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Peer reviewedMathinos, Debra A. – Journal of Learning Disabilities, 1991
This study examined the conversational engagement techniques employed by children with and without learning disabilities in dyadic interactions. Analysis indicated that the 60 learning-disabled subjects (9-13 years old) employed engagement-related techniques as sophisticated as those of their nondisabled peers, though they did so less consistently…
Descriptors: Communication Skills, Interaction Process Analysis, Intermediate Grades, Interpersonal Competence
Peer reviewedSettle, Shirley A.; Milich, Richard – Journal of Learning Disabilities, 1999
This study examined the response of intermediate-grade boys (N=18) and girls (N=20) with (N=20) or without (N=18) learning disabilities (LD) to experimental dyadic interactions, either friendly or unfriendly. Children with LD were hypersensitive to both situations and girls with LD appeared most negatively affected by the unfriendly interaction.…
Descriptors: Helplessness, Interaction Process Analysis, Intermediate Grades, Interpersonal Competence
