A review and analysis of relevant literature discusses the heterogeneity of social competence observed in learning disabled children. Sociometric group classification is judged to be a viable behavioral classification framework. Inconsistencies are noted in the way peer popularity, peer acceptance, and sociometric status are defined in the research literature. The fact that few studies have been conducted in natural settings is one among several identified factors that call into question conclusions reached concerning social competence. Interventions reviewed include manipulation of antecedent and consequent events, cognitive training, and teaching new skills. Among recommendations are that a distinction be drawn between learning disabilities resulting from organic causes and those resulting from emotional/environmental causes, a distinction which will, in turn, affect the type of intervention program implemented. Twenty-seven references are cited. (JW)