Social Status Problems of Learning Disabled and Hyperactive/Learning Disabled Boys

Numerous studies have found that hyperactive and learning disabled children experience social status difficulties. Yet, because many children legitimately meet the assignment criteria for both groups, questions have remained regarding the differential relationship between these disorders and social status. The purpose of this investigation was to determine if it is learning disabilities or the combination of learning disabilities and hyperactivity that most directly relates to problems in social status. This was accomplished by categorizing third-through sixth-grade boys into learning disabled (LD), hyperactive/learning disabled (H/LD), and comparison groups and collecting peer nominations of social status and social behavior. Results indicated that, even though LD boys were less popular and more rejected than controls, the H/LD group was most symptomatic of social status problems and aversive social behaviors. Implications of these findings are discussed in terms of future research with a heterogeneous learning disabled population.