Thomas J. Smith
Steve Wallace
Northern Illinois University
This study examined data from the Special Education Elementary Longitudinal Study (SEELS, 2003) to compare the social skills of children in the U.S. with comorbid learning disabilities and attention-deficit/hyperactivity disorder (LD+AD/HD) to their peers with LD-only and AD/HD-only, and to assess how specific demographic factors moderate the relationship between disability status and social skill. Results showed that the social skills deficits of children with comorbid LD+AD/HD were more marked than those of children with LD-only. Additionally, family involvement significantly moderated the relationship between disability status and social skill, with increased family involvement associated with increased social skills among children with comorbid LD+AD/HD and AD/HD-only. ( Full Journal…)