Emotional and Behavioral Characteristics over a Six-Year Period in Youths with Persistent and Nonpersistent Dyscalculia

Autor/inn/en	Auerbach, Judith G.; Gross-Tsur, Varda; Manor, Orly; Shalev, Ruth S.
Titel	Emotional and Behavioral Characteristics over a Six-Year Period in Youths with Persistent and Nonpersistent Dyscalculia
Quelle	In: Journal of Learning Disabilities, 41 (2008) 3, S.263-273 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408315637
Schlagwörter	Check Lists; Behavior Problems; Child Behavior; Mathematical Concepts; Numeracy; Learning Disabilities; Mathematics Skills; Age Differences; Attention Deficit Disorders; Emotional Disturbances; Correlation; Hyperactivity + Suchen Sie Ihr Suchwort? Checkliste; Rechenkompetenz; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Gefühlsstörung; Korrelation; Hyperaktivität
Abstract	The authors examined behavior problems in a matched sample of 58 youths with persistent dyscalculia (PD) and nonpersistent dyscalculia (NPD). Participants were classified as having dyscalculia at age 10-11 years. Parents completed the Child Behavior Checklist for their children at ages 10-11, 13-14, and 16-17 years, while the youths did so at the last two age periods. Only at age 16-17 years were there significantly more problems, particularly attention problems and externalizing problems, reported by parents for PD youths compared to NPD youths. A higher percentage in the PD group than in the NPD group received scores in the clinical range for externalizing problems. However, the mean levels of behavior problems at this age and the earlier ages were within the normal range for both groups. For youth-reported problems, the only significant difference was for attention problems at 16-17 years. Therapeutic interventions should focus on the academic domain and improving and altering behavioral patterns. (Contains 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10