Specific Learning Disabilities and Emotional-Behavioral Difficulties: Phenotypes and Role of the Cognitive Profile

Abstract

Specific Learning Disabilities (SLD) are often associated with emotional-behavioral problems. Many studies highlighted a greater psychopathological risk in SLD, describing both internalizing and externalizing problems. The aims of this study were to investigate the emotional-behavioral phenotype through the Child Behavior Checklist (CBCL), and evaluate the mediating role of background and cognitive characteristics on the relationship between CBCL profile and learning impairment in children and adolescents with SLD. One hundred and twenty-one SLD subjects (7–18 years) were recruited. Cognitive and academic skills were assessed, and parents completed the questionnaire CBCL 6–18. The results showed that about half of the subjects manifested emotional-behavioral problems with a prevalence of internalizing symptoms, such as anxiety and depression, over externalizing ones. Older children showed greater internalizing problems than younger ones. Males have greater externalizing problems compared to females. A mediation model analysis revealed that learning impairment is directly predicted by age and familiarity for neurodevelopmental disorders and indirectly via the mediation of the WISC-IV/WAIS-IV Working Memory Index (WMI) by the CBCL Rule-Breaking Behavior scale. This study stresses the need to combine the learning and neuropsychological assessment with a psychopathological evaluation of children and adolescents with SLD and provides new interpretative insights on the complex interaction between cognitive, learning, and emotional-behavioral phenotypes.

Cognitive Screening and Hearing Assessment in Patients With Chronic Tinnitus

“…However, most of the questionnaires included in this study were specifically symptom-oriented (e.g., THI for patients with tinnitus, GÜF for patients with hyperacusis); thus, the relevance of these questionnaires for healthy patients is unclear. In addition, the design of the UNITI-RCT, including audiological assessments and multiple questionnaires, prevented the use of other relevant tests for the detection of cognitive impairment, such as the Weschler intelligence test [ 48 ], Mini-Mental State Examination [ 49 , 50 ], or the Beck Depression Inventory-II [ 51 , 52 ].…”

“…This questionnaire has 25 and 3 subscales: functional, emotional and catastrophizing tinnitus. Total scores range from 0 to 100 points, with 5 levels of severity: very mild (0-16), mild (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35)(36), moderate (38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54)(55)(56), severe (58-76), and catastrophic (78-100) [18,[22][23][24].…”

Cognitive Profile Discrepancies among Typical University Students and Those with Dyslexia and Mixed-Type Learning Disorder

“…Furthermore, it is known from the literature [17][18][19] that university students with SLD show great psychological suffering related to their leaning difficulties that may affect self-esteem and motivation and may be accompanied by emotional and social difficulties. Recently, a study conducted on Italian students with SLD found a mediating role of cognitive characteristics on the relationship between emotional-behavioral profile and learning impairment [65]. According to D'Elia and colleagues [54], taking into account the specific cognitive profiles of these students also means ensuring a greater understanding of the resources to be enhanced to support not only their cognitive growth, but also their emotional and social well-being.…”

Regions with the highest rates of teacher certification and students' cognitive milestones with learning disabilities or emotional/behavioral issues

“…With average intellect and reasonable educational and socio-cultural chances, specific learning disabilities (SLDs), and neuro-developmental disorders, are defined by difficulties with reading, writing, and math skills. SLDs happen without mental, sensory, or neurological problems (Cristofani et al 2023). Emotional-behavioural Disorders (EBD) are provided to an estimated 353,000 students in the US (Gersib and Mason 2023).…”