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Abstract

The social competence and cognition of 26 black and one white mentally retarded-emotionally disturbed special education students from lower socioeconomic families were assessed. Deviant behavior, as measured by teachers, was negatively related to self-concept. Self-concept related positively to reading and arithmetic. Sociometric ratings by teachers, aides, and students relating to school work, behavior, and popularity were positively interrelated. Favorable sociometric ratings (completed by students) were positively related to deviant behavior (rated by teachers and aides). Favorable sociometric ratings were positively related to deviant behavior as rated by teachers but not aides. Also, the sociometric ratings for school work completed by teachers, aides, and students were positively related to the achievement test results. These cost- and time-efficient measures might be used advantageously for assessing and treating handicapped children.

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Assessment of Relationship among Measures of Social Competence and Cognition in Educable Mentally Retarded-Emotionally Disturbed Students

Abstract

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References