Social Skills Interventions for Individuals with Learning Disabilities

By K. Kavale, M. Mostert. 2004

160 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/c7953ee6d99e8f632d9365cf168be1bf08d83f7b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Peter J. Alter
2. K. Milligan
3. Terrance M. Scott
4. Regina G. Hirn
5. Kathleen Lynne Lane
6. E. Carter
7. R. Horner
8. Susan B. Barrett

In Developmental and Educational Psychology

1. Kathleen Lynne Lane
2. E. Carter
3. Elisabeth Moser Opitz
4. Peter J. Alter
5. K. Milligan
6. Terrance M. Scott
7. Regina G. Hirn
8. J. Wiener

In Safety Research

1. E. Carter
2. Kathleen Lynne Lane
3. J. Wiener
4. M. Pierson
5. Barbara C. Glaeser
6. Matthew E. Brock

Citations in the corpus

• An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders (2011, background): “In a subset of classrooms across two schools (one elementary and one high school) where students with or at-risk for EBD has been previously identified, observers approached the teacher at the beginning of class and asked for identification of both a student with or at-risk of EBD (by seat or clothi”
• Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “…shown, however, that these interventions have rather weak effects on the social skills of pupils with LD, ASD or BD, and on their social acceptance in class (Bellini, Peters, Benner, & Hopf, 2007; Kavale & Forness, 1996; Kavale & Mostert, 2004; Quinn, Kavale, Mathur, Rutherford, & Forness, 1999).”
• Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, background): “Because substantial numbers of youth with EBD and LD evidence acquisition and performance deficits in the area of social skills (Kavale & Mostert, 2004; Lane, Carter, Pierson, & Glaeser, 2006), elucidating this potential relationship has direct implications for designing effective transition…”
• Evaluation of a Mindfulness-based Intervention for Adolescents with Learning Disabilities and Co-occurring ADHD and Anxiety (2012, background): “Interventions designed to teach social skills have limited efficacy in this population (Gresham and Horner 2001; Kavale and Forness 1996; Kavale and Mostert 2004).”