Learning Disabilities as a Symptom of Depression in Children

Colbert, Pat; Newman, Bonnie; Ney, Philip G.; Young, Judy

doi:10.1177/002221948201500605

Cited by 52 publications

(25 citation statements)

References 9 publications

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“…Several recent research reports have suggested specific links among LD, depression, and suicide (Brumback & Staton, 1980;Colbert, Newman, Ney, & Young, 1982;Hayes & Sloat, 1990;Livingston, 1985;Maag & Behrens, 1989;Maag, Rutherford, & Parks, 1988;Peck, 1985;Pfeffer, 1986;Weiss, Minde, Werry, Douglas, & Nemath, 1971). Given the life-threatening nature of depression for adolescents with LD, a closer examination of these variables is warranted.…”

Section: Depression and Suicidementioning

confidence: 99%

“…It should be quite apparent that the repeated inability of students with learning disabilities to exhibit competence in academic situations could lead to such feelings of powerlessness in school over the years, and one can hypothesize that these feelings become increasingly negative with increasing years of school failure. As the research on anxiety, academic self-concept, and attribution for failure demonstrates, many adolescents with LD are characterized by this negative pattern of thinking, as described by Beck. During the last decade researchers have documented the occurrence of depression among children and ado-JOURNAL OF LEARNING DISABILITIES lescents with LD (Brumback, Staton, & Wilson, 1980;Colbert et al, 1982;Goldstein, Paul, & Sanfilippo-Cohen, 1985;Gregg et al, 1992;Livingston, 1985;Maag & Behrens, 1989;Stevenson & Romney, 1984). In their early study, Goldstein et al (1985) assessed 85 children with learning disabilities in an alternative school program.…”

Section: Depression and Suicidementioning

confidence: 99%

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Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide

1993

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As recently as 5 years ago, very little information on the emotional well-being of adolescents with learning disabilities (LD) was available. However, a great deal of research has been conducted recently and some of the implications are unnerving. Research on self-concept, attributions, anxiety, depression, and suicide among adolescents with LD is examined for the purpose of detecting consistency of indicators concerning these emotional and developmental variables. The research indicates that the emotional development of many adolescents with LD is not notably positive, and these students appear to be at increased risk for severe depression and suicide. The discussion highlights methodological pitfalls and developmental issues. Practical implications are suggested.

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Section: Depression and Suicidementioning

confidence: 99%

Section: Depression and Suicidementioning

confidence: 99%

Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide

1993

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“…For example, DSM-5 diagnostic criteria of major depression disorder state that children might not show sad, but irritable mood [45]. Depressed children might report unspecific somatic complaints [46] or depression might result in attention problems, leading to misdiagnosis of depressed children as having learning disorders [47]. Similarly, adolescents with substance abuse might show symptoms of learning disabilities [48].…”

Section: Introductionmentioning

confidence: 99%

Overdiagnosis of mental disorders in children and adolescents (in developed countries)

Merten

Cwik

Margraf

et al. 2017

Child Adolesc Psychiatry Ment Health

111

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During the past 50 years, health insurance providers and national registers of mental health regularly report significant increases in the number of mental disorder diagnoses in children and adolescents. However, epidemiological studies show mixed effects of time trends of prevalence of mental disorders. Overdiagnosis in clinical practice rather than an actual increase is assumed to be the cause for this situation. We conducted a systematic literature search on the topic of overdiagnosis of mental disorders in children and adolescents. Most reviewed studies suggest that misdiagnosis does occur; however, only one study was able to examine overdiagnosis in child and adolescent mental disorders from a methodological point-of-view. This study found significant evidence of overdiagnosis of attention-deficit/hyperactivity disorder. In the second part of this paper, we summarize findings concerning diagnostician, informant and child/adolescent characteristics, as well as factors concerning diagnostic criteria and the health care system that can lead to mistakes in the routine diagnostic process resulting in misdiagnoses. These include the use of heuristics instead of data-based decisions by diagnosticians, misleading information by caregivers, ambiguity in symptom description relating to classification systems, as well as constraints in most health systems to assign a diagnosis in order to approve and reimburse treatment. To avoid misdiagnosis, standardized procedures as well as continued education of diagnosticians working with children and adolescents suffering from a mental disorder are needed.

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“…The question of which is the primary condition is currently of interest (e.g., Epstein & Cullinan, 1986;Mokros et al, 1989). Researchers who considered depression to be primary found that children who were identified as depressed had academic and cognitive scores that would classify them as learning disabled (Colbert, Newman, Ney, & Young, 1982;Weinberg et al, 1989). On the other hand, a number of researchers have proposed that depression results from the diagnosis of LD (e.g., Maag & Behrens, 1989;Mokros et al, 1989).…”

mentioning

confidence: 99%

The Prevalence of Depressive Symptoms in Children with Learning Disabilities

Wright-Strawderman¹,

Watson

1992

J Learn Disabil

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Learning difficulties have been considered to be a symptom of childhood depression by some authors, whereas others have examined depression as a cause of cognitive difficulties, including learning disabilities (LD). This study examined the prevalence of depressive symptoms in a sample of public school elementary children aged 8 through 11, 37 boys and 16 girls, identified as LD by state standards. Of the sample of 53 children, 35.85% scored in the depressed range on the Children's Depression Inventory. Comparison of the children's self-reports and parents' reports of depressive symptoms in their children was not significant. Implications of the results are discussed relative to the role of school personnel and the assessment process in recognizing depressive symptoms in students with LD.

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Learning Disabilities as a Symptom of Depression in Children

Cited by 52 publications

References 9 publications

Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide

Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide

Overdiagnosis of mental disorders in children and adolescents (in developed countries)

The Prevalence of Depressive Symptoms in Children with Learning Disabilities

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