A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems : Differences Between LD Types, Genders, and Contexts (2022)
Aro, T., Eklund, K., Eloranta, A.-K., Ahonen, T., & Rescorla, L. (2022). Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems : Differences Between LD Types, Genders, and Contexts. Journal of Learning Disabilities, 55(6), 465-481. https://doi.org/10.1177/00222194211056297
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Aro, Tuija; Eklund, Kenneth; Eloranta, Anna-Kaija; Ahonen, Timo; Rescorla, Leslie
Lehti tai sarja: Journal of Learning Disabilities
ISSN: 0022-2194
eISSN: 1538-4780
Julkaisuvuosi: 2022
Ilmestymispäivä: 13.11.2021
Volyymi: 55
Lehden numero: 6
Artikkelin sivunumerot: 465-481
Kustantaja: SAGE Publications
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1177/00222194211056297
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/78654
Tiivistelmä
Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data comprised 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 ≥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.
YSO-asiasanat: oppimisvaikeudet; lukihäiriöt; matemaattiset taidot; ADHD; käyttäytymishäiriöt; ongelmakäyttäytyminen; tarkkaavaisuus; erityisopetus; oppiminen; tukeminen; sukupuoli
Vapaat asiasanat: learning disabilities; reading disability; math disability; behavioral-emotional problems; ASEBA
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
JUFO-taso: 3
