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A Comparison of Children With and Without Learning Disabilities on Social Problem-Solving Skill, School Behavior, and Family Background

Paul A. Toro is assistant professor of psychology at the State University of New York at Buffalo. He received his PhD in clinical/community psychology at the University of Rochester and did postdoctoral work at the University of Illinois at Urbana-Champaign. His research interests include (a) the development and evaluation of preventive programs for children and families; (b) social support and nonprofessional forms of helping; and (c) home-lessness.

Roger P. Weissberg

Roger P. Weissberg is associate professor of psychology at Yale University. He also received his PhD in clinical/community psychology at the University of Rochester. His research interests involve the development and evaluation of school-based social competence promotion programs for children.

John Guare

John Guare is an advanced graduate student in psychology at the University of Pittsburgh. His research interests are primarily in the area of behavioral medicine.

Nancy L. Liebenstein

Nancy L. Liebenstein is currently in private practice as a child-clinical psychologist in Pittsford, New York. She also received her PhD in clinical/community psychology at the University of Rochester. Address: Paul A. Toro, Department of Psychology, State University of New York at Buffalo, Park Hall, Buffalo, NY 14260.

The study compared 86 children with learning disabilities (LD) with 86 matched children without learning disabilities (NLD) on three domains of variables: social problem-solving skill, teacher-rated school behavior and competence, and family background. The children with LD and the NLD group differed on variables in all three domains. More specifically, the children with LD were able to generate fewer alternatives for solving social problem situations, showed less tolerance for frustration and less adaptive assertiveness, and had more overall classroom behavior problems and less personal and social competence in a variety of areas as rated by teachers. Children having LD also showed more family background difficulties (e.g., lack of educational stimulation at home, economic difficulties). The findings suggest the need for greater attention to social and behavioral remediation for children with LD and greater involvement of their families, in addition to the cognitive and academic remediation emphasized in existing curricula for children with LD.

Journal of Learning Disabilities, Vol. 23, No. 2, 115-120 (1990)
DOI: 10.1177/002221949002300207


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