Abstract
Children who are rejected by their peers are at risk for school dropout, crime, delinquency, and psychological adjustment problems later in life (for review see, Parker & Asher, 1987). This empirically based finding supported by longitudinal data emphasizes the importance of early peer relationships in the social competence and adjustment of children throughout their lifetime. Thus, the work of Bryan (e.g., Bryan, 1974a,b, 1976), who initially identified the low peer acceptance and poor social relationships of many children with learning disabilities, has provided a catalyst for researchers to further examine the social competence of children with learning disabilities.
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© 1992 Springer-Verlag New York, Inc.
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Vaughn, S., McIntosh, R., Zaragoza, N. (1992). Social Interventions for Students with Learning Disabilities: Towards a Broader Perspective. In: Vogel, S.A. (eds) Educational Alternatives for Students with Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9168-5_8
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DOI: https://doi.org/10.1007/978-1-4613-9168-5_8
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