Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-23T14:32:53.909Z Has data issue: false hasContentIssue false
  • English
  • Français

Understanding Loneliness among Students with Learning Disabilities

Published online by Cambridge University Press:  06 October 2014

Malka Margalit
Malka Margalit*
Affiliation:
School of Education, Tel Aviv University
Get access

Abstract

The aim of this study was to investigate the feelings of loneliness among students with learning disabilities (LD) and to identify subgroups according to their loneliness characteristics. The sample consisted of 76 students from seven self-contained classes for LD students within regular schools in all parts of Israel. The instruments included self-reported loneliness and social skills scales, teacher ratings of behaviour disorders, and peer ratings of social acceptance. The following factors predicted the students' feelings of loneliness: peer acceptance, social skills, and computer activities, explaining 32% of the variance. Using cluster analysis for the loneliness and behaviour disorder factors, four subgroups of students were identified. They differed along their levels of loneliness, presence of disruptive behaviour (internal validation) and social skills (external validation). The results emphasised the need to consider loneliness levels and manifestations of disruptive behaviour in attempts to conceptualise these students' difficulties and to plan individualised intervention programs. Further research, focusing on the impact of the intervention on the subjective experience of loneliness, may advance our understanding of the students' needs.

Type
Research Article
Information
Behaviour Change , Volume 8 , Issue 4 , December 1991 , pp. 167 - 173
Copyright
Copyright © The Author(s) 1991

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Andrasik, F., & Matson, J.L. (1985). Social skills training for the mentally retarded. In L'Abate, L. (Ed.), Handbook of social skill training and research (pp. 418–453). New York: John Wiley.Google Scholar
Asher, S.R., Parkhurst, J. T., Hymel, S., & Williams, G.A. (1990). Peer rejection and loneliness in childhood. In Asher, S.R. & Coie, J.D. (Eds.), Peer rejection in childhood (pp. 253–273). New York: Cambridge University Press.Google Scholar
Blashfield, R.K. (1980). Propositions regarding the use of cluster analysis in clinical research. Journal of Consulting and Clinical Psychology, 48, 456–459.CrossRefGoogle ScholarPubMed
Cartledge, G. (1987). Social skills, learning disabilities, and occupational success. Journal of Reading, Writing and Learning Disabilities, 3, 223–239.CrossRefGoogle Scholar
Gresham, F.M. (1985). Utility of cognitive-behavioural procedures for social skills training with children: Critical review. Journal of Abnormal Child Psychology, 13, 411–423.CrossRefGoogle Scholar
Gresham, F.M., & Elliott, S.N. (1987a). Factor structure replication and bias investigation of the teacher rating of social skills. Journal of School Psychology, 25, 81–92.CrossRefGoogle Scholar
Gresham, F.M., & Elliott, S.N. (1987b). The relationship between adaptive behaviour and social skills: Issues in definition and assessment. Journal of Special Education, 21, 167–181.CrossRefGoogle Scholar
Gresham, F.M., & Elliott, S.N. (1990). Social Skills Rating System (SSRS). Circle Pine, MN: American Guidance Service.Google Scholar
Hooper, S.R., & Willis, W.G. (1989). Learning disability subtyping. New York: Springer-Verlag.CrossRefGoogle Scholar
Lovitt, T. (1987). Social skills training: Which ones and where to do it. Journal of Reading, Writing and Learning Disabilities, 3, 213–221.CrossRefGoogle Scholar
Margalit, M. (1984). Leisure activities of learning disabled children as a reflection of their passive life-style and prolonged dependency. Child Psychiatry and Human Development, 15, 133–141.CrossRefGoogle ScholarPubMed
Margalit, M. (1985). Perceptions of parents' behaviour, familial satisfaction, and sense of coherence in hyperactive children. Journal of School Psychology, 23, 355–364.CrossRefGoogle Scholar
Margalit, M. (1990). Effective technology integration for disabled children: The family perspective. New York: Springer-Verlag.CrossRefGoogle Scholar
Margalit, M. (in press). Promoting classroom adjustment and social skills for students with mental retardation within an experimental/control group design. Exceptionality.Google Scholar
McKinney, J.D., & Speece, D.L. (1986). Longitudinal stability and academic consequences of behavioural subtypes of learning disabled children. Journal of Educational Psychology, 78, 365–372.CrossRefGoogle Scholar
Mullins, L.C., Johnson, D.P., & Andersson, L. (1987). Loneliness of the elderly: The impact of family and friends. In Hojat, M. & Crandall, R. (Eds.), Loneliness: Theory, research and applications (pp. 225–238). London: Sage Publications.Google Scholar
Peplau, L.A., & Perlman, D. (1982). Perspectives on loneliness. In Peplau, L. A. & Perlman, D. (Eds.), Loneliness: A sourcebook of current theory, research and therapy (pp. 1–18). New York: John Wiley.Google Scholar
Prinz, R.J., Conners, P.A., & Wilson, C.C. (1981). Hyperactive and aggressive behaviours in childhood: Intertwined dimensions. Journal of Abnormal Child Psychology, 9, 191–202.CrossRefGoogle ScholarPubMed
Rubin, K.H., LeMare, L.J., & Lollis, S. (1990). Social withdrawal in childhood: Developmental pathways to peer rejection: In Asher, S.R. & Coie, J.D. (Eds.), Peer rejection in childhood (pp. 217–249). New York: Cambridge University Press.Google Scholar
Speece, D.L., McKinney, J.D., & Appelbaum, M.I. (1985). Classification and validation of behavioural subtypes of learning disabled children. Journal of Educational Psychology, 77, 67–77.CrossRefGoogle Scholar
Spitzberg, B.H., & Hurt, H.T. (1987). The relationship of interpersonal competence and skills to reported loneliness across time. Journal of Social Behaviour and Personality, 2, 157–172.Google Scholar
Stewart, M.A., DeBlois, C.S., Meardon, J., & Cummings, C. (1980). Aggressive conduct disorders of children. Journal of Nervous and Mental Disease, 168, 604–610.CrossRefGoogle ScholarPubMed
Vaughn, S. (1985). Why teach social skills to learning disabled students. Journal of Learning Disabilities, 18, 588–593.CrossRefGoogle ScholarPubMed
Williams, G.A., & Asher, S.R. (04, 1990). Loneliness among mildly mentally retarded and non-retarded children in elementary school. Paper presented at the AERA Annual Meeting, Boston.Google Scholar
Young, J.E. (1982). Loneliness, depression and cognitive therapy: Theory and application. In Peplau, L.A. & Perlman, D. (Eds.), Loneliness: A source-book of current theory, research and therapy (pp 379–405). New York: John Wiley.Google Scholar