Internalizing Behaviors and Hyperactivity/Inattention: Consequences for Young Struggling Readers, and Especially Boys

Abstract

Although evidence of negative associations between early literacy development and children’s behavior problems exists, the field still lacks an understanding of the complicated links between these two areas. Children’s gender has often not been included in much of the extant research as a potential moderating variable, yet gender differences may provide insights into the nuanced relationship between early literacy development and maladaptive behaviors. Results from the current study of 472 kindergarten and first-grade children suggested that compared with nonstruggling readers, teachers rated struggling readers as higher on internalizing behaviors and hyperactivity/inattention, but not externalizing behaviors, when accounting for children’s socioeconomic status. Furthermore, higher levels of internalizing behaviors and hyperactivity/inattention in struggling readers predicted lower reading scores at the end of the school year across a variety of domains, but these negative effects were more prominent for young boys. Implications for early intervention are discussed.

A systematic review of intervention studies for young children with emotional and behavioral disorders: identifying the research base

“…The majority of participants within this pool of studies were male (87.2% of participants for whom this information reported). This finding is not surprising as females are more likely to display internalising behaviours than externalising, which are more readily identified (Garwood et al, 2017a; Poulou, 2015). Prior research has shown boys are more often the target of teachers’ attention, for both positive and negative reasons (Beaman et al, 2006; Rice and Yen, 2010).…”

“…Young children formally identified with EBD require timely and effective intervention to prevent or ameliorate the negative effects of EBD (Garwood et al, 2017a; Mitchell et al, 2019). As such, federal policies (e.g.…”

Evidence for the Technical Adequacy of the Risk Assessment and Distress Recovery: Examining Risks While Avoiding Profiling Youth With Mental Health Difficulties

“…Students with disabilities rated higher on depression, suicidal ideation, and narcissism. Prior research has confirmed students with disabilities are more depressed than their peers (Cullinan & Sabornie, 2004;Garwood et al, 2017;Maag & Reid, 2006;Nelson & Harwood, 2011;Van Loan et al, 2019) and more at risk for suicide (McMillan & Jarvis, 2013). However, we are unaware of prior research indicating youth with disabilities rate higher on narcissism than their typically developing peers.…”

Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

“…The co-occurrence of behavior problems and reading difficulties among many school-aged children has the attention of researchers (Roberts et al, 2019). One group of students who often struggle with reading and behavior problems are those with or at risk for EBD (Garwood et al, 2017), which typically includes students identified for special education services related to an emotional disturbance (ED) or a learning disability (LD; Forness et al, 2012). Children with or at risk for EBD demonstrate externalizing behaviors (e.g., aggression, noncompliance) and/or internalizing behaviors (e.g., depression, anxiety) and these characteristics can make it challenging for teachers to provide instruction and deliver intensive, research-based interventions (Wills et al, 2010).…”