Kavale K A, Forness S R
University of Iowa, Iowa City 52242, USA.
J Learn Disabil. 1996 May;29(3):226-37. doi: 10.1177/002221949602900301.
Over the past 15 years, increased attention has been directed at social skills and their relationship to learning disabilities. Using the methods of meta-analysis, this investigation explores the nature of social skill deficits among students with learning disabilities. Across 152 studies, quantitative synthesis shows that, on average, about 75% of students with learning disabilities manifest social skill deficits that distinguish them from comparison samples. Approximately the same level of group differentiation is found across different raters (teachers, peers, self) and across most dimensions of social competence. Although social skill deficits appear to be an integral part of the learning disability experience, a number of questions about the relationship between learning disability and social skill deficits remain unanswered. Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficits appear warranted.
在过去15年里，社会技能及其与学习障碍的关系受到了越来越多的关注。本研究采用元分析方法，探讨了学习障碍学生社会技能缺陷的本质。在152项研究中，定量综合分析表明，平均而言，约75%的学习障碍学生表现出社会技能缺陷，这使他们与对照样本有所区别。在不同的评估者（教师、同伴、自我）以及社会能力的大多数维度上，都发现了大致相同水平的群体差异。尽管社会技能缺陷似乎是学习障碍经历中不可或缺的一部分，但关于学习障碍与社会技能缺陷之间的关系仍有许多问题未得到解答。在这些问题得到解答之前，社会技能缺陷最好被视为学习障碍群体众多因素之一，似乎没有必要对与社会技能缺陷相关的定义进行重大更改。
