Behavior Problem Patterns among the Learning Disabled: Boys Aged 6–11

Epstein, Michael H.; Cullinan, Douglas; Rosemier, Robert A.

doi:10.2307/1510441

Cited by 16 publications

(11 citation statements)

References 9 publications

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“…In agreement with other studies that had examined psychosocial heterogeneity (e.g., Epstein, Bursuck, & Cullinan, 1985;Epstein, Cullinan, & Rosemier, 1983;Speece et al, 1985), Porter and Rourke concluded that children with LD are heterogeneous with regard to psychosocial functioning: There is no one pattern that is characteristic of all children with LD.…”

Section: Windsor Taxonomic Researchsupporting

confidence: 88%

Comparison of the Psychosocial Typology of Children With Below Average IQ to that of Children With Learning Disabilities

Ralston¹,

Fuerst²,

Rourke³

2003

Journal of Clinical and Experimental Neuropsychology

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This study investigates the subtypal patterns of psychosocial functioning of children with below average IQ (BAIQ) using the application of both Q-factor analysis and profile-matching. The results suggest that the psychosocial dimensions of children with BAIQ are quite similar to those of children with LD in a general sense. Many of the same subtypes were derived, and the proportions of children displaying normal, mild, and severe levels of psychopathology were not significantly different from those of children with LD. There were some minor differences, however: For example, children with BAIQ exhibited a greater tendency to display psychopathology with internalizing features. Consistent with previous research involving children with LD, there were no changes in either type or severity of psychopathology with advancing years.

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Section: Windsor Taxonomic Researchsupporting

confidence: 88%

Comparison of the Psychosocial Typology of Children With Below Average IQ to that of Children With Learning Disabilities

Ralston¹,

Fuerst²,

Rourke³

2003

Journal of Clinical and Experimental Neuropsychology

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“…Clearly, such a situation could easily lead to confounded and inconsistent results (Applebee, 1971;Torgesen & Dice, 1980). Differences in personality functioning among children with LD continue to be relatively neglected by the literature, although their existence has been well documented (Epstein, Cullinan, & Rosemier, 1983;Grieger 8c Richards, 1976;Paraskevopolous 8c McCarthy, 1970;Porter & Rourke, 1985). Different personality subtypes consistently have been reported in both the child psychopathology and LD literature (Achenbach & Edelbrock, 1978;Porter 8c Rourke, 1985), but the relationship between such diagnostic categories and attributional processes among children with LD has not been systematically addressed.…”

mentioning

confidence: 99%

“…A second subgroup of children with LD demonstrates symptoms of internalized socioemotional difficulties, such as anxiety, depression, and/or withdrawal (Grieger & Richards, 1976;McKinney & Speece, 1986;Paraskevopolous 8c McCarthy, 1970;Porter & Rourke, 1985). Others exhibit externalized symptoms, such as conduct problems, attentional difficulties, and antisocial tendencies (Epstein et al, 1983;Grieger & Richards, 1976;McKinney & Speece, 1986;Paraskevopolous 8c McCarthy, 1970;Porter 8c Rourke, 1985). A fourth subgroup has been found to experience concurrent internalizing and externalizing difficulties (Grieger 8c Richards, 1976;McKinney 8c Speece, 1986).…”

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confidence: 99%

Attributions for Achievement Outcomes Among Behavioral Subgroups of Children with Learning Disabilities

Durrant

1993

J Spec Educ

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The purpose of the present study was to investigate whether different behavioral subgroups of children with learning disabilities (LD) form different beliefs regarding the causes of their achievement-related successes and failures. The sample (n = 75) was composed of five carefully matched groups of 15 children: (a) nondisabled, non-behavior-disordered, nonreferred; (b) nondisabled; non-behavior-disordered clinic-referred; (c) LD, non-behavior-disordered; (d) LD exhibiting externalizing behaviors; and (e) LD exhibiting both externalizing and internalizing behaviors.Results suggest that the achievement attributions of children with LD are heterogeneous and are related to presence and type of behavior disorder. It appears that not all children with LD develop maladaptive beliefs. Findings are discussed in terms of implications for education and attribution retraining.A large body of literature exists concerning the relevance of attribution theory for children in achievement-related settings, primarily classrooms. The question addressed by these studies is whether there is a relationship between children's attributions for their past successes and failures and their current motivation to achieve. There is converging evidence that such a relationship does exist and that it has an important bearing on students'

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“…Although the Epstein et al (1983) findings are informative with regard to younger boys, important questions remain about their applicability to older LD boys and to LD girls. Keogh, MajorKingsley, Omori-Gordon, and Reid (1982) acknowledged that the vast majority of LD research has focused on elementary-aged boys and that generalizations of findings to LD girls and adolescents must be considered tenuous at best.…”

mentioning

confidence: 99%

Patterns of Behavior Problems among the Learning Disabled: Boys Aged 12–18, Girls Aged 6–11, and Girls Aged 12–18

Epstein

Bursuck

Cullinan

1985

Learning Disability Quarterly

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Teacher-completed Behavior Problem Checklists on learning disabled older boys and younger and older girls were factor-analyzed. Results replicated, in part, prior research with nonhandicapped and handicapped populations, but also revealed interesting differences. Age and sex comparisons were made between the three learning disabled groups. Implications for greater understanding of and better programming for learning disabled children's behavioral and emotional problems are discussed.

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Behavior Problem Patterns among the Learning Disabled: Boys Aged 6–11

Cited by 16 publications

References 9 publications

Comparison of the Psychosocial Typology of Children With Below Average IQ to that of Children With Learning Disabilities

Comparison of the Psychosocial Typology of Children With Below Average IQ to that of Children With Learning Disabilities

Attributions for Achievement Outcomes Among Behavioral Subgroups of Children with Learning Disabilities

Patterns of Behavior Problems among the Learning Disabled: Boys Aged 12–18, Girls Aged 6–11, and Girls Aged 12–18

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