Science-Based Advances in the Social Domain of Learning Disabilities

Baron R.A. (1990). Self-presentation in job interviews: When there can be “too much of a good thing.” Journal of Applied Social Psychology, 16, 16–28.

Baum D.D. Duffelmeyer F. Greenlan M. (2001). Resource teacher perceptions of the prevalence of social dysfunction among students with learning disabilities. Journal of Learning Disabilities, 21, 380–381.

Borkowski J.G. (1992). Metacognitive theory: A framework for teaching literacy, writing and math skills. Journal of Learning Disabilities, 25, 253–257.

Bryan J. Bryan T. (1983). The social life of the learning disabled youngster. In McKinney J.D. Feagans L. (Eds.), Current topics in learning disabilities (Vol. I). New York: Ablex.)

Bryan T. Burstein K. (2000). Don't worry, be happy: The effect of positive mood on learning. Thalamus, 18 (2), 34–42.

Donahue M. Pearl R. Bryan T. (1983). Communicative competence in learning disabled children. In Bialer I. Gadow K.D. (Eds.), Advances in learning and behavioral disabilities (Vol. II, pp. 49–84). Greenwich, CT: JAI Press.)

Forness S.R. Kavale K.A. (1996). Treating social skill deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19, 2–13.

Gersten R. Dimino J. (2001). The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16, 120–130.

Kavale K.A. Forness S.R. (1995). Social skills deficits and training: A meta-analysis of the research in learning disabilities. In Scruggs T.E. Mastropieri M.A. (Eds.), Advances in learning and behavioral disabilities (pp. 119–160). Greenwich, CT: JAI Press.)

Kavale K.A. Mathur S.R. Forness S.R. Rutherford R.B. Jr Quinn M.M. (1997). Effectiveness of social skills training for students with behavior disorders: A meta-analysis. Advances in Learning and Behavioral Disabilities, 11, 1–26.

Kerr M.M. Zigmond N. (1986). What do high school teachers want? A study of expectations and standards. Education and Treatment of Children, 9, 239–249.

Lane K.L. Pierson M.R. Givner C.C. (2004). Secondary teachers' views on social competence. Journal of Special Education, 38, 174–186.

Margalit M. Al-Yagon M. (1994). Learning disability subtyping, loneliness, and classroom adjustment. Learning Disability Quarterly, 17, 297–310.

Most T. Al-Yagon M. Tur-Kaspa H. Margalit M. (2000). Phonological awareness, peer nominations, and social competence among preschool children at-risk for developing learning disabilities. International Journal of Disability, Development, and Education, 47(1), 89–105.

Pearl R. (2002). Students with learning disabilities and their classroom companions. In Wong B.Y.L. Donahue M.L. (Eds.), The social dimensions of learning disabilities: Essays in honor of Tanis Bryan (pp. 77–92). Mahwah, NJ: Lawrence Erlbaum.)

Schunk D.H. (1984). Sequential attributional feedback and children's achievement behaviors. Journal of Educational Psychology, 76, 1159–1169.

Spafford C.S. Grosser G.S. (1993). The social misperception syndrome in children with LD: Social causes versus neurological variables. Journal of Learning Disabilities, 26, 178–189.

Wiener J. Schneider B. (2002). A multisource exploration of friendship patterns of children with and without LD. Journal of Abnormal Child Psychology, 30, 127–141.

Wong B.Y.L. (2003). General and specific issues for researchers' consideration in applying the risk and resilience framework to the social domain of LD. Learning Disabilities Research and Practice, 18, 68–76.

Yasutake D. Bryan T. Dohrn E. (1996). The effects of combining peer tutoring and attribution training on students' perceived self-competence. Journal of Remedial and Special Education, 17, 83–91.

Young T. (2004, November 28). A smile, praise work wonders for teacher. The Arizona Republic, p. 8.