Behavior & Social Skills
Social competence and emotional well-being are issues for some adults and children with learning disabilities. Being liked, feeling accepted, and having self-confidence are all related to an individuals social skills. Included in this section are the dos and don'ts for fostering social competence, the teacher’s role in developing social skills, and many helpful articles on behavior modification, anger management, disciplining students with disabilities, and the emotional issues experienced by some individuals with LD.
There are 78 articles in this section.
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For years, educators have known that behavior difficulties can keep students from progressing properly in school. Laws today require educators to not only notice these difficulties, but take action. This article guides IEP team members through the necessary steps to develop a functional behavioral assessment and an appropriate behavior intervention plan. It is important to determine why the students are acting the way they do.
School phobia/school avoidance/school refusal are terms used to describe children who have a pattern of avoiding or refusing to attend school. Different from truancy, these behaviors occur in approximately 2% of school aged children. Historically called "school phobia", many researches now prefer to use the terms "school avoidance" or "school refusal."
In this introductory article, Kathleen Nadeau focuses specifically on the identification and treatment of AD/HD in girls.
Since 1978, several research studies have been conducted at the University of Kansas Institute for Research in Learning Disabilities (KU-IRLD) on the social competence of children and youth with learning disabilities.
It can be difficult to help children develop social skills when it does not always come naturally to them. These quick tips offer ways for parents and teachers to foster social development in children with learning disabilities.