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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Social Foundations of Self II: The Generalized Other01:20

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Conduct Disorder01:28

Conduct Disorder

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Updated: Jun 8, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Social competence and learning difficulties: Teacher perceptions.

Megan Wight1, Christine Chapparo

  • 1Discipline of Occupational Therapy, Faculty of Health Sciences, The University of Sydney, Lidcombe, New South Wales, Australia.

Australian Occupational Therapy Journal
|October 5, 2010
PubMed
Summary
This summary is machine-generated.

Children with learning difficulties often struggle with social skills, impacting classroom participation. Teachers perceive these social deficits, suggesting a need for occupational therapy intervention.

Related Experiment Videos

Last Updated: Jun 8, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Occupational Therapy

Background:

  • Social competence is crucial for children's classroom performance and participation.
  • A significant proportion of children with learning difficulties experience social skill deficits.
  • Limited research exists on teachers' perceptions of these social difficulties in the classroom.

Purpose of the Study:

  • To investigate teacher perceptions of social competence in Australian boys with learning difficulties.
  • To understand the specific nature of social difficulties experienced by these children in a classroom setting.

Main Methods:

  • Utilized the Teacher Skillstreaming Checklist to assess social abilities.
  • Compared 21 primary school-aged boys with learning difficulties to a control group.
  • Employed correlational analysis to examine relationships between variables.

Main Results:

  • Teachers perceived boys with learning difficulties as having poorer social performance across multiple domains.
  • Significant differences in social performance were observed compared to typically developing peers.

Conclusions:

  • Social performance deficits in children with learning difficulties may negatively impact learning and classroom engagement.
  • Occupational therapy assessment and intervention for social competence are warranted for some children.