Correlates of learning disabled students' peer-interaction patterns

Margaret Bruck, Martine Hébert

Research output: Contribution to journalArticlepeer-review


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
Issue number4
StatePublished - Nov 1982
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience


Dive into the research topics of 'Correlates of learning disabled students' peer-interaction patterns'. Together they form a unique fingerprint.

Cite this