The Social

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.

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