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 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.
Jarvis
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Department of Psychology, Illinois State University, Normal 61761.
Justice
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D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D008875:Middle Aged; D009042:Motivation; D010379:Peer Group; D010553:Personality Development; D011340:Problem Solving; D012649:Self Concept; D012917:Social Adjustment; D012931:Social Environment; D012938:Social Perception; D012963:Sociometric Techniques