Citation

Pearl R, Bryan T. J. Learn. Disabil. (Thousand Oaks) 1992; 25(9): 582-5, 597.

Affiliation

College of Education, University of Illinois at Chicago 60680.

Copyright

(Copyright © 1992, SAGE Publishing)

DOI

unavailable

PMID

1431543

Abstract

Previous research suggests that students with learning disabilities may differ from other students in their expectations of how peers are likely to propose engaging in misconduct. This study followed up on these findings using a methodology that did not require the participants to produce their responses verbally. Participants were 74 students with learning disabilities (53 male, 21 female) and 85 students without disabilities (40 male, 45 female) from high schools in three types of communities (urban, primarily black; urban, primarily Hispanic; suburban, primarily white). The students were presented with a series of pairs of statements that might be made by a teenager trying to entice a peer into misconduct and were asked to indicate which statement in each pair was the more persuasive. The results partially replicated the earlier research. The methodological and social implications of these results are discussed.

Language: en