Clinicians suggest that differences between the nonverbal Picture Arrangement (PA) and verbal Comprehension (C) WISC subtests reflect poor social perception, understanding, or action. In this study, data from 79 children with learning disabilities were subjected to repeated measures MANOVA to examine PA and C social sensitivity. Although PA and C scores correlated minimally with Teacher (TRF) and Parent (CBCL) reported behavior problems, those who scored significantly higher on PA than C (PA >C) displayed more TRF Internalizing, Withdrawal, Social, and Thought Problems than the C > PA group. The PA > C group had more TRF Withdrawal and Thought Problems than the PA = C control group. Group C = PA displayed more Total and Delinquency problems than C > PA and PA > C. Implications will be discussed.
Library of Congress Subject Headings
Behavioral assessment of children; Social skills in children; Learning disabled children--Education--Social aspects
Department, Program, or Center
Department of Psychology (CLA)
Vreeland, James, "The Relationship between social intelligence and behavioral functioning in students with learning disabilities" (1997). Thesis. Rochester Institute of Technology. Accessed from
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