Social sensitivity in adolescents and adults with learning disabilities.
This study investigated social sensitivity and self-concept in students with learning disabilities (LD) and their non-learning-disabled (non-LD) peers. Thirty students each from public junior and senior high schools and a community college participated in the study; at each grade level, half were id...
| Publicado en: | Adolescence Vol. 27; no. 108; pp. 977 - 978 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Libra Publishers Inc.
Winter92
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106099628&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106099628 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00018449 ADO jtl: Adolescence issn: 00018449 maglogo: N pubinfo: dt: Winter92 vid: 27 iid: 108 pid: 241 pub: Libra Publishers Inc. place: San Diego, California artinfo: ui: 106099628 106099628 2009457119 NLM1471573 106099628 ppf: 977 ppct: 1 formats: fmt: @attributes: type: T tig: atl: Social sensitivity in adolescents and adults with learning disabilities. aug: au: Jarvis PA Justice EM sug: subj: Adaptation, Psychological Learning Disorders Psychosocial Factors Perception Personality Development Self Concept Social Adjustment Adolescence Adult Female Male Middle Age Motivation Peer Group Problem Solving Social Environment Sociometric Techniques Adolescent: 13-18 years Adult: 19-44 years Middle Aged: 45-64 years Female Male ab: This study investigated social sensitivity and self-concept in students with learning disabilities (LD) and their non-learning-disabled (non-LD) peers. Thirty students each from public junior and senior high schools and a community college participated in the study; at each grade level, half were identified as learning disabled and half experienced no learning problem. Students were individually assessed in 30-minute interviews for their accuracy in interpreting the thoughts and feelings of actors in tape-recorded stories depicting two adults in happy angry, anxious, and sad interactions. A questionnaire assessing four dimensions of self-concept in learning situations (motivation, task orientation, problem-solving ability, and class membership) was also administered. LD students at all grade levels were significantly less accurate at interpreting social situations than were their non-LD peers, and had significantly lower self-concepts. These results support the need for remediation efforts specifically aimed at social skills for overcoming social deficits in adulthood. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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