scholarly journals Effects of Social-Emotional Instruction on the Behavior of Students with Learning Disabilities

2018 ◽  
Author(s):  
Kelsey Olson
Keyword(s):  
Learning Disabilities ◽  
Students With Learning Disabilities ◽  
Social Emotional

Best Friendships of Students with and without Learning Disabilities across Late Elementary School

2009 ◽  
Vol 76 (1) ◽  
pp. 110-124 ◽  
Author(s):  
David B. Estell ◽  
Martin H. Jones ◽  
Ruth Pearl ◽  
Richard Van Acker
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
General Education ◽  
Students With Learning Disabilities ◽  
Social Emotional ◽  
Increased Risk ◽  
Emotional Adaptation ◽  
Close Friendships ◽  
General Education Classrooms ◽  
Typically Achieving

Close friendships are important for children's academic achievement and social-emotional adaptation. Extant literature indicates students with learning disabilities are at increased risk for isolation, although little research has been done to examine the development of reciprocated friendships across late elementary school. This 2-year study examined the friendships of 55 students with learning disabilities in general education classrooms and 1,254 typically achieving peers. Results indicate that students with learning disabilities were as likely to have a reciprocated best friend and had as many best friends as their typically achieving peers. However, they retained fewer friendships over time, and were more likely to have friends who also had learning disabilities.

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

2005 ◽  
Vol 25 (1) ◽  
pp. 51-63
Author(s):  
Jeannine Ryser ◽  
Peg Alden
Keyword(s):  
Learning Disabilities ◽  
Emotional Needs ◽  
Students With Learning Disabilities ◽  
Developmental Advising ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Advising Model

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

Depression and Anxiety in Two Groups of Adults with Learning Disabilities

1997 ◽  
Vol 20 (4) ◽  
pp. 280-291 ◽  
Author(s):  
Cheri Hoy ◽  
Noel Gregg ◽  
Joseph Wisenbaker ◽  
Elaine Manglitz ◽  
Michael King ◽  
...  
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Small Body ◽  
Self Report ◽  
Depression And Anxiety ◽  
Students With Learning Disabilities ◽  
Social Emotional ◽  
Adults With Learning Disabilities ◽  
College Support

Adults with learning disabilities seeking services from state rehabilitation agencies and/or university/college support programs present a challenge to professionals attempting to identify effective academic, vocational, and social/emotional interventions that lead to long-term employment. The purpose of this study was to add to the small body of empirical research pertaining to the presence of depression and anxiety in two groups of adults with learning disabilities based on self-report measures (i.e., Beck Depression Inventory; Beck, Rush, Shaw, & Emery, 1979; State-Trait Anxiety Inventory; Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983; IPAT Anxiety Scale; Krug, Scheier, & Cattell, 1976a). A group of college students not demonstrating learning disabilities was used for descriptive and comparison purposes. Results showed that females with learning disabilities served in a rehabilitation setting were the only group that demonstrated significant signs of depression. College students with learning disabilities had increased anxiety-related symptoms. Implications for diagnosis and service are drawn from these findings.

Social-Emotional Development of Students with Learning Disabilities

1994 ◽  
Vol 17 (4) ◽  
pp. 323-341 ◽  
Author(s):  
William N. Bender ◽  
Maureen E. Wall
Keyword(s):  
Learning Disabilities ◽  
Emotional Development ◽  
Behavioral Development ◽  
Intervention Research ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Students With Learning Disabilities ◽  
Social Emotional ◽  
Youth With Disabilities ◽  
Development Of Students

This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, including emotional, social, and behavioral development. In general, much more research, particularly intervention research, is needed in each of the 14 areas. Also, the data from several of the areas indicate that development may be more seriously hampered with increasing age.

Learning Disability Subtyping, Loneliness, and Classroom Adjustment

1994 ◽  
Vol 17 (4) ◽  
pp. 297-310 ◽  
Author(s):  
Malka Margalit ◽  
Michal Levin-Alyagon
Keyword(s):  
Learning Disabilities ◽  
Social Relations ◽  
Peer Acceptance ◽  
External Validation ◽  
The Other ◽  
Students With Learning Disabilities ◽  
Social Emotional ◽  
Internal Validation ◽  
Student Rated ◽  
Classroom Adjustment

This study was designed to identify patterns of social-emotional subgroups among students with learning disabilities. The sample consisted of 122 students from 12 self-contained classes for students with learning disabilities situated in regular schools in Israel. Through cluster analysis using measures of loneliness and externalizing and internalizing behavioral maladjustment, four subgroups of students were identified: two non-lonely groups—one behaviorally adjusted and the other with externalizing maladjustment; and two highly lonely groups—one with high externalizing maladjustment, the other with high internalizing maladjustment. Internal validation through MANCOVA analysis revealed significant differences between subgroups on the three classification criteria. As external validation of the classification, significant intergroup differences were also found on teacher- and student-rated social skills and peer acceptance ratings. Case studies demonstrated subgroup patterns, individual differences, and the personal meaning attributed to loneliness and social relations.

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