Anxiety and Depression in Children With Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development

Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata

doi:10.1177/0022219414529336

Cited by 113 publications

(88 citation statements)

References 72 publications

(92 reference statements)

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“…The highest score in the CDI questionnaire indicates higher frequency of complaints related to depression symptoms. Therefore, the results of our sudy demonstrate that children with poor school performance have a larger number of predictive depression signals, consistent with other studies in the literature [21][22][23][24][25] .…”

Section: Discussionsupporting

confidence: 92%

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Sinais preditores de depressão em escolares com transtorno de aprendizagem

et al. 2016

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Purpose: to compare signs of depression among children with and without learning disorders, and also to investigate whether there are gender-based differences in depressive signs between these groups. Methods: 20 children with learning disorder and 20 children with typical school performance, aged between 9 and 12 years old, were studied. The investigation of the depression signs was performed by applying the Child Depression Inventory.Results: children diagnosed with learning disorder have a higher frequency of depressive symptoms compared to children without learning difficulties. Conclusion: the signs of depression varied according to age. Gender comparison revealed that girls had a higher incidence of depressive symptoms, especially in the group of children with the disorder. Keywords: Learning Disorders; Depression; Learning RESUMO Objetivo: comparar os sinais de depressão entre crianças com e sem transtornos de aprendizagem, e ainda, investigar se há diferenças nos sinais depressivos em relação ao gênero entre os grupos. Métodos: participaram do estudo 20 crianças com transtorno de aprendizagem e 20 crianças com desempenho escolar típico, entre 9 e 12 anos de idade. A investigação dos sinais de depressão foi realizada por meio da aplicação do Inventário de Depressão Infantil. Resultados: verificou-se que as crianças diagnosticadas com transtorno de aprendizagem apresentam maior frequência de sintomas depressivos em relação às crianças sem dificuldades escolares. Conclusão: os sinais de depressão variaram de acordo com a faixa etária. A comparação entre os gêne-ros revelou que as meninas apresentaram maior incidência dos sintomas depressivos, principalmente no grupo de crianças com o transtorno.

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Section: Discussionsupporting

confidence: 92%

“…A study 24 that aimed to investigate different profiles of children with learning problems (nonverbal learning disorder, reading disorder) and with a typical development, ages 8 up to 11, showed that children with reading disorders had worse depression symptoms than those with non-verbal learning disabilities and typical development.…”

Section: Discussionmentioning

confidence: 99%

Sinais preditores de depressão em escolares com transtorno de aprendizagem

et al. 2016

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“…Thus, several studies found that adults with RD are more anxious than skilled readers (Heiman & Precel, 2003;Mammarella et al, 2014;Nelson & Harwood, 2011) whereas some findings indicate no differences between adults with RD and their non-RD peers (e.g. Thus, several studies found that adults with RD are more anxious than skilled readers (Heiman & Precel, 2003;Mammarella et al, 2014;Nelson & Harwood, 2011) whereas some findings indicate no differences between adults with RD and their non-RD peers (e.g.…”

Section: Introductionmentioning

confidence: 99%

Calibration of Self‐Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability

2016

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Reading difficulty has been linked to anxiety in adults yet and has not been systematically studied especially in compensated adults with dyslexia. This study examined the relationships between anxiety ratings and physiological arousal while reading among adults with reading disability (RD) compared to skilled readers (SR). Nineteen compensated adults with RD and 20 SR adults were administered a battery of reading tasks and anxiety self-report questionnaires. Physiological measures of arousal were recorded during text reading task. Adults with RD scored significantly lower than SR on all cognitive and reading related measures. They showed no differences on any of the self-report anxiety measures. Interestingly, in the skilled readers' sample, physiological arousal while reading correlated with trait anxiety. No correlations between physiological and self-reported data were found in the RD sample. These findings suggest a model of resiliency in compensated adults with reading disabilities that includes lower anxiety levels and a discord between anxiety reports and actual arousal rates. Copyright © 2016 John Wiley & Sons, Ltd.

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“…Likewise, some recent studies also show higher levels of depression in students with learning disabilities in reading [8,9]. Studies that have focused on analyzing the symptoms of anxiety in students with learning disabilities show similar results.…”

Section: Emotional and Motivational Problems In Spanish-speaking Adolmentioning

confidence: 57%

“…Thus, a different meta-analysis [10] concludes, with a moderate effect size, that 70% of students with reading disabilities have more anxiety problems. Likewise, recent studies report higher anxiety problems in students with reading disabilities [8,9]. However, it is controversial whether internalizing disorders remain present in adolescence and adulthood or whether they decrease with age.…”

Section: Emotional and Motivational Problems In Spanish-speaking Adolmentioning

confidence: 99%

The Role of Decision-Making in Suicidal Ideation

Piedra-Martínez¹

2018

Acta Psychopathol

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Students who have trouble in learning to read become a risk group as they experience more difficulties associated especially to emotional and motivational levels. Therefore, to characterize the emotional and motivational problems of adolescents with reading disabilities, 19 adolescents with reading disabilities were compared to 20 adolescents with normal development. The participants were balanced in chronological age, gender and IQ. All participants were interviewed. They self-reported anxiety, manifested depressive symptoms, self-concept, causal attributions for success / failure and motivation for reading. Overall, no significant differences were found regarding anxiety or depressive symptoms between adolescents with reading disabilities and adolescents in the control group. The ANOVA results show that adolescents with reading disabilities had a significantly lower academic self-concept and more extrinsic and intrinsic reading motivational problems. The participants also showed signs of a maladaptive attributional pattern. That is, adolescents with reading disabilities attribute their successes less to ability rather than external factors. They associate failure with lack of ability and bad luck. The results are discussed in relation to the specialized literature. The paper highlights the need to include an evaluation of the emotional and motivational aspects within a more comprehensive framework of assessment among students with learning disabilities.

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Anxiety and Depression in Children With Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development

Cited by 113 publications

References 72 publications

Sinais preditores de depressão em escolares com transtorno de aprendizagem

Sinais preditores de depressão em escolares com transtorno de aprendizagem

Calibration of Self‐Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability

The Role of Decision-Making in Suicidal Ideation

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