Knowledge, Perception, and Performance of Assertive Behavior in Children with Learning Disabilities

Abstract

The relationships among knowledge, perception, and performance of assertive behavior in children with learning disabilities were examined. Thirty-two boys were administered a self-report assertiveness inventory to assess social knowledge. Social performance was measured via an unobtrusive role-play test. The youngsters' teachers also rated the youths' social skill level. Subjects rated videotapes of peers displaying assertive and unassertive behavior. This served as a measure of social perception of assertiveness. Lastly, sociometrics were collected. Data analyses revealed no significant interrelationship among the three components of social competence. Teacher ratings of subject assertive behavior were positively and significantly related to likeability as rated by sociometrics, but the relationship between subject response to the unobtrusive role-play test and likeability was nonsignificant. Despite these equivocal findings, assertive behavior was more highly valued than nonassertive behavior. Cognitive ability was also found to be a positive predictor of social perception. Implications of these findings are discussed.