Correlates of sociometric status among TMR children in regular classrooms

Nineteen trainable mentally retarded children integrated individually into regular primary school classes were rated by teachers and parents on checklists of problem behavior and by teachers on five areas of school competency. Nonretarded children in the same classes completed a sociometric questionnaire. The TMR children as a group were below average in sociometric status, but scores varied widely. Sociometric status was not associated with behavior ratings but was negatively correlated with all areas of school competency.