This article reviews the literature on peer relations and social skills of children with learning disabilities (LD). Two risk models are discussed. The single-risk model suggests that for some children with LD, social skills deficits are inherent in the disability. These deficits lead to problems with social relationships, which foster internalizing behavior problems. The multiple-risk model suggests that internalizing and externalizing behavior problems typically result when more than one risk factor is present. These additional risks might include comorbid attention-deficit/hyperactivity disorder, poverty, English as a second language, inadequate educational accommodations, and ineffective parenting. However, the risk of behavior problems is reduced if children with LD are able to establish healthy social relationships.
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