This study focused on psycho-affective and behavioral problems in children and adolescents with dyslexia. It aims to define clinical psycho-affective and behavioral profiles of dyslexia beyond those found in existing descriptions of the cognitive, neural, and behavioral correlates. The study focused specifically on the understudied population of…

Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral…

The purpose of the study was to characterize the relationships between behavior problems, academic achievement, and loneliness of students in the upper and lower thirds of a social skills classification. Participants were 733 students (359 boys and 374 girls) ages 9 to 14 years, 642 without learning disabilities (LDs) and 91 with LDs. Their…

Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…

The present study aimed to assess the interaction between familial and cultural factors on child problem behaviors of learning disabled children aged between 7 and 14 within the perspective of ecocultural theory (N = 90). Mothers completed the Family Support Scale, Portrait Values Questionnaire, and Social-Demographical Form, and teachers…

This study explored children's secure attachment with both parents versus one parent, as well as the unique role of children's patterns of close relationships with father and mother, for a deeper understanding of maladjustment problems among children with learning disabilities (LD). Specifically, this study identified subgroups of children with…

Comorbidity with other psychological problems (PP) complicates the course of attention deficit-hyperactivity disorder (ADHD) and makes treatment more difficult. The purpose of the present study was to (a) study the correspondence between the perceptions of parents and teachers about PP, (b) determine which PP predict the severity of the…

This article reviews the literature on peer relations and social skills of children with learning disabilities (LD). Two risk models are discussed. The single-risk model suggests that for some children with LD, social skills deficits are inherent in the disability. These deficits lead to problems with social relationships, which foster…

The link between learning problems and social-emotional difficulties is well documented and both are associated with temperamental risk factors. Whereas temperament refers to individual differences in biologically based dispositions for responding to and engaging with one's surroundings, developmental outcomes are the products of experiences as…

Students aged 7 to 12 years, identified as either learning disabled (N=295) or normal (N=515), were rated by their teachers on the Behavior Problem Checklist. Ratings revealed that school behavior problems varied by sex and pupil category, and that learning disabled Ss showed significantly greater maladjustment than normal Ss on the Personality…

Twenty-four undergraduate students in special education interacted with a child confederate while solving three tasks with the child either exhibiting distractible or ontask behavior. Analysis of the data using multivariate analysis of variance techniques supported the hypothesis that adults respond differently to particular characteristics of…

Parents (N=67) and siblings (N=71) of children with and without learning disabilities (LD) and/or behavior problems were interviewed. The primary indicator of the impact of a child with LD on siblings and parents was whether the child also had behavior problems. Results also indicated that LD children and siblings differed in perceptions of…

Teacher-completed Behavior Problem Checklists on 316 learning disabled older boys and 225 younger and 77 older girls were factor-analyzed. Results partly replicated prior research with nondisabled and disabled populations identifying two broad dimensions of psychopathology--environmental conflict and personal disturbance--but also revealed…

Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)

Teachers completed rating scales on learning disabled male and female students 6-18 years old. While replicating findings from previous studies, the results revealed some important differences, that is, problems found to be characteristic of learning disabled students differed according to sex and age level. (Author/CL)