Social skill deficits have become a defining characteristic of students with specific learning disability (SLD). Attempts have been made to enhance social functioning through structured training approaches. The effectiveness of these efforts was evaluated in a quantitative research synthesis (meta-analysis), which revealed a “small” effect with very few differences among teachers, peers, or students with SLD themselves who judged the efficacy of training. The relatively modest effects are discussed in relation to a number of theoretical psychometric and design issues that might account for the limited treatment outcomes.
Get full access to this article
View all access options for this article.
References
1.
Bangert-DrownsR.L. (1986). Review of development in meta-analytic methods. Psychological Bulletin, 99, 388–399.
2.
BenderW.N.SmithJ.K. (1990). Classroom behavior of children and adolescents with learning disabilities: A metaanalysis. Journal of Learning Disabilities, 23, 298–305.
3.
BruckM. (1986). Social and emotional adjustments of learning disabled children: A review of the issues. In CeciS.J. (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (pp. 361–380). Hillsdale, NJ: Erlbaum.
4.
BryanT. (1997). Assessing the personal and social status of students with learning disabilities. Learning Disabilities Research and Practice, 12, 63–76.
5.
BryanT.H. (1991). Social problems and learning disabilities. In WongB.Y.L. (Ed.), Learning about learning disabilities (pp. 195–231). New York: Academic Press.
6.
BryanT.S.PearlR. (1979). Self-concept and locus of control in learning disabled children. Journal of Clinical Child Psychology, 8, 223–226.
7.
CampbellD.T.StanleyJ.C. (1966). Experimental and quasi-experimental designs for research. Chicago: Rand McNally.
8.
CartledgeG.MilburnJ.F. (1986). Teaching social skills to children. New York: Pergamon Press.
ClausenJ. (1972). Quo vadis, AAMD?Journal of Special Education, 6, 51–60.
11.
CohenJ. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
12.
CombsT.P.SlabyD. (1978). Social skills training with children. In LaheyB.KazdinA. (Eds.), Advances in clinical child psychology (Vol. 1, pp. 38–57). New York: Plenum Press.
13.
CooperH.HedgesL.V. (Eds.). (1994). Handbook of research synthesis. New York: Sage.
DodgeK.A. (1986). A social information processing model of social competence in children. In PerlmutterB.M. (Ed.), Cognitive perspectives on children's social and behavioral development (pp. 77–125). Hillsdale, NJ: Erlbaum.
16.
DonahueM.PearlR.BryanT. (1983). Communicative competence in learning disabled children. In BialerI.GadowK. (Eds.), Advances in learning and behavioral disabilities (Vol. 2, pp. 49–84). Greenwich, CT: JAI Press.
17.
FornessS.R.KavaleK.A. (1991). Social skills deficits as a primary learning disability: A note on problems with the ICLD diagnostic criteria. Learning Disabilities Research and Practice, 6, 44–49.
18.
FornessS.R.KavaleK.A. (1996). Treating social skill deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19, 2–13.
19.
FornessS.R.MiguelS.K. SanKavaleK.A. (1996). Social skill deficits in learning disabilities: The psychiatric comorbidity hypothesis. Learning Disability Quarterly, 19, 252–261.
20.
GerberP.J.ReiffH.B. (1994). Learning disabilities in adulthood: Persisting problems and evolving issues. Boston: Andover Medical Publishers.
21.
GlassG.V.McGawB.SmithM.L. (1981). Meta-analysis in social research. Beverly Hills, CA: Sage.
22.
GreshamF.M. (1981). Social skills training with handicapped children: A review. Review of Educational Research, 51, 139–176.
23.
GreshamF.M. (1986). Conceptual and definitional issues in the assessment of social skills: Implications for classification and training. Journal of Clinical Child Psychology, 15, 16–25.
24.
GreshamF.M. (1988). Social competence and motivational characteristics of learning disabled students. In WangM.ReynoldsM.WalbergH. (Eds.), Handbook of special education: Research and practice (Vol. 2, pp. 283–302). Oxford, England: Pergamon Press.
25.
GreshamF.M. (1992). Social skills and learning disabilities: Causal, concomitant, or correlational?School Psychology Review, 21, 348–360.
26.
GreshamF.M. (1998). Social skills training: Should we raze, remodel, or rebuild?Behavioral Disorders, 24, 19–25.
27.
GreshamF.M.ElliottS.N. (1989). Social skill deficits as a primary learning disability. Journal of Learning Disabilities, 22, 120–124.
28.
GreshamF.M.ElliotS.N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service.
29.
HazelJ.S.SchumakerJ.B. (1988). Social skills and learning disabilities: Current issues and recommendations for future research. In KavanaghJ.F.TrussT.J. (Eds.), Learning disabilities: Proceedings of the national conference (pp. 293–344). Parkton, MD: York Press.
30.
HedgesL.V.OlkinI. (1985). Statistical methods for meta-analysis. New York: Academic Press.
31.
HopsH. (1983). Children's social competence and skills: Current research practices and future directions. Behavior Therapy, 14, 3–18.
32.
HunterJ.E.SchmidtF.L. (1990). Methods of meta-analysis: Correcting error and bias in research findings. Newbury Park, CA: Sage.
33.
KavaleK.A. (1984). A meta-analytic evaluation of the Frostig test and training program. The Exceptional Child, 31, 134–141.
34.
KavaleK.A.FornessS.R. (1995). The nature of learning disabilities: Critical elements of diagnosis and classification. Mahwah, NJ: Erlbaum.
35.
KavaleK.A.FornessS.R. (1995). Social skill deficits and training: A meta-analysis of the research in learning disabilities. In ScruggsT.E.MastropieriM.A. (Eds.), Advances in learning and behavioral disabilities (Vol. 9, pp. 119–160). Greenwich, CT: JAI Press.
36.
KavaleK.A.FornessS.R. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29, 226–237.
37.
KavaleK.A.FornessS.R. (1999). Efficacy of special education and related services. Washington, DC: American Association on Mental Retardation.
38.
KavanaghJ.F.TrussT.J. (Eds.). (1988). Learning disabilities: Proceedings of the National Conference. Parkton, MD: York Press.
39.
LaGrecaA.M. (1987). Children with learning disabilities: Interpersonal skills and social competence. Journal of Reading, Writing, and Learning Disabilities International, 3, 167–185.
40.
LaGrecaA.M.StoneW.L. (1990). Children with learning disabilities: The role of achievement in the social, personal, and behavioral functioning. In SwansonH.L.KeoghB.K. (Eds.), Learning disabilities: Theoretical and research issues (pp. 333–352). Hillsdale, NJ: Erlbaum.
41.
LaGrecaA.VaughnS. (1992). Social functioning of individuals with learning disabilities. School Psychology Review, 21, 340–347.
42.
LelandH. (1978). Theoretical considerations of adaptive behavior. In CoulterA.MorrowH. (Eds.), Adaptive behavior: Concepts and measurements (pp. 21–44). New York: Grune & Stratton.
43.
LichtB.G.KistnerJ.A. (1986). Motivational problems of learning-disabled children: Individual differences and their implications for treatment. In TorgesenJ.K.WongB.Y. L. (Eds.), Psychological and educational perspectives on learning disabilities (pp. 225–255). Orlando, FL: Academic Press.
44.
LipseyM.W.WilsonD.B. (1993). The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis. American Psychologist, 48, 1181–1209.
45.
LyttonH.RomneyD. (1991). Parents' differential socialization of boys and girls: A meta-analysis. Psychological Bulletin, 190, 267–296.
46.
MaagJ.W. (1989). Assessment in social skills training: Methodological and conceptual issues for research and practice. Remedial and Special Education, 53, 6–17.
47.
MaheadyL.SainatoD. (1986). Learning disabled students; perceptions of social events. In CeciS.J. (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (pp. 381–402). Hillsdale, NJ: Erlbaum.
48.
MargalitM.ZakI. (1984). Anxiety and self-concept of learning disabled children. Journal of Learning Disabilities, 17, 537–539.
49.
MathurS.R.KavaleK.A.QuinnM.M.FornessS.R.RutherfordR.B. (1998). Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23, 193 201.
50.
McConnellS.R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavioral disorders. Behavioral Disorders, 12, 252–263.
51.
McFallR. (1982). A review and reformulation of the concept of social skills. Behavioral Assessment, 4, 1–33.
52.
McintoshR.VaughnS.BennersonD. (1995). FAST social skills with a SLAM and a RAP. Teaching Exceptional Children, 27, 37–49.
53.
McintoshR.VaughnS.ZaragozaN. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24, 451–458.
54.
MeyersG.E.NihiraK.ZetlinA. (1979). The measurement of adaptive behavior. In EllisN.R. (Ed.), Handbook of mental deficiency, psychological theory and research. Hillsdale, NJ: Erlbaum.
55.
MostertM.P. (1996). Reporting meta-analyses in learning disabilities. Learning Disabilities Research and Practice, 11(1), 2–14.
56.
OrwinR.G. (1983). A fail-safe N for effect in meta-analysis. Journal of Educational Statistics, 8, 157–159.
57.
PearlR. (1992). Psychosocial characteristics of learning disabled students. In SinghN.N.BealeI.L. (Eds.), Learning disabilities: Nature, theory, and treatment (pp. 96–125). San Diego: Academic Press.
58.
PearlR.DonahueM.BryanT. (1986). Social relationships of learning-disabled children. In TorgesenJ.K.WongB.Y. L. (Eds.), Psychological and educational perspectives on learning disabilities (pp. 193–224). Orlando, FL: Academic Press.
59.
QuinnM.M.KavaleK.A.MathurS.R.RutherfordR.B.FornessS.R. (1999). A meta-analysis of social skills interventions for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 7, 54–64.
60.
RosenthalR. (1979). The “file drawer problem” and tolerance for null results. Psychological Bulletin, 86, 638–641.
61.
SchneiderB.H.ByrneB.M. (1985). Children's social skills training: A meta-analysis. In SchneiderB.RubinK.LedinghamJ. (Eds.), Children's peer relations: Issues in assessment and intervention (pp. 175–192). New York: Springer-Verlag.
62.
SchumakerJ.B.PedersonC.S.HazelJ.S.MeyenE.L. (1983). Social skills curricula for mildly handicapped adolescents: A review. Focus on Exceptional Children, 16, 1–16.
63.
SheldonJ.ShermanJ.SchumakerJ.HazelJ. (1984). Developing a social skills curriculum for mildly handicapped adolescents and young adults: Some problems and approaches. In BraatenS.RutherfordR.B.KardashC. (Eds.), Programming for adolescents with behavioral disorders (Vol. 1, pp. 105–116). Reston VA: Council for Children with Behavioral Disorders.
64.
SridharD.VaughnS. (2001). Social functioning of students with learning disabilities. In HallahanD.P.KeoghB.K. (Eds.), Research and global perspectives in learning disabilities: Essays in honor of William M. Cruickshank (pp. 65–92). Mahwah, NJ: Erlbaum.
65.
SugaiG.FullerM. (1991). A decision model for social skills curriculum analysis. Remedial and Special Education, 12, 33–42.
66.
SwansonH.L.MaloneS. (1992). Social skills and learning disabilities: A meta-analysis of the literature. School Psychology Review, 21, 427–443.
67.
ThompsonR.J.KronenbergerW. (1990). Behavior problems in children with learning problems. In SwansonH.L.KeoghB.K. (Eds.), Learning disabilities: Theoretical and research issues (pp. 155–174). Hillsdale, NJ: Erlbaum.
68.
VaughnS. (1985). Why teach social skills to learning disabled students?Journal of Learning Disabilities, 18, 588–591.
69.
VaughnS. (1991). Social skills enhancement in students with learning disabilities. In WongB.Y. L. (Ed.), Learning about learning disabilities (pp. 407–440). San Diego: Academic Press.
70.
VaughnS.HaagerD. (1994). The measurement and assessment of social skills. In LyonG.R. (Ed.), Frames of reference for the assessment of learning disabilities (pp. 555–570). Baltimore: Brookes.
71.
VaughnS.HoganA. (1994). The social competence of students with learning disabilities over time: A within-individual examination. Journal of Learning Disabilities, 27, 292–303.
72.
VaughnS.LaGrecaA.M.KuttlerA.F. (1999). The why, who, and how of social skills. In BenderW.N. (Ed.), Professional issues in learning disabilities (pp. 187–218). Austin, TX: PRO-ED.
73.
WalkerH.M.ColvinG.RamseyE. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks Cole.
74.
WalkerH.M.McConnellS. (1988). Walker-McConnell Scale of Social Competence and School Adjustment. Austin, TX: PRO-ED.
75.
WalkerH.McConnellS.HolmesD.TodisB.WalkerJ.GoldenN. (1983). The Walker social skills curriculum: The ACCEPTS Program. Austin, TX: PRO-ED.
76.
WienerJ. (1987). Peer status of learning disabled children and adolescents: A review of the literature. Learning Disabilities Research, 2, 62–79.
77.
WilliamsS.L.WalkerH.M.HolmesD.TodisB.FabreT.R. (1989). Social validation of adolescent social skills by teachers and students. Remedial and Special Education, 10, 18–27, 37.
