The current study examined the bidirectional relationship between academic achievement and externalizing behavior problems of adolescents with learning disabilities. Forty-three students attending a residential school were assessed for externalizing behavior problems via parent and teacher reports on the Child Behavior Checklist and the Children's Attention and Adjustment Survey. The Wide Range Achievement Test-Revised was used to estimate academic achievement in reading, spelling, and arithmetic. Achievement measures did not predict externalizing behavior problems 1 to 2 years later, although verbal IQ predicted parent reports. Teacher reports of externalizing behavior problems predicted reading and spelling achievement scores 1 year later, and parent reports of externalizing behavior problems predicted changes in reading achievement. There was evidence that attentional problems were the component of externalizing behavior accounting for these relations, consistent with the explanation that inattentive students have difficulty achieving in an intensive learning environment.

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In two experiments, Canadian children in grades 6 and 7 processed facts about Canada and the U.S. under instructions to: (a) explain why the facts were true (elaborative interrogation); (b) read the facts with elaborations provided (provided elaborations); or (c) read the facts to remember (reading control). In Experiment 1, recall of Canadian facts was higher in the elaborative-interrogation condition than in the elaboration-provided condition. In Experiment 2 (Canadian and US facts), there were no significant differences in recall. Although only one comparison reached statistical significance, recall was descriptively greatest in the elaborative-interrogation condition in both experiments with both Canadian and US facts. Across both experiments the average effect size of elaborative interrogation was .40 SD compared to the readingcontrol and .56 SD compared to the elaboration-provided condition. The quality of children's explanation in the elaborative-interrogation condition was related to probability of recall. Inclusion of prior knowledge in the children's explanations was a better predictor of recall than was the adequacy of explanations.

Ratings of behavioral and emotional problems at the start of a school year were used to predict referral for mental health assistance. Participants were 63 11-to 16-year-old adolescents with learning disabilities who attended a residential school. Reports of problem behavior consisted of internalizing and externalizing behavior on the parent and teacher reports of the Child Behavior Checklist, ADHD behaviors on the home and school forms of the Children's Attention and Adjustment Survey, and depressive symptoms on the Children's Depression Inventory (CDI). Students referred for mental health services had higher scores than adolescents not referred on teacher ratings of externalizing behavior, inattention, and conduct problems, as well as selfreports of depressive symptomatology, and were more likely to have scored above clinical cutoff scores on the first two measures as well as on parent reports of internalizing behaviors. There were correlations in the various kinds of problem behavior rated by teachers, parent ratipigs were also intercorrelated, and CDI ratings correlated with both teacher and parent ratings of internalizing behavior. However, situational specificity was demonstrated by an absence of relations between any reports by parents and teachers. Discussion focused on the use of screening measures in learning-disabled populations, as well as unique features of the current setting that may have influenced teacher reports of behavior. Des classements de problèmes comportementals et émotionnels au début de l'année scolaire ont & e a c u t e ; t & e a c u t e ; utilisés pour prédire le recours ultérieur & a g r a v e ; des soins de santé mentale. Soixante-trois adolescents entre 1 1 et 16 ans ayant des problèmes d'apprentissage et qui frequentaient un milieu scolaire residentiel ont participé & a g r a v e ; cette recherche. Les comptes rendus de comportement consistaient en: comportement intériorisant et extériorisant évalué par les parents et les enseignants (Child Behavior Checklist); une mesure d'inattention, d'impulsivité, and et d'hyperactivité évalué à l'école et & a g r a v e ; la maison (Children's Attention and Adjustment Survey); et un inventaire de symptômes de depression (Children's Depression Inventory). Les étudiants qui ont & e a c u t e ; t & e a c u t e ; dirigé vers les services de santé mentale avaient des scores plus élevés sur les évaluations des professeurs de comportement extériorisant, inattention, troubles de conduite, et rapports de symptomatologie de dépression que les autres étudiants. Ces étudiants risquaient aussi d'obtenir des scores en haut de la démarcation des scores cliniques sur les deux premiers mesures, aussi que les reportages d'intériorisation des parents. Les résultats obtenus démontrent des corrélations entre les probl...