Correlates of learning disabled students' peer-interaction patterns

Margaret Bruck; Martine Hébert

doi:10.2307/1510917

Correlates of learning disabled students' peer-interaction patterns

Margaret Bruck, Martine Hébert

Research output: Contribution to journal › Article › peer-review

25 Scopus citations

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 language	English (US)
Pages (from-to)	353-362
Number of pages	10
Journal	Learning Disability Quarterly
Volume	5
Issue number	4
DOIs	https://doi.org/10.2307/1510917
State	Published - Nov 1982
Externally published	Yes

ASJC Scopus subject areas

Education
General Health Professions
Behavioral Neuroscience

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title = "Correlates of learning disabled students' peer-interaction patterns",

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.",

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Correlates of learning disabled students' peer-interaction patterns

Abstract

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