Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences between LD Types, Genders, and Contexts

Autor/inn/en	Aro, Tuija; Eklund, Kenneth; Eloranta, Anna-Kaija; Ahonen, Timo; Rescorla, Leslie
Titel	Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences between LD Types, Genders, and Contexts
Quelle	In: Journal of Learning Disabilities, 55 (2022) 6, S.465-481 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aro, Tuija) ORCID (Eloranta, Anna-Kaija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211056297
Schlagwörter	Foreign Countries; Learning Disabilities; Symptoms (Individual Disorders); Incidence; Behavior Problems; Emotional Problems; Children; Adolescents; Gender Differences; Severity (of Disability); Context Effect; Family Environment; Educational Environment; Child Behavior; Reading Skills; Mathematics Skills; Finland; Kaufman Assessment Battery for Children; Child Behavior Checklist; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Psychiatrische Symptomatik; Vorkommen; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Schweregrad; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Finnland
Abstract	Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data were obtained for 579 Finnish children (8-15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical range (i.e., z score [greater than or equal to]1.5 SDs) and the effects of the LD type, gender, and context (home vs. school) on them. Furthermore, we analyzed the effect of the severity of LD and gender on the amount of behavioral-emotional symptoms reported by teachers and parents. Alarmingly high percentages of children, irrespective of LD type, demonstrated behavioral-emotional problems: more than 37% in Affective, Anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD) problems. Contextual variation was large, as more problems were reported by teachers than by mothers. The unique effects of gender and LD type were rare, but the results raised concern for those with MD-only, especially boys. The results underscore the need to draw attention to the importance of assessing children with LD for behavioral-emotional problems and emphasize the importance of teachers' awareness of behavioral-emotional problems among students with LD and cooperation among child, teacher, and parents in assessment and support planning. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01