Affiliation:
1. Special Education, Ontario Institute for Studies in Education, Toronto
2. Ontario Institute for Studies in Education, Toronto
3. Peel Board of Education
Abstract
This study examined the relationship between IQ, achievement, social behavior as rated by peers, and peer status of 9- to 12-year-old learning disabled (LD) and non-learning disabled (NLD) children. A composite positive and negative nomination sociometric procedure and a social behavior nomination scale were employed. LD children were less likely to be popular and more likely to be rejected and neglected than NLD children. Achievement and IQ were not meaningful predictors of peer status in LD children. LD children were less likely to be viewed as cooperative, leaders, and comic than NLD children. They were also more likely to receive more nominations on the sociometric instrument if they were seen as aggressive, disruptive, or dependent. Although peer status was stable in the NLD group when assessed in December and June, LD children's peer acceptance decreased in the latter assessment.
Subject
Behavioral Neuroscience,General Health Professions,Education
Cited by
36 articles.
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