Academic, intellectual, and behavioral correlates of sociometric status among LD children were investigated. Results indicated that peer acceptance or rejection of LD students was unrelated to IQ or achievement scores. However, peer as well as teacher ratings of classroom behavior and social interactions were related to LD children's social status. Teachers rated rejected LD children as more inattentive and active. According to peer perception data, a wide range of acting-out and withdrawn behaviors were associated with rejection of LD classmates. The implications of these findings for interpreting previous research and for future studies in the area are discussed.
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