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The Social Misperception Syndrome in Children with Learning Disabilities

Social Causes Versus Neurological Variables

Carol Sullivan Spafford, EdD, is an assistant professor of psychology and education and education chair at American International College. Her current research with Dr. Grosser focuses on retinal anomalies of individuals with dyslexia. She is also studying WISC-R subtest recategorization patterns related to her 1989 published doctoral dissertation.

George S. Grosser

George S. Grosser, PhD, is an associate professor of psychology at American International College. He has published scores of articles related to sleep, dreaming, memory, dyslexia, and other topics dating back to 1960. Dr. Grosser just completed a book with Dr. Spafford overviewing the problem of dyslexia. Address: Carol Sullivan Spafford, Box 384, American International College, 1000 State St., Springfield, MA 01109-3189.

Family shortcomings or other intrinsic psychological deficits are frequently viewed as contributing factors to the social misperceptiveness frequently seen in children with learning disabilities. This article attempts to synthesize research defining the social problems of some children with learning disabilities. Particularly emphasized is the role of communication skills deficits. Breakthroughs in neurophysiology negate, to a large extent, traditional emphases on family dysfunction, school failure, or personality disturbances as primary causes of the social problems of some children with LD. Advances in vision and language research allow departure from the social paradigm of the "misperceptive syndrome" to consider constitutionally based hypotheses of neural dysfunction. Neural aberrations are viewed as triggering deficient language processing, which in turn may lead to unsatisfactory social interactions. Several correlates and characteristics of family, school, and environmental systems are discussed in the context of their impact on personality development and on changes in the life adjustments of both children and adults with learning disabilities.

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