Social competence of children with learning disabilities.

摘要

This study examines the predictors of social competence of 200 children ages 7-11 who were referred for school related problems to a learning disabilities clinic. This study focuses on four key questions: (1) does cognitive ability in general, or specific components thereof, predict social competence; (2) do specific demographic variables, (gender, age, and SES), predict social competence? Are these specified demographic variables better predictors of social competence than cognitive abilities; (3) do cognitive abilities interact with the specified demographic variables to predict social competence; (4) does the capacity to sustain attention predict social competence, and is it a better predictor than cognitive abilities or specified demographic variables?; A series of analysis of variance models was used to determine the best predictors of social competence as measured by the Social Competence Scale of the Child Behavior Checklist (CBCL) in this sample of children. These models investigated the individual and combined contributions of: (1) cognitive variables (full scale, subscale, and index scores of the Wechsler Intelligence Scale for Children-Revised (WISC-R), (2) demographic variables, and (3) capacity for attention (CBCL Attention subscale and Freedom from Distractibility Index (WISC-R)).; The results indicate that social competence, as measured by the CBCL, varies as a function of overall intelligence, capacity for attention, and SES. Of these, intelligence, which encompasses both verbal and nonverbal abilities, emerges as the best predictor such that higher abilities predict higher social competence scores. Higher SES also predicts higher social competence scores. Gender and age differences were not found. This dissertation addresses some methodological concerns of previous research: instrument selection; relationships between key variables; range of IQ; and the need to include attention, gender, age and SES as predictor variables.; Findings indicate the importance of understanding the interactions between social competence, learning disabilities, and attention difficulties. Increased understanding could result in better identification of the social difficulties of children with learning disabilities and more appropriate treatment plans. A more complex model of social competence of children with learning disabilities is needed to increase understanding of the cognitive underpinnings of social competence difficulties while taking into account presence of biologically based factors such as attention difficulties and demographic factors such as SES.