Internalizing Problems of Adults With Learning Disabilities

Abstract

In this article the authors report a meta-analysis that examines the association between internalizing problems (anxiety and depressive symptoms) and learning disabilities (LD) in adults. Two hypotheses about the relationship between internalizing problems and LD in adults are posited and tested: the abeyance hypothesis (internalizing problems decline in adulthood) and the continuance hypothesis (internalizing problems continue in adulthood). From an initial pool of 171 relevant studies, 15 studies met the inclusion criteria, with eight published articles and seven dissertations yielding 48 effect sizes, N Total = 16,239). The overall effect size was significant and of medium magnitude (d = 0.51, p < .001). Results from the study suggest support for the continuance hypothesis, with rates of adult internalizing problems similar to those found in studies of children and adolescents with LD. Moderating variables are explored, and implications for practice and research are offered.

The Role of Decision-Making in Suicidal Ideation

“…For instance, the study [11] shows that 14.2%, both children and adolescents, experienced severe depression and 23.8% of them showed severe anxiety problems. The results of a current meta-analysis [12] with young adults support the continuity of internalizing disorders, as adults with reading disabilities continue to present such disorders in a similar way to that of children and adolescents. However, other studies indicate that difficulties decrease in students with learning disabilities as age increases.…”

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

“…These different reading disorders have different causes and require different interventions, and the authors highlight that neither disorders lend themselves to categorical diagnosis. Irrespective of what form of disorder a student experience, they involve literacy problems which may cause difficulties for education, employment, and well-being (Goldstein, Naglieri, & DeVries, 2011;Klassen, Tze, & Hannok, 2013;Reiff, Hatzes, Bramel, & Gibbon, 2001). …”

“…The presence of literacy problems and weak GPA may have several unfortunate consequences, such as depression, anxiety, loneliness and poorer quality of life (Ginieri-Coccossis et al, 2013;Klassen et al, 2013), more frequent risk behaviour, substance use, aggressive and delinquent acts (McNamara & Willoughby, 2010), as well as drop-out from school (Goldstein et al, 2011). Yet, more adolescents with literacy problems attend higher education than before.…”

Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties

“…Similarly, most adults in Ingesson's (2007) study acknowledged that having dyslexia influenced their school achievement and those still in school were less optimistic about their future than adults who had left school, including the unemployed (Ingesson, 2007). Klassen et al (2013) found that adult students with LD did not differ on levels of internalizing disorders compared to adults with LD in the general population. Given conflicting findings in previous research, it is not clear to what extent challenges associated with LD, including RD, are limited to the school context.…”