Journal Article•
Assessing Adolescents with Learning Disability and Planning A Wholistic Intervention: A Case Analysis
16 Jan 2013-International Journal Of Social Sciences & Interdisciplinary Research-Vol. 2, Iss: 1, pp 147-153
TL;DR: A wholistic assessment method was used in understanding problems experienced by an adolescent boy and it was suggested that there was an overall improvement in academic performance, social and communication skills.
Abstract: The present study seeks to outline a wholistic assessment method that was used in understanding problems experienced by an adolescent boy. Quantitative and qualitative assessments were done to identify cognitive and psychosocial problems. Parent, teacher and child’s reports were used in obtaining essential information. We developed intervention strategies using parents as co-therapists. An individualized educational program was designed and assistive techniques were suggested. We reassessed the child after six months to understand the effectiveness of the intervention. Findings suggested that there was an overall improvement in academic performance, social and communication skills. These are important implications for practioners as learning disability can be managed successfully with the help of specially designed individual programs.
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TL;DR: The four articles in this special section onMeta-analysis illustrate some of the complexities entailed in meta-analysis methods and contributes both to advancing this methodology and to the increasing complexities that can befuddle researchers.
Abstract: During the past 30 years, meta-analysis has been an indispensable tool for revealing the hidden meaning of our research literatures. The four articles in this special section on meta-analysis illus...
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"Assessing Adolescents with Learning..." refers background in this paper
...2 (1), January (2013) Online available at indianresearchjournals....
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TL;DR: Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficit appear warranted.
Abstract: Over the past 15 years, increased attention has been directed at social skills and their relationship to learning disabilities. Using the methods of meta-analysis, this investigation explores the nature of social skill deficits among students with learning disabilities. Across 152 studies, quantitative synthesis shows that, on average, about 75% of students with learning disabilities manifest social skill deficits that distinguish them from comparison samples. Approximately the same level of group differentiation is found across different raters (teachers, peers, self) and across most dimensions of social competence. Although social skill deficits appear to be an integral part of the learning disability experience, a number of questions about the relationship between learning disability and social skill deficits remain unanswered. Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficits appear warranted.
550 citations
TL;DR: The authors used an interaction process analysis to measure taskoriented and social behavior of learning disabled and normal children in the classroom and found that the learning disabled children spent significantly less time engaged in attending behavior for a variety of school subjects and had different interpersonal relationships with teachers and peers.
Abstract: This study was designed to measure taskoriented and social behavior of learning disabled and normal children in the classroom. Using an Interaction Process Analysis, the classroom behaviors of children were coded for five days over a fivemonth period. Results indicate that the learning disabled children spent significantly less time engaged in attending behavior for a variety of school subjects and that learning disabled children had different interpersonal relationships with teachers and peers than did comparison children.
227 citations
"Assessing Adolescents with Learning..." refers background in this paper
...Past investigations of children with learning disabilities had focused mainly on children's cognitive and learning problems and on interventions designed to ameliorate these problems (Bryan, 1974)....
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TL;DR: The social competence of students with learning disabilities, low achievement (LA), and average to high achievement (AHA) was examined from the perspectives of parents, teachers, peers, and self, guided by a theoretical model of social competence that includes social skills, behavior problems, peer relations, andSelf-perceptions.
Abstract: The social competence of students with learning disabilities (LD), low achievement (LA), and average to high achievement (AHA) was examined from the perspectives of parents, teachers, peers, and self, guided by a theoretical model of social competence (Vaughn & Hogan, 1990) that includes social skills, behavior problems, peer relations, and self-perceptions. Parent ratings of social skills did not differ significantly among achievement groups; however, for two factors of behavior problems (internalizing and hyperactivity), students with LD and LA were rated as having more problems than AHA students. Teachers perceived students with LD and LA as demonstrating poorer social skills and more behavior problems than AHA students. Peer ratings indicated that students with LD and LA were less likely by peers than were AHA students, yet only LA students received significantly higher peer rejection. Self-reports differentiated the groups on one factor: cooperation. Discussion focuses on the complexity of social competence as a construct, and explanations of the results are offered.
151 citations
"Assessing Adolescents with Learning..." refers background in this paper
...…and Elliot (1989) pointed to research that showed that children with learning disability achieve less peer acceptance (Gresham & Reschly, 1987; Haager & Vaughn, 1995; Kistner & Gatlin, 1989) and therefore may have fewer opportunities to engage in social interaction and to accumulate social…...
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TL;DR: The proposed modified definition of learning disability by the Interagency Committee on Learning Disabilities, which includes social skills deficits as a specific learning disability, is presented and discussed.
Abstract: Advances in the definition of social skills deficits in children and youth with learning disabilities are presented and critiqued. The proposed modified definition of learning disability by the Interagency Committee on Learning Disabilities, which includes social skills deficits as a specific learning disability, is presented and discussed. This definition is analyzed from primary, secondary, and social learning theory causative hypotheses. Development of an adequate assessment technology is viewed as critical to the identification and classification of social skills deficits in children and youth with learning disabilities.
110 citations