ERIC Number: ED367436
Record Type: RIE
Publication Date: 1993-Mar
Reference Count: N/A
Social Interaction of Children with and without Learning Disabilities in Dyads and Small Groups.
Wiener, Judith; Harris, P. J.
To investigate differences in social behavior between learning disabled (LD) and non-learning disabled (NLD) children in different size groups and to examine the association between children's social behavior and acceptance by their peers, a study was conducted of 44 LD and 50 NLD boys and 7 LD and 13 NLD girls from fourth, fifth, and sixth grade classrooms in Toronto, Ontario, Canada. The children were videotaped constructing an art project during two sessions: first, in same-sex dyads, one-third of which were both LD, one-third both NLD, and another third mixed; and again in same-sex groups of six containing both LD and NLD children. In general, LD children behaved less competently than NLD children in both dyads and groups, although both LD and NLD behavior was related to gender, group size, and peer acceptance. Specific findings included the following: (1) NLD boys tended to ignore the LD boys in dyads and to engage them in the activity through instructions in groups, while NLD girls tended to positively interact with LD girls in dyads but ignore them in groups; (2) negative remarks by LD boys were less evident in dyads than in groups, while LD girls engaged in high levels of giggling in dyads but were extremely passive in the group situation; and (3) for both boys and girls, more active NLD children were more liked, while more active LD children were less liked. Detailed findings for dyads and groups by sex and an inventory of verbal exchanges are appended. (BYC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Toronto Board of Education ON
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (60th, New Orleans, LA, March 25-28, 1993). Some pages contain broken type.