A Meta-Analysis of Parent and Teacher Reports of Depression among Students with Learning Disabilities: Evidence for the Importance of Multi-Informant Assessment

Autor/inn/en	Nelson, Jason M.; Harwood, Hannah R.
Titel	A Meta-Analysis of Parent and Teacher Reports of Depression among Students with Learning Disabilities: Evidence for the Importance of Multi-Informant Assessment
Quelle	In: Psychology in the Schools, 48 (2011) 4, S.371-384 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20560
Schlagwörter	Learning Disabilities; Depression (Psychology); Symptoms (Individual Disorders); Meta Analysis; Teacher Attitudes; Parent Attitudes; Measures (Individuals); Student Attitudes; Identification; Evaluation Methods; Clinical Diagnosis; Effect Size + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Psychiatrische Symptomatik; Meta-analysis; Metaanalyse; Lehrerverhalten; Elternverhalten; Messdaten; Schülerverhalten; Identifikation; Identifizierung
Abstract	We conducted a meta-analysis to examine depressive symptomatology among students with learning disabilities (LD), as reported by their parents and teachers. A 2006 meta-analysis by Maag & Reid of the self-reports of students with LD indicated that this group's higher report of depressive symptoms compared to non-LD students was small in magnitude (d = 0.35). In our meta-analysis, 31 studies in which depressive symptomatology among school-age (K-12) students with LD was examined were included. The overall effect size was statistically significant and medium in magnitude (d = 0.75) and indicated that parents and teachers reported students with LD to experience significantly more depressive symptoms than non-LD students experience. When integrated with Maag and Reid's findings, these results suggest that parents and teachers appear to report greater depressive symptomatology for students with LD than these students report for themselves. Due to the observed discrepancy, multi-informant assessment practices and the need for clinical judgment are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10