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

1.(1)本研究采用PRS（筛选试验）和上野等人（Ueno et Al., 1984）从47所幼儿园1360个最大龄班的人口中抽取疑似学习障碍儿童。这些儿童分别接受WISC-R测试。结果，55名儿童（4.04%）被确定为有学习障碍。4例为言语型，37例为非言语型，14例为不可分类型。(1)社会技能评定系统（SSRS-J）显示，与非残疾儿童相比，残疾儿童的社会适应能力较差，问题行为较多。在课堂情境中，有学习障碍的儿童比没有学习障碍的儿童表现出更多的任务外行为和攻击破坏行为。在自由游戏情境中，LD儿童的孤立行为时间较多，合作游戏时间较少。(2)残疾儿童被同龄人接受的程度低于非残疾儿童。(3) LD儿童倾向于解释其他儿童的意图，对人际关系问题的解决方案比非LD儿童少。(1)为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组、社交技能训练组和未训练对照组三个组，并对其效果进行了比较。(2)结果表明，注意训练在任务外行为、自由游戏的社会参与和广泛的适应性社会技能方面有明显的改善。但这一组的同伴接受度并没有提高。(3) SST组在同伴接纳方面有显著提高，但在自由游戏的社会参与和SSRS-J得分方面没有显著提高。

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.