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Journal of Learning Disabilities
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Social Skills and Learning Disabilities as a Type III Error

Rejoinder to Conte and Andrews

Frank M. Gresham

Frank M. Gresham, PhD, is professor and director of the School Psychology Program at the University of California-Riverside. His interests include social skills assessment and intervention, behavioral consultation, and issues in the classification of and intervention with children with learning disabilities and behavior disorders. Address: Frank M. Gresham, School of Education, University of California, Riverside, CA 92521.

Four major points made by Conte and Andrews (this issue) were addressed: (a) the primary cause hypothesis, (b) the prevalence of social skills deficits in children with learning disabilities, (c) the distinction between incidental and intentional learning, and (d) the use of intentional learning contexts in making eligibility decisions. The issues of neurological bases for social skills deficits, social skills deficits as language disabilities, and the distinction between incidental and intentional learning contexts are viewed as irrelevant to children experiencing difficulties in social skills and peer relationships. Children meeting state or district criteria for learning disabilities should receive social skills intervention as specified in an Individualized Education Program.

Journal of Learning Disabilities, Vol. 26, No. 3, 154-158 (1993)
DOI: 10.1177/002221949302600302
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