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Peer reviewedVaughn, Sharon; And Others – Learning Disabilities Research and Practice, 1991
Ten learning-disabled elementary students experiencing peer rejection participated in a 20-week intervention with a contextualist training model. Five of the 10 students' social status was classified as unrejected at the postintervention measure, and there were significant increases in positive peer nominations for males at posttest and 6-month…
Descriptors: Context Effect, Elementary Education, Interpersonal Competence, Intervention
