Positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nonhandicapped children were compared. Highly significant differences between the two groups were found in peer acceptance as well as the social skill domains of task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher, parent, and peer judges. Implications of the findings are discussed in terms of behavioral repertoires expected by teachers, the low priority assigned to social skills by teachers, and the conceptualization of behavioral ratings as mediators between actual behavior and important social outcomes for learning disabled children.
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