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Social Skill Deficits and Learning Disabilities: A Meta-Analysis
Kenneth A. Kavale
Kenneth A. Kavale, PhD, is a professor of special education at The University of Iowa, Iowa City. He received his doctoral degree from the University of Minnesota. His research interests are the theoretical development of learning disabilities and quantitative research synthesis.
Steven R. Forness
Steven R. Forness, EdD, is professor and inpatient hospital principal, UCLA Neuropsychiatric Institute. He received his doctoral degree from UCLA. His research interests are emotional or behavioral problems in children with learning disabilities. Address: Kenneth A. Kavale, N235 Lindquist Center, Special Education, The University of Iowa, Iowa City, IA 52242.
Over the past 15 years, increased attention has been directed at social skills and their relationship to learning disabilities. Using the methods of meta-analysis, this investigation explores the nature of social skill deficits among students with learning disabilities. Across 152 studies, quantitative synthesis shows that, on average, about 75% of students with learning disabilities manifest social skill deficits that distinguish them from comparison samples. Approximately the same level of group differentiation is found across different raters (teachers, peers, self) and across most dimensions of social competence. Although social skill deficits appear to be an integral part of the learning disability experience, a number of questions about the relationship between learning disability and social skill deficits remain unanswered. Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficits appear warranted.
Journal of Learning Disabilities, Vol. 29, No. 3,
226-237 (1996)
DOI: 10.1177/002221949602900301
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