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Social skills and their relationship to academic achievement among students with learning disabilities who are coming to the primary education certificate exam المهارات الاجتماعية وعلاقتها بالتحصيل الدراسي لدى التلاميذ ذوي صعوبات التعلم المقبلين على امتحان شهادة التعليم الابتدائي
Abstract
This study aimed to determine the relationship between the level of
social skills and educational attainment of students with learning difficulties
coming to the exam of primary education certificate, who are studying in the
fifth year of primary in the third semester, where the sample of the study
consisted of (30) students, aged (9.9 - 11.5) years, applied the social skills
scale, and the results indicated a strong correlation correlation statistically
significant at the level (α≤0.05) between the level of social skills and
academic achievement. In addition, there was a statistically significant
correlation between the three dimensions of social skills and academic
achievement among the study sample.
Keywords: Social Skills, Learning Disorders, Academic Achievement.
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Evidence on optimal school size is mixed. We estimate the effect of transitory changes in school size on the academic achievement of fourth- and fifth-grade students in North Carolina using student-level longitudinal administrative data. Estimates of value-added models that condition on school-specific linear time trends and a variety of teacher-by-school, student, and school-by-year fixed effects suggest that, on average, there is no causal relationship between school size and academic performance. However, two subgroups of interest are significantly harmed by school size: socioeconomically disadvantaged students and students with learning disabilities. The largest effects are observed among students with learning disabilities: A 10-student increase in grade size is found to decrease their math and reading achievement by about 0.015 test-score standard deviations.
Several studies have highlighted the correlation between social skills and academic achievement. Nevertheless, the processes implied in this association are not clear enough. This paper aimed at testing the hypothesis of cognitive competence as a possible mediator variable linking social skills and academic achievement. 80 children of both sexes (age average = 8.15 years old) were evaluated by the Columbia intelligence test, the Social Skills Rating System (SSRS-BR) and a School Achievement Test (SAT). GLM analysis confirmed the initial hypothesis of the cognitive competence mediating the instrumental as well as the enabler function of social skills on the academic achievement. Implications for early school interventions to promote social skills and possible directions for future researches are discussed.
Children who fail to acquire appropriate social skills have a lower probability of completing school, becoming employed, and becoming well-adjusted adults. This article provides the practitioner with strategies that can be used for teaching social skills to children with learning and behavior problems. These include how to select students for training, which social skills to use, teaching discrete skills and problem-solving routines, and helping students generalize training across settings and situations.
The efficacy of training learning disabled adolescents in social and problem-solving skills was evaluated by conducting a group skill-training program with three sets of youths: learning disabled adolescents attending an alternative high school, non-learning disabled youths attending the same school, and court-adjudicated youths on probation with a juvenile court. The six skills taught as part of the program included: giving positive feedback, giving negative feedback, accepting negative feedback, resisting peer pressure, negotiation, and problem solving in social situations. Training procedures consisted of skill explanation, rationales, modeling, and behavioral rehearsal with feedback.
Skills were trained in a multiple-baseline design across skills. Youth performance of the skills was assessed through behavioral role-play testing using novel, nonpracticed situations. All three groups of subjects showed increased skill levels following training. On the cognitive problem-solving skill, learning disabled adolescents demonstrated only a slight gain when compared to non-learning disabled and court-adjudicated youths.
A discussion of the various definitions of the problem described as "learning disorders," and the confusion caused by inconsistencies in meaning.
Four major points made by Conte and Andrews (this issue) were addressed: (a) the primary cause hypothesis, (b) the prevalence of social skills deficits in children with learning disabilities, (c) the distinction between incidental and intentional learning, and (d) the use of intentional learning contexts in making eligibility decisions. The issues of neurological bases for social skills deficits, social skills deficits as language disabilities, and the distinction between incidental and intentional learning contexts are viewed as irrelevant to children experiencing difficulties in social skills and peer relationships. Children meeting state or district criteria for learning disabilities should receive social skills intervention as specified in an Individualized Education Program.
Focused on the relationship between attentional problems and learning disorders, this paper contains a brief review of background theory and evidence, and proposes an analysis of attentional problems which takes into account three partially independent but interactive aspects of attention: coming to attention, decision making, and maintaining attention. Diagnostic and remedial implications of this three-dimensional approach are discussed, with emphasis on implications for working with children in the school setting.
This month's Topical Review is the first in a two-part series on the social skills of learning disabled children. In a field traditionally dominated by concerns about intellectual functioning, concern for the development of social skills in LD children has been sparked by data showing that skill deficiencies in this area are associated with poor long-term adjustment and success both in and out of the classroom. This two-part Review presents information about the social skills deficits of LD children, methods for assessing social skills, and treatment programs designed to ameliorate weaknesses in social skills. The first two of these topics are covered this month, while the last topic will be addressed in the next issue.--J.K.T.
Social skills and their relationship to academic excellence among pupils and pupils in the middle school, a note submitted to obtain a master's degree in social psychology
- Boujelal Said
-Boujelal Said (2009), Social skills and their relationship to academic
excellence among pupils and pupils in the middle school, a note submitted to
obtain a master's degree in social psychology, Faculty of Humanities and
Social Sciences, University of Algeria.
Learning Difficulties and Social Skills
- Fatima Bin Khalifa
Fatima Bin Khalifa (2016), Learning Difficulties and Social Skills, Journal
of the Generation of Humanities and Social Sciences, pp. 17-18, March 2016.