Abstract
This research examined the effects of specific learning disability labels and participant social desirability scores on peer judgments of a target person's social and academic success. Participants were given a description of a fictitious high school student who was labeled as either dyslexic, ADHD, or needing glasses. Participants then made judgments of the student's social and academic success and completed the Crowne and Marlowe Social Desirability Scale. Significant differences were found between the labels 'dyslexic' and 'needing glasses' for questions related to the fictitious student's social and academic success whereas social desirability scores were found to have no influence on participants' ratings of the fictitious student.
