Social competence of students with learning disabilities using a risk-resilience model
Abstract
Children with learning disabilities (LD) makeup 50.5% of all children identified for special services in the schools. Research has found that children with LD have difficulties in areas of functioning related to social competence. This study is based on a risk and resilience model to explore external protective factors (friendships and social support from family, peers, and teachers) and internal protective factors (social self-efficacy) in terms of their distinct and combined contributions to predicting social competence of children with LD. Participants consisted of 58 children with different forms of LD and their teachers from public and private middle to middle-high socioeconomic status school districts. Individual self-report assessments and teacher ratings were collected for each participant. The multiple regression analysis did not yield statistically significant results. Therefore no deductions can be made about the contributions of each variable in the model or that any of the independent variables significantly predict social skills. However, results of this study did reveal differences in age and race for self-efficacy.
Subject Area
Educational psychology|Special education|Developmental psychology
Recommended Citation
Benowitz, Alison Joy, "Social competence of students with learning disabilities using a risk-resilience model" (2010). ETD Collection for Fordham University. AAI3407462.
https://research.library.fordham.edu/dissertations/AAI3407462
