HOYLE, SALLY G.; PHD

                         THE OHIO STATE UNIVERSITY, 1986
 
                         PSYCHOLOGY, DEVELOPMENTAL (0620)
 

                         Children with learning disabilities (LD) have been repeatedly identified as having poor peer relations.
                         However, several studies have not replicated these findings, suggesting that LD children's peer status
                         might change with age. The present study assessed longitudinal stability and change in the nature and
                         determinants of social relations of LD and nonLD children. The sample included two groups of fifth grade
                         subjects: a longitudinal sample of 21 LD and nonLD children seen two years prior to the present study; a
                         cross-sectional sample of 40 LD and nonLD students. In each sample the experimental and control
                         groups were administered the following measures: Sociometric Questionnaire, Social Network
                         Questionnaire, The Perceived Competence Scale, Friendship Conceptions Interview and the Behavior
                         Problem Checklist. In addition, longitudinal and cross-sectional samples received the Social Inferences
                         about Liking measures and the Teacher's Version of the Perceived Competence Scale. Results of the
                         longitudinal sample indicated stability in all variables except that LD children received and gave more
                         ratings of liking and gave more disliking ratings with time. Regardless of time of assessment, LD children
                         received significantly fewer ratings of liking than nonLD peers. There were no significant time or group
                         differences on social networks, perceived social status, perceived competence, or friendship
                         conceptions, although trends were in the expected direction, favoring nonLD children. LD students
                         exhibited marginally more total behavior problems than nonLD peers. Results of the cross-sectional
                         sample indicated that LD children less often reciprocate friendship nominations with ratings of liking.
                         There were no group differences on remaining sociometric variables, social networks or friendship
                         conceptions. LD children rated themselves as significantly lower than nonLD peers on cognitive and
                         social competence and general self-esteem, and were less accurate in positive social inferences than
                         nonLD counterparts. LD children were rated by their teachers as having significantly more behavior
                         problems and they were seen as having significantly lower cognitive, social and physical competence,
                         and lower general self-esteem than their nonLD counterparts. Results are interpreted as supporting
                         Sullivanian theory on peer relations and the usefulness of the multimethod approach. Implications for
                         education, treatment, and research are discussed.

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