Social Competence of Students with Mild Handicaps and Low Achievement: A Comparative Study

REFERENCES

• Asher, S. R., & Taylor, A. R. (1981). The social outcomes of mainstreaming: Sociometric assessment and beyond. Exceptional Children Quarterly, 1, 13–30.
   Google Scholar
• Bower, E. M. (1982). Defining emotional disturbance: Public policy and research. Psychology in the Schools, 19, 55–60.
   Web of Science ®Google Scholar
• Bruck, M., & Hebert, M. (1982). Correlates of learning disabled students' peer interaction patterns. Learning Disability Quarterly, 5, 353–362.
   Web of Science ®Google Scholar
• Bryan, T. (1974). Peer popularity of learning disabled children. Journal of Learning Disabilities, 7, 261–268.
   Web of Science ®Google Scholar
• Cartledge, G., Frew, T., & Zacharias, J. (1985). Social skills needs of mainstreamed students: Peer and teacher perceptions. Learning Disability Quarterly, 8, 132–140.
   Web of Science ®Google Scholar
• Center, D. B., & Wascom, A. M. (1986). Teacher perceptions of social behavior in learning disabled and socially normal children and youth. Journal of Leading Disabilities, 19, 420–425.
   PubMed Web of Science ®Google Scholar
• Cowen, E. L., Pederson, A., Babigan, H., Izzo, L. D., & Trost, M. A. (1973). Long-term follow-up of early detected vulnerable children. Journal of Consulting and Clinical Psychology, 41, 438–446.
   PubMed Web of Science ®Google Scholar
• Epstein, M. H., Cullinan, D., & Lloyd, J. W. (1986). Behavior problem patterns among the learning disabled: III - replication across age and sex. Learning Disability Quarterly, 9, 43–54.
   Web of Science ®Google Scholar
• Foster, S. L., & Ritchey, W. L. (1979). Issues in the assessment of social competence in children. Journal of Applied Behavior Analysis, 12, 625–638.
   PubMed Web of Science ®Google Scholar
• Gresham, F. M. (1986). Conceptual issues in the assessment of social competence in children. In P. Strain, M. Garulnick, & H. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 143–173). New York: Academic Press.
   Google Scholar
• Gresham, F. M., & Elliott, S. N. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assessment. The Journal of Special Education, 21, 167–181.
   Web of Science ®Google Scholar
• Gresham, F. M., Elliott, S. N., & Black, F. L. (1987). Teacher-rated social skills of mainstreamed mildly handicapped and nonhandicapped children. School Psychology Review, 16, 78–88.
   Web of Science ®Google Scholar
• Gresham, F. M., & Reschly, D. J. (1986). Social skills deficits and low peer acceptance of mainstreamed learning disabled students. Learning Disability Quarterly, 9, 23–32.
   Web of Science ®Google Scholar
• Gresham, F. M., & Reschly, D. J. (1987a). Dimensions of social competence: Method factors in the assessment of adaptive behavior, social skills, and peer acceptance. Journal of School Psychology, 25, 367–381.
   Web of Science ®Google Scholar
• Gresham, F. M., & Reschly, D. J. (1987b). Issues in the conceptualization, classification, and assessment of social skills in the mildly handicapped. In T. Kratochwill (Ed.), Advances in school psychology (pp. 203–264). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Hallahan, D. P., & Kauffman, J. M. (1977). Labels, categories, behaviors: ED, LD, and EMR reconsidered. The Journal of Special Education, 11, 139–149.
   Web of Science ®Google Scholar
• Hallahan, D. P., & Kauffman, J. M. (1978). Exceptional children: Introduction to special education. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Hollinger, J. D. (1987). Social skills for behaviorally disordered children as preparation for mainstreaming: Theory, practice, and new directions. Remedial and Special Education, 11, 139–149.
   Google Scholar
• Hops, H. (1983). Children's social competence and skill: Current research practices and future directions. Behavior Therapy, 14, 3–18.
   Web of Science ®Google Scholar
• Landau, S., & Milich, R. (1990). Assessment of children's social status and peer relations. In A. M. LaGreca (Ed.), Through the eyes of a child (pp. 259–291). Boston: Allyn and Bacon.
   Google Scholar
• Loeber, R. (1985). Patterns of development of antisocial child behavior. Annals of Child Development, 2, 77–116.
   Google Scholar
• McKinney, J. D., & Feagans, L. (1984). Academic and behavioral characteristics of learning disabled children and average achievers: Longitudinal studies. Learning Disability Quarterly, 7, 251–264.
   Web of Science ®Google Scholar
• McKinney, J. D., McClure, S., & Feagans, L. (1982). Classroom behavior of learning disabled children. Learning Disability Quarterly, 5, 45–52.
   Web of Science ®Google Scholar
• Meichenbaum, D., Butler, L., & Gruson, L. (1981). Toward a conceptual model of social competence. In J. D. Wyne & M. D. Smye (Eds.), Social competence (pp. 49–73). New York: Guilford Press.
   Google Scholar
• Mercer, C. D., Hughes, C., & Mercer, A. R. (1985). Learning disabilities definitions used by state education departments. Learning Disability Quarterly, 8, 45–55.
   Web of Science ®Google Scholar
• Merrell, K. W. (1989). Concurrent relationships between two behavioral rating scales for teachers: An examination of self-control, social competence, and school behavioral adjustment. Psychology in the Schools, 26, 267–271.
   Web of Science ®Google Scholar
• Merrell, K. W., & Shinn, M. R. (1990). Critical variables in the learning disabilities identification process. School Psychology Review, 19, 74–82.
   Web of Science ®Google Scholar
• Park, H. S., Tappe, P., Carmeto, R., & Gaylord-Ross, R. (1990). Social support and quality of life for learning disabled and mildly retarded youth in transition. In R. Gaylord-Ross, S. Siegel, H. S. Park, S. Sacks, & L. Goetz (Eds.), Readings in ecosocial development (pp. 293–328). San Francisco: Department of Special Education, San Francisco State University.
   Google Scholar
• Reschly, D. J. (1988). Special education reform: School psychology revolution. School Psychology Review, 17, 459–475.
   Web of Science ®Google Scholar
• Roff, M., Sells, S. B., & Golden, M. (1972). Social adjustment and personality development in children. Minneapolis: University of Minnesota Press.
   Google Scholar
• Salvia, J., & Ysseldyke, J. E. (1991). Assessment (5th ed.). Dallas, TX: Houghton-Mifflin.
   Google Scholar
• Sater, G. M., & French, D. C. (1989). A comparison of the social competencies of learning disabled and low-achieving elementary age children. The Journal of Special Education, 23, 29–42.
   Web of Science ®Google Scholar
• Stumme, V. S., Gresham, F. M., & Scott, N. A. (1982). Validity of social behavior assessment in discriminating emotionally disabled and nonhandicapped students. Journal of Behavioral Assessment, 4, 327–341.
   Google Scholar
• U.S. General Accounting Office. (1981). Disparities still exist in who gets special education. Washington, DC: Comptroller General of the United States.
   Google Scholar
• Vaughn, S. (1987). TLC — Teaching, learning, and caring: Teaching interpersonal problem-solving skills to behaviorally disordered adolescents. The Pointer, 31, 25–30.
   Google Scholar
• Walker, H. M., & Hops, H. (1976). Increasing academic achievement by reinforcing direct academic performance and/or facilitating nonacademic responses. Journal of Educational Psychology, 68, 218–225.
   Web of Science ®Google Scholar
• Walker, H. M., & McConnell, S. R. (1988). Walker-McConnell scale of social competence and school adjustment. Austin, TX: Pro-Ed.
   Google Scholar