Stability of Social Status of Children with and without Learning Disabilities

Abstract

The stability of peer status of children with and without learning disabilities (LD) was examined. Thirty-eight 9- to 12-year-old children with LD were compared with a sample of children without LD matched on gender and general education classroom placement using a composite positive and negative nomination sociogram (Coie & Kupersmidt, 1983) and a Social Behavior Nomination Scale adapted from Dodge (1983). The measures were administered twice in the same school year. Findings that students with LD had lower social preference scores and were more likely to be socially rejected were consistent with previous research. Children with LD were also less likely to be seen as cooperative and leaders than children without LD. Although the sociometric measures had good test-retest reliability, the Social Preference score of children with LD decreased and their Liked Least score increased from Time 1 to Time 2 compared to children without LD. Children with LD were also seen by their peers as being more dependent at Time 2 than Time 1. Children with LD who had average social status at Time 1 were more likely than children without LD to change their social status to Neglected or Rejected social status at Time 2.