Social Competence and Behavioral Problems of Learning Disabled Boys Aged 12–-16

Abstract

Parents' reports on social competence and behavioral problems were obtained for 53 learning disabled boys 12-16 who were referred for a psychoeducational assessment at the Center for Disorders of Communication at the University of Vermont. One parent of each boy completed the Child Behavior Checklist developed by Achenbach and Edelbrock (1983). On average, the LD boys showed significantly lower levels of social competence and more behavior problems compared to normative samples of boys in the same age range. On the social competence scales, the LD boys were significantly lower than the normative samples in their participation in activities, their social involvement and school performance. On the behavior problem scales, the LD boys had significantly higher scores for total problems and (i externalizing" and "internalizing" types of problems. The LD boys had high scores compared to normal boys on several CBCL scales reflecting immaturity, hostile-withdrawal, aggressiveness and hyperactivity. Compared to a sample of other clinically-referred boys, the LD boys showed similar profile types of behavior problems with the exception of a lower proportion exhibiting an uncommunicative-delinquent profile and a higher proportion with no profile type. No relationship was found between IQ scores on the Wechsler Intelligence Test for Children-Revised and social competence and behavior problem scores. Results of this study of 12-16 year-old boys are then compared to previously published findings for younger LD boys.

Behavioral and Emotional Problems of Students with Learning Disabilities, Serious Emotional Disturbance, or Both Conditions

“…McConaughy (1986) and McConaughy and Ritter (1986) reported that boys with LD experienced significantly more problem behaviors on the CBCL than nonreferred boys. Ellen (1989) compared groups of students with LD, SED, and no handicapping conditions on a scale that measured acting-out, learning problems, and shy-anxious behavior.…”

The MMPI-2 Profile of Adults with Learning Disabilities in University and Rehabilitation Settings

“…Others have found that children with specific learning disabilities exhibit increased levels of anxiety, withdrawal, depression, and low selfesteem when compared to nonhandicapped children (Eliason & Richman, 1988;McConaughy, 1986;McConaughy & Ritter, 1986;Rosenthal, 1973). Researchers have also documented that, compared to their normally achieving peers, children with specific learning disabilities are less well liked and more likely to be rejected by others (Bruininks, 1978;Bryan, 1976;Garrett & Crump, 1980;Gresham & Reschly, 1986;Morrison, 1981;.…”

Behavioral characteristics of Chinese adolescents with dyslexia: The use of teachers’ behavior checklist in Hong Kong

“…The frustration of prolonged failure on a range of academic subjects would result in feelings of anxiety and insecurity (Boetsch, Green, & Pennington, 1996; Richman, Stevenson, & Graham, 1982), which may in turn pose profound negative influence upon these individuals’ self-image (Burden, 2005; Humphrey & Mullins, 2002; Undheim, 2003), emotions (Beitchman & Young, 1997; Boetsch et al, 1996; Heiervang, Stevenson, Lund, & Hugdahl, 2001), as well as acceptance and adjustment among peers (Bender & Wall, 1994; Hellendoorn & Ruijssenaars, 2000; LaGreca & Stone, 1990). In dealing with problems, some dyslexic individuals may release their tensions through aggressive and antisocial behavior (McConaughty, 1986; McKinney, 1989; McKinney & Feagans, 1984; Sanson, 2006).…”