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A Four-Year Longitudinal Investigation of the Social Skills and Behavior Problems of Students with Learning Disabilities

Sharon Vaughn received her PhD from the University of Arizona. She is presently a professor in the Department of Teaching and Learning and the Department of Psychology, University of Miami. Her primary research interests are the social functioning of youngsters with learning disabilities and teachers' adaptations for students with learning disabilities.

Nina Zaragoza

Nina Zaragoza, PhD, is an assistant professor in the College of Education at Florida International University. Her research interests are in the areas of literacy and in the way regular education teachers can provide a positive academic and social environment for mainstreamed students.

Anne Hogan

Anne Hogan, PhD, is a developmental psychologist whose research efforts have been directed toward constructing social competence assessments. She is interested in both structured observation and questionnaire formats, with a focus on measures appropriate for high-risk children and young children with handicaps. She received her graduate training at the University of Miami and has been on the faculty there in the Department of Psychology and Pediatrics.

Judy Walker

Judy Walker, PhD, is an assistant professor of educational psychology and counselor education at Florida International University. Her research interests include the areas of developmental psychopathology and eco-systemic influences on social competence.

This longitudinal, prospective study investigated the social skills and behavior problems of three groups of students (10 students per group) from kindergarten through third grade: learning disabilities (LD), low achievement (LA), and average/high achievement (A/HA). Social skills and behavior problem rating scales were completed by teachers on all students during kindergarten through third grade. Students in the LD and LA group exhibited significantly lower social skills and higher levels of behavior problems than their A/HA peers, but no significant differences for either measure were found between the LD and LA groups. Scores on the cooperating/responding factor of the social skills rating scale increased over time, but scores on the outgoing/initiating factor of the social skills rating scale did not change significantly over time. Discussion focused on the finding that students in the LD and LA groups did not differ significantly on social skills or behavior problems over time, though both groups demonstrated more behavior problems and lower social skills than the A/HA students.

Journal of Learning Disabilities, Vol. 26, No. 6, 404-412 (1993)
DOI: 10.1177/002221949302600606


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