Causal analysis and treatments for the social maladaptation of young children with learning disabilities

1.学习困难儿童的抽象与归类(L)本研究采用儿童学习障碍筛查问卷和学习困难儿童学习障碍检查表对学习困难儿童进行抽象。1984年)，来自47所幼儿园和幼儿园的1360个年龄最大的班级。对这些儿童进行了WISC-R单独测试。结果，55名儿童(4.04%)被确认为学习障碍。学习障碍儿童社会适应和社会技能的测评(1)社会技能评定量表(SSRS-J)显示学习障碍儿童的社会适应能力和问题行为明显低于非学习障碍儿童。在课堂情境中，学习困难儿童比非学习困难儿童表现出更多的任务外行为和攻击性行为。在自由游戏情境下，学习障碍儿童在孤立行为上花费的时间比非学习障碍儿童多，而在合作游戏中花费的时间较少。(2)学习障碍儿童比非学习障碍儿童更容易被同伴接受。(3)学习障碍儿童比非学习障碍儿童更倾向于理解他人的意图，解决人际问题的方法更少。(1)为了提高学习障碍儿童的社会适应能力，本研究设计了注意力训练、社交技能训练和不训练对照组三组，结果表明，注意训练在课外行为、自由游戏会话中的社会参与以及广泛的社会适应技能等方面都有明显的改善。SST组在同伴接纳方面有所提高，但在社会参与自由游戏和SSRS-J得分上没有提高那么多。

1.Abstraction and categorization of learning disabled children(l) The present study abstracted LD-suspected children by PRS(a screening test) and the LD Checklist(Ueno et. Al., 1984) from the population of 1360 oldest age classes of 47 kindergartens and nursery schools. These children were tested individually with WISC-R. As a result, 55 children (4.04%) were identified to have learning disabilities. 4 of them were verbal, 37 nonverbal, 14 unclassifiable LD2.Assessments of LD children's social adaptations and social skills(1)The SSRS-J(Social Skills Rating System-Japanese Version) showed that the LD children have less adaptive social skills and more problematic behaviors than non LD children. In class situations, the LD children showed more off-task behaviors and aggressive-disruptive behaviors than non LD group. In free play situations, the LD children spent more time in isolated behavior and less in cooperative play.(2) The LD children were less accepted by their peers than non LD children.(3)The LD children tended to interpret the other children's intentions and produce less solutions to interpersonal problems than non LDs.3.Comparisons of the effectiveness of training methods to learning disabled children(1) To improve LD children's social adaptations, the present study designed three groups, the attention training, the social skills training, and the no training control group, and compared their effectiveness.(2) The results showed that the attention training obtained much improvements in off-task behaviors, social participation in free play sessions, and broad range of adaptive social skills. But the peer acceptance was not improved for this group.(3) The SST group showed an improvement in peer acceptance but not so much in social participation in free play or SSRS-J scores.