Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language during Middle Childhood and Early Adolescence

Autor/inn/en	Nielsen, Kathleen; Andria-Habermann, Kathryn; Richards, Todd; Abbott, Robert; Mickail, Terry; Berninger, Virginia
Titel	Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language during Middle Childhood and Early Adolescence
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 7, S.651-669 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282917698056
Schlagwörter	Child Behavior; Rating Scales; Emotional Response; Learning Disabilities; Children; Early Adolescents; Symptoms (Individual Disorders); Behavior Problems; Attention; Dyslexia; Brain; Diagnostic Tests; Parent Attitudes; Intelligence Tests; Achievement Tests; Cognitive Tests; Elementary Secondary Education; Behavior Assessment System for Children; Wechsler Intelligence Scale for Children; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Rating-Skala; Emotionales Verhalten; Learning handicap; Lernbehinderung; Child; Kind; Kinder; Psychiatrische Symptomatik; Aufmerksamkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Gehirn; Diagnostic test; Diagnostischer Test; Elternverhalten; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest
Abstract	Parents completed the Behavior Assessment System for Children, Second Edition: Parent Rating Scale (BASC2 PRS) while their children (94 boys, 61 girls; M = 11 years 11 months) were given tests. Evidence-based profiles of multiple test scores and history (emergence and persistence) were used to assign to groups without specific learning disabilities in written language (SLDs-WL; n = 42 control) or with SLDs-WL (n = 29 dysgraphia, n = 65 dyslexia, or n = 19 oral and written language learning disability [OWL LD]). Parent ratings fell in the clinical or at-risk ranges for some individuals in all groups, but mean BASC2 PRS ratings showed nine significant main effects for group (n = 4): Behavioral Symptoms Index, Internalizing Problems Composite, Adaptive Skills Composite, two Clinical Scales (Atypicality and Attention Problems), and four Adaptive Scales (Adaptability, Activities of Daily Living, Leadership, and Functional Communication). Each SLDs-WL group differed significantly from the control group on these nine ratings, except dysgraphia on Atypicality and dyslexia on Adaptive Composite, Adaptability, and Leadership; and each correlated with one or more hallmark impairments associated with a specific SLD-WL. In a functional magnetic resonance imaging (fMRI) study (without OWL LD), the dysgraphia and dyslexia groups, but not control group, showed connectivity with amygdala; BASC2 PRS Internalizing Problems Composite (internal stress) correlated with amygdala connectivity from two cortical regions involved in written word processing and production for total sample (N = 40). Applications to assessing emotional and behavioral correlates of SLDs-WL for educational services and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01