Peer Popularity of Learning Disabled Children

Bryan, Tanis

doi:10.1177/002221947400701007

Cited by 270 publications

(90 citation statements)

References 4 publications

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“…In this context, Bryan (1974) [37] was the first researcher to report that children with LD were more likely to be rejected by peers than children without LD. Which was confirmed in subsequent research (Swanson & Malone, 1992 [3]; Kavale & Fomess, 1996 [7]; Kuhne, 1999 [8] [39]).…”

Section: Number Of Friendshipmentioning

confidence: 99%

Friendship Skills of Students with Learning Disabilities in Jordan from the Perspectives of Their Teachers and the Effect of Some Variables on It

Tarawneh¹

2017

JSS

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This study aimed to know the friendship skills of students with Learning Disabilities (LD) from the perspective of their teachers, and it aimed to investigate the effect of some variables on these skills. In order to achieve the aims of this study, checklist of friendship skills for students with LD was used to collect data about 300 students with LD (150 boys and 150 girls). The results indicated that about 69.3% -70.7% from teachers of students with LD indicated that the students with LD have few friends or no friends. Also it indicates that there are significant differences between students with LD in the friendship skills due to gender to favor boys. And there are no significant differences between students with LD in the friendship skills due to age and interaction between gender and age.

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Section: Number Of Friendshipmentioning

confidence: 99%

Friendship Skills of Students with Learning Disabilities in Jordan from the Perspectives of Their Teachers and the Effect of Some Variables on It

Tarawneh¹

2017

JSS

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“…In fact, several studies have characterized the LD child as less popular than nondisabled peers, less well-adjusted, more socially insensitive, and more prone to personality disorders (Bachara, 1977;Bryan, 1974Denckla, 1972;Rourke & Fisk, 1981). Inability to infer emotions accurately and to grasp the meaning of gesture in interaction is frequently observed in LD children ( Bryan, 1974Gerber & Zinkgraf, 1982;Saloner & Gettinger, 1985;Vogel, 1974Vogel, , 1975Wiig & Harris, 1974), supporting the hypothesis that problems in communication are not necessarily due only to deficits in language but may be due to deficits in social awareness in at least some disabled learners.…”

mentioning

confidence: 99%

Verbal and nonverbal communication of events in learning-disability subtypes

Loveland¹,

Fletcher

Bailey³

1990

Journal of Clinical and Experimental Neuropsychology

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This study compared a group of nondisabled children (ND) with groups of learning-disabled children who were primarily impaired in reading and arithmetic skills (Reading-Arithmetic Disabled; RAD) and arithmetic but not reading (Arithmetic Disabled; AD) on a set of tasks involving comprehension and production of verbally and nonverbally presented events. Children viewed videotaped scenarios presented in verbal (narrative) and nonverbal (puppet actors) formats and were asked to describe or enact with puppets the events depicted in the stories. Rourke (1978, 1982) has shown that RAD children have problems with verbal skills, whereas AD children have problems with nonverbal skills. Consequently, it was hypothesized that children's performance in comprehending and reproducing stories would be related to the type of learning disability. Results showed that RAD children made more errors than AD children with verbal presentations and describe-responses, whereas AD children made more errors than RAD children with nonverbal presentations and enact-responses. In addition, learning disabled children were more likely than controls to misinterpret affect and motivation depicted in the stories. These results show that learning disabled children have problems with social communication skills, but that the nature of these problems varies with the type of learning disability.

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“…All five studies which relied solely on sociometric measures (Bruinicks, 1978;Bryan, 1974Bryan, , 1976Scranton & Ryckman, 1979;Siperstein et al, 1978) produced negative findings. In contrast, of the seven studies examined in which sociometric and other assessment techniques were used, five resulted in positive findings (Dunlop et al, 1980;Johnson & Johnson, 1983;Peterson et al, 1977;Pieterse and Center, 1984;Ray, 1985), while two had negative outcomes (Center & Ward, 1984;Guralnick & Groom, 1987).…”

Section: Measuring Techniquesmentioning

confidence: 97%

“…On the negative side, several studies reported that children with disabilities were more likely to be rejected and less likely to be accepted by their nondisabled peers (Bruinicks, 1978;Bryan, 1974Bryan, , 1976Scranton & Ryckman, 1979;Siperstein, Bopp, & Bak, 1978). Jenkins et al (1985) reported no significant differences in the social interaction of children with disabilities in integrated and segregated classes, while the existence of a deficit in peer-related social interactions for these children was reported by Guralnick and Groom (1987).…”

Section: Research Findings On the Social Effects Of Integrationmentioning

confidence: 99%

“…Several studies (Bruininks, 1978;Bryan, 1974Bryan, , 1976Guralnick & Groom, 1987;Scranton & Ryckman, 1979) compared the social acceptance or interactions of children with disabilities with the nondisabled and found significant deficits for the former group. Peterson et al (1977), Herink and Lee (1985), Margalit et al (1988), andRay (1985) also used this research design.…”

Section: Treatment Effects and Experimental Designmentioning

confidence: 99%

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