Correlates of learning disabled students' peer-interaction patterns

Margaret Bruck, Martine Hébert

Research output: Contribution to journalArticlepeer-review

Abstract

Results of this study showed LD children's cognitive and affective role-taking skills to be poorer than those of age-matched controls. However, performance on these tasks was not related to measures of peer-domain social skills. Instead, these were found most consistently to relate to hyperactivity ratings.

Original languageEnglish (US)
Pages (from-to)353-362
Number of pages10
JournalLearning Disability Quarterly
Volume5
Issue number4
DOIs
StatePublished - Nov 1982
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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