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LD Status and Achievement

Confounding Variables in the Study of Children's Social Status, Self-Esteem, and Behavioral Functioning

Annette M. La Greca received her PhD from Purdue University and is professor of psychology and pediatrics at the University of Miami, where she also serves as the director of the Child Psychology Program. Dr. La Greca recently edited a book on children's self-reports, and serves as the associate editor for the Journal of Pediatric Psychology. Her research interests include social skills training and peer relationship difficulties in preadolescent children, especially children with learning disabilities.

Wendy L. Stone

Wendy L. Stone received her PhD from the University of Miami and is currently an assistant professor of pediatrics at Vanderbilt University School of Medicine. Dr. Stone edits the Newsletter for the Section on Clinical Child Psychology, and serves as an editorial consultant to several journals. Her research interests include social competence in children with learning disabilities and early identification of children with developmentally handicapping conditions, particularly autism. Address: Annette M. La Greca, Department of Psychology, PO Box 248185, University of Miami, Coral Gables, FL 33124

The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thirty-two students with learning disabilities (21 boys, 11 girls) were matched with same-sex, same-race classmates whose reading achievement was low (LA) or average (AA), and these groups were compared on peer ratings of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems. Students with learning disabilities were less accepted and less well-liked than children in the LA or AA groups and also perceived their self-worth and social acceptance to be lower than LA or AA students. Group by Sex interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished LD boys and LD girls from their NLD peers. The findings highlight the potential role of low achievement in peers' dislike of LD girls and suggest the importance of investigating well-defined subgroups of youth with LD in future research.

Journal of Learning Disabilities, Vol. 23, No. 8, 483-490 (1990)
DOI: 10.1177/002221949002300806


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