Article2004

The Social-Emotional Side of Learning Disabilities: A Science-Based Presentation of the State of the Art

Tanis H. Bryan · Karen Sullivan Burstein · Cevriye Ergül

142 citations0/0 files storedLearning Disability Quarterly

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Developmental and Educational Neuropsychology Early Childhood Education and Development Behavioral and Psychological Studies

Abstract

For over 30 years, researchers have studied the social-emotional side of learning disabilities (LD). This article highlights the science-based research on three domains of social skills of children with LD: characteristics, interventions, and the impact of policy. The article concludes with concerns regarding the translation of research on social-emotional factors into practice and the likelihood that social-emotional problems are being adequately addressed in public schools.

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References

2008Education and Treatment of Children 2003Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems 1996Social Skill Deficits and Learning Disabilities: A Meta-Analysis 1999Advances in Learning and Behavioural Disabilities 2002A Multisource Exploration of the Friendship Patterns of Children with and Without Learning Disabilities 1992Social Skills and Learning Disabilities: A Meta-Analysis of the Literature

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2010Trait emotional intelligence influences on academic achievement and school behaviour 2009Internalizing correlates of dyslexia 2018Recognizing Psychiatric Comorbidity With Reading Disorders 2011Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations?2008Social Information Processing, Security of Attachment, and Emotion Regulation in Children With Learning Disabilities 2012Anxiety and inattention as predictors of achievement in early elementary school children 2019Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment

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