Social Relations in Children with Learning Disabilities Revisited: Social Status, Perceived Social Competence, and Conceptions of Friendship.

Abstract

The study examined social status as determined by conceptions of friendships, perceptions of social competencies, and behavior in school in 23 learning disabled (LD) Caucasian boys, 8-11 years old; 23 nonLD controls matched for age, sex, race, IQ, socioeconomic status, and homeroom; and 141 nonLD children both boys and girls, in the third grade classrooms attended by the experimental and control groups. Scores on the Perceived Competence Scale, Interpersonal Understanding Interview, and Behavior Problem Checklist were analyzed. Results revealed that LD Ss differed significantly from their nonLD peers in the number of friendship nominations received. LD Ss did not differ significantly from nonLD Ss in perceptions of social competencies. Teachers observed personality problems significantly more often in LD Ss than in control Ss. Reasons for LD Ss' relative lack of popularity were thought to include inaccuracy in assessing social relations and lower ability in grasCL) ping nuances involved in making friends and resolving conflicts.

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