A1 Journal article (refereed)
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 authors or editors

Publication details

All authors or editors: Aro, Tuija; Eklund, Kenneth; Eloranta, Anna-Kaija; Ahonen, Timo; Rescorla, Leslie

Journal or series: Journal of Learning Disabilities

ISSN: 0022-2194

eISSN: 1538-4780

Publication year: 2022

Publication date: 13/11/2021

Volume: 55

Issue number: 6

Pages range: 465-481

Publisher: SAGE Publications

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1177/00222194211056297

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78654

Abstract

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.

Keywords: learning difficulties; reading disorders; mathematical skills; ADHD; behaviour disorders; problem behaviour; attention; special education (teaching); learning; supporting; gender

Free keywords: learning disabilities; reading disability; math disability; behavioral-emotional problems; ASEBA

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2022

JUFO rating: 3