Social competence and learning difficulties: Teacher perceptions

Australian Occupational Therapy Journal

Volumn 55, Issue 4, 2008, Pages 256-265

  Wight, Megan ^a   Chapparo, Christine ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

Children; Learning difficulties; Social competence; Teacher perceptions

Indexed keywords

AGGRESSION; ARTICLE; AUSTRALIA; CHILD; HUMAN; HUMAN RELATION; LEARNING; LEARNING DISORDER; MALE; PEER GROUP; PERCEPTION; PILOT STUDY; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; PSYCHOMETRY; SCHOOL; STATISTICS; STUDENT; TEACHING;

AGGRESSION; AUSTRALIA; CHILD; CHILD, PRESCHOOL; HUMANS; INTERPERSONAL RELATIONS; LEARNING; LEARNING DISORDERS; MALE; PEER GROUP; PILOT PROJECTS; PSYCHOMETRICS; SCHOOLS; SOCIAL PERCEPTION; STATISTICS AS TOPIC; STUDENTS; TEACHING;

EID: 56649092668     PISSN: 00450766     EISSN: 14401630     Source Type: Journal    
DOI: 10.1111/j.1440-1630.2007.00706.x     Document Type: Article

References (56)

1. American Occupational Therapy Association. (2004). Psychosocial aspects of occupational therapy. American Journal of Occupational Therapy, 58, 669-672.
2. Arsenio, W. F. & Lemerise, E. A. (2001). Varieties of childhood bullying: Values, emotion processes and social competence. Social Development, 10, 59-73.
3. Barkley, R. A., Shelton, R., Crosswaite, C., Fletcher, K., Barrett, S., Jenkins, L. et al. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behaviour: Preliminary results at post-treatment. Journal of Child Psychology and Psychiatry, 41, 319-332.
4. Bender, W. N. & Smith, J. K. (1990). Classroom behavior of children and adolescents with learning disabilities: A meta-analysis. Journal of Learning Disabilities, 23, 298-305.
5. Bengtsson, H. (2003). Children's cognitive appraisal of others; distressful and positive experiences. International Journal of Behavioral Development, 2795, 457-466.
6. Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York: Guilford Press.
7. Camodeca, M., Goossens, F. A., Scheungel, A. & Terwogt, M. M. (2003). Links between social information processing in middle childhood and involvement in bullying. Aggressive Behavior, 29, 116-127.
8. Chapparo, C. & Ranka, J. (1997). The Occupational Performance Model (Australia): A description of constructs and structure. In: C. Chapparo & J. Ranka (Eds.). Occupational performance model (Australia): Monograph 1 (pp. 1-23). Castle Hill, Sydney, NSW: Total Print Control.
9. Coie, J. D. & Dodge, K. A. (1998). Aggression and antisocial behaviour. In: W. Damon & N. Eisenber (Eds.). Handbook of child psychology, Vol. 3: Social, emotional, an personality development (pp. 779-862). New York: Wiley.
10. Crick, N. R. & Dodge, K. A. (1996). Social information processing mechanisms in reactive and proactive aggression. Child Development, 67, 993-1002.
11. Crick, N. R., Grotpeter, J. K. & Bigbee, M. A. (2002). Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations. Child Development, 73, 1134-1142.
12. Cummins, A., Piek, J. P. & Dyck, M. J. (2005). Motor coordination, empathy, and social behaviour in school-aged children. Developmental Medicine and Child Neurology, 47, 437-442.
13. Department of Education and Training (2002). Social competencies: An integrated approach to linking student learning and wellbeing: Background paper and strategic implementation plan. Retrieved 16 June 2005, from http://www.sofweb.vic.edu.au/socialcomp/docs/ Background_Paper.doc.
14. Dodge, K. A. & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349-371.
15. Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R. et al. (2003). Peer rejection and social information processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374-393.
16. Eisenberg, N., Cumberland, A. & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9, 241-273.
17. Eisenberg, N., Fabes, R. A., Bernweig, J., Karbon, M., Poulin, R. & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers' social skills and sociometric status. Child Development, 64, 1418-1438.
18. Feder, K., Majnemer, A. & Synnes, A. (2000). Handwriting: Current trends in occupational therapy practice. Canadian Journal of Occupational Therapy, 67, 197-204.
19. Goodwin, M. (1999). Cooperative learning and social skills: What skills to teach and how to teach them. Intervention in School and Clinic, 35, 29-33.
20. Gresham, F. M., Sugai, G. & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331-355.
21. Haager, D. & Vaughn, S. (1995). Parent, teacher, peer and self-reports of the social competence of students with learning disabilities. Journal of Learning Disabilities, 28, 205-215.
22. Hartup, W. W. (1992). Having friends, making friends, and keeping friends: Relationships as educational contexts. ERIC Digest, Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
23. Heard, R. (2004). Intermediate statistics: Correlation and regression manual. Sydney, NSW: School of Behavioural and Community Health Sciences, University of Sydney.
24. Hoglund, W. L. & Leadbeater, B. J. (2004). The effects of family, school, and classroom ecologies on changes in children's social competence and emotional and behavioural problems in first grade. Developmental Psychology, 40, 533-545.
25. Interagency Committee on Learning Disabilities (1987). Learning disabilities: A report to the U.S. Congress. Bethesda, MD: National Institute of Health.
26. Kaplow, J. B., Curran, P. J. & Dodge, K. A. (2002). Child, parent, and peer predictors of early-onset substance abuse: A multisite longitudinal study. Journal of Abnormal Child Psychology, 30, 199-216.
27. Karvale, K. & Forness, S. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29, 226-237.
28. Lemerise, E. A., Arsebuim, W. & F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107-118.
29. Louden, W., Chan, L., Elkins, J., Greaves, D., House, H., Milton, M. et al. (2000). Mapping the territory: Primary students with learning difficulties: Literacy and numeracy, Vol. 1. Canberra City, ACT: Commonwealth of Australia: Department of Education, Training and Youth Affairs.
30. McGinnis, E. & Goldstein, A. P. (1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching prosocial skills (2nd ed.). Champaign, IL: Research Press.
31. Merrell, K. W. & Wolfe, T. M. (1998). The relationship of teacher-rated social skills deficits and ADHD characteristics among kindergarten-age children. Psychology in Schools, 35, 101-110.
32. Mostow, A. J., Izard, C. E., Rine, S. & Trentacosta, C. J. (2002). Modeling emotional, cognitive, and behavioural predictors of peer acceptance. Child Development, 73, 1775-1787.
33. Musser, E. H., Bray, M. A., Kehle, J. & Jenson, W. (2001). Reducing disruptive behaviours in students with emotional disturbance. School Psychology Review, 30, 294-304.
34. Nelson, W. M. & Finch, A. J. (2000). Managing anger in youth: A cognitive-behavioural intervention approach. In: P. C. Kendall (Ed.). Child and adolescent therapy: Cognitive behavioural procedures (pp. 129-170). New York: Guilford Press.
35. Norusis, M. J. (2005). SPSS 13.0 guide to data analysis. Upper Saddle River, NJ: Prentice Hall.
36. Pakaslahti, L. (2000). Children's and adolescents'aggressive behavior in context: The development and application of aggressive problem-solving strategies. Aggressive and Violent Behavior, 5, 467-490.
37. Parker, J. G. & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611-621.
38. Parliament of Australia: Senate (2002). Inquiry into the education of students with disabilities. Retrieved 16 June 2005, from http://www.aph.gov.au/senate/committee/EET_CTTE/completed_inquiries/ 2002-04/ed_students_withdisabilities/report/c02.doc.
39. Pavri, S., Luftig, R. L. (2000). The social face of inclusive education: Are students with learning disabilities really included in the classroom? Preventing School Failure, 45, 8-14.
40. Pearl, R., Bryan, T. & Donahue, M. (1983). Social behaviors of learning disabled children: A review. Topics in Learning and Learning Disabilities, 3, 1-14.
41. Prinstein, M. J. & La Greca, A. M. (2004). Childhood peer rejection and aggression as predictors of adolescent girls'externalising and health risk behaviours: A 6 year longitudinal study. Journal of Consulting and Clinical Psychology, 72, 103-112.
42. Reisman, J. E. (1991). Poor handwriting: Who is referred? American Journal of Occupational Therapy, 41, 849-852.
43. Reynolds, A. J., Ou, S. & Topitzes, J. W. (2004). Paths of effects of early childhood intervention on educational attainment and delinquency: A confirmatory analysis of the Chicago child-parent centers. Child Development, 75, 1299-1328.
44. Rodger, S., Brown, T. & Brown, A. (2005). Profile of paediatric occupational therapy practice in Australia. Australian Occupational Therapy Journal, 52, 311-325.
45. Shapiro, J. & Rich, R. (1999). Facing learning disabilities in the adult years: Understanding dyslexia, ADHD, assessment, intervention and research. New York: Oxford University Press.
46. Sitlington, P. (1996). Transition to living: The neglected components of transition programming for individual with learning disabilities. Journal of Learning Disabilities, 29, 31-39.
47. Tabachnick, B. G. & Fidell, L. S. (Eds.). (1996). Using multivariate statistics (3rd ed.) New York: HarperCollins College Publishers.
48. Tur-Kaspa, H. & Bryan, T. (1995). Teachers'ratings of the social competence and school adjustment of students with LD in elementary and junior high school. Journal of Learning Disabilities, 28, 44-52.
49. Tur-Kaspa, H., Margalit, M. & Most, T. (1999). Reciprocal friendship, reciprocal rejection and socio-emotional adjustment: The social experiences of children with learning disorders over a one-year period. European Journal of Special Needs Education, 14, 37-48.
50. Vaughn, S. & Elbaum, B. E. (1999). The self concept and friendships of students with learning disabilities: A developmental perspective. In: R. Gallimore, L. Bernheimer, D. MacMillan, D. Speece & S. Vaughn (Eds.). Developmental perspective on children with high incidence disabilities (pp. 81-110). Mahwah, NJ: Lawrence Erlbaum Associates.
51. Vaughn, S., La Greca, A. M. & Kuttler, A. F. (1999). The why, who, and how of social skills. In: W. N. Bender (Ed.). Professional issues in learning disabilities: Practical strategies and relevant research findings (pp. 187-218). Austin, TX: Pro-Ed. Inc.
52. Warden, D. & MacKinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies. British Journal of Developmental Psychology, 21, 367-385.
53. Webster-Stratton, C. & Reid, M. J. (2004). Strengthening social and emotional competence in young children- the foundation for early school readiness and success. Infants and Young Children, 17, 96-113.
54. Wong, B. (Ed.). (2004). Learning about learning disabilities (3rd ed.) San Diego, CA: Elsevier, Academic Press.
55. World Health Organization (2001). International classification of functioning, disability and health. New York: Author.
56. Younger, A. J., Schneider, B. H., Wadeson, R., Guirguis, M. & Bergeron, N. (2000). A behaviour-based peer-nomination measure of social withdrawal in children. Social Development, 9, 544-564.