A 4-YEAR LONGITUDINAL INVESTIGATION OF THE SOCIAL SKILLS AND BEHAVIORPROBLEMS OF STUDENTS WITH LEARNING-DISABILITIES

This longitudinal, prospective study investigated the social skills an d behavior problems of three groups of students (10 students per group ) from kindergarten through third grade: learning disabilities (LD), l ow achievement (LA), and average/high achievement (A/HA). Social skill s and behavior problem rating scales were completed by teachers on all students during kindergarten through third grade. Students in the LD and LA group exhibited significantly lower social skills and higher le vels of behavior problems than their A/HA peers, but no significant di fferences for either measure were found between the LD and LA groups. Scores on the cooperating/responding factor of the social skills ratin g scale increased over time, but scores on the outgoing/initiating fac tor of the social skills rating scale did not change significantly ove r time. Discussion focused on the finding that students in the LD and LA groups did not differ significantly on social skills or behavior pr oblems over time, though both groups demonstrated more behavior proble ms and lower social skills than the A/HA students.