ARTICLE SUMMARY

Article Summary

Article Summary

Reference

Estell, David B., Martin H. Jones, Ruth Pearl, Richard van Acker. (2009) Best Friendships of Students With and Without Learning Disabilities Across Late Elementary School . Council for Exceptional Children.Vol 76, No. I, pp. 110-124.

Objective of the report

The purpose of this study was to investigate the friendship stability of children with and without learning disabilities (LD).

Summary of literature used in article

Friendship nominations of children with LD were less stable than those of children without LD. However, children with and without LD did not differ in the stability of those friendships that were corroborated by parents and/or teachers. The self-reported quality of best friendships did not differ between children with and without LD. No significant differences were found between children with and without LD with regard to self-reported friendship duration. The predictors of friendship stability were LD status, friendship duration and children's reports that their relationship with their best friend was characterized by help and guidance. Self-reported companionship and recreation and conflict and betrayal were less potent predictors of friendship stability for children with LD than children without LD, whereas self-reported intimate disclosure and friendship duration contributed more to friendship stability for children with LD than children without LD. 

Type of study/design

The study uses a quantitative research methodology. Quantitative research is research involving the use of structured questions where the response options have been predetermined and a large number of respondents is involved. This study was part of a broader enquiry of the communal relatives of elementary school children . The overarching study sought to analyze how gaze communal relations—including social rank, gaze assembly dynamics, and friendships—operate in scholars with and without learning disabilities over late elementary school. All scholars in the third degree at seven elementary schools were inquired to participate. Those students who were not currently participants were asked afresh if they would like to take part in the fourth grade. Students who acquiesced to participate and who returned permission types marked by their parents were encompassed in this study. Data were assembled roughly 2 months into each semester from the drop of third grade through the drop of sixth degree (from 1998-2001). Some key inquiries were not encompassed in the initial time issue, the jump of third grade. As such, the present study starts drop of fourth degree, and goes through drop of sixth grade. All participating schools awful a single-classroom format through the sixth degree (i.e., general learning scholars awful a single school room and lone educator rather than moving from one class and educator to another by course). An mean of 80.5% of scholars remained together as a class from one time issue to another, with an mean of 99.5% of scholars remaining in the identical class from drop to jump of a given year, and 61.5% of scholars from the spring of one degree finish up simultaneously in the drop of the subsequent year. Group management methods prescribed collection of review data. Before the administration of the review, we guaranteed participants their answers would be kept secret, inquired them to defend the confidentiality of their responses. and notified them that they could halt participating at any time. During the review, one administrator read the directions and inquiries out blaring, while an added manager supplied mobile monitoring and aid as ...