Correlates of Learning Disabled Students' Peer-Interaction Patterns-Reference-Cited by-同舟云学术

Correlates of Learning Disabled Students' Peer-Interaction Patterns

Published:1982-11 Issue:4 Volume:5 Page:353-362
ISSN:0731-9487
Container-title:Learning Disability Quarterly
language:en
Short-container-title:Learning Disability Quarterly

Author:

Bruck Margaret¹,Hébert Martine²

Affiliation:

1. McGill-Montreal Children's Hospital Learning Center, McGill University

2. Concordia University

Abstract

Results of this study showed LD children's cognitive and affective role-taking skills to be poorer than those of age-matched controls. However, performance on these tasks was not related to measures of peer-domain social skills. Instead, these were found most consistently to relate to hyperactivity ratings.

Publisher

SAGE Publications

Subject

Behavioral Neuroscience,General Health Professions,Education

Link

http://journals.sagepub.com/doi/pdf/10.2307/1510917

Reference22 articles.

1. Teenage status of hyperactive and nonhyperactive learning disabled boys.

2. A psychosocial study of hyperactive and learning-disabled boys

3. Arevised socioeconomic index for occupation in Canada*

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1. Do Peer Relationships Foster Behavioral Adjustment in Children with Learning Disabilities?;Learning Disability Quarterly;2004-02

2. LD, Interpsonal Understanding, and Social Behavior in the Classroom;Journal of Learning Disabilities;1999-05

3. Psychosocial Correlates of Learning Disabilities;Handbook of Psychosocial Characteristics of Exceptional Children;1999

4. Depression and Nonacademic Self-Perceptions in Children with and without Learning Disabilities;Learning Disability Quarterly;1996-02

5. Learning Disabilities and Learned Helplessness: A Heuristic Approach;International Journal of Neuroscience;1996-01