Risk Factors for Substance Use by Mexican American Youth With and Without Learning Disabilities

Abstract

This survey study was designed to (a) investigate the prevalence of minor and major substance use among low socioeconomic status elementary and middle school Mexican American students identified with learning disabilities (LD; n = 150) and without LD (n = 150), and (b) identify psychosocial and environmental risk factors that may lead to the use of various substances among both non-learning disabled (non-LD) students and students with LD in an all-Mexican American sample. No differences were found in the use of substances between the two groups. Risk factors that were found to influence the use of minor substances for students identified as learning disabled, as opposed to the non-LD students, included use of substances by close friends and susceptibility to peer influence. Risk factors that were found to affect the use of major substances for students identified as learning disabled, as opposed to the non-LD students, included the number of minor substances used and stressful life events. Findings are discussed in the context of differing pathways leading to the use of substances for non-LD students and students with LD within an intraethnic group study.

Combating substance misuse: competences and preparation of special education department students

“…For some groups of students with disabilities (SWDs), levels of SM may be higher, as they encounter a greater number of risk factors [2], including medication and health problems, societal enabling, a lack of identification of potential problems, and a lack of accessible and appropriate prevention and treatment services [3]. Furthermore, stresses faced by SWDs may lead to the higher possibility of nicotine addiction, alcohol addiction, or drug addiction [4]. …”

A Cultural Psychology Approach to “Drug Abuse” Prevention

“…While some of these assertions have been evidence-based, many of these arguments are based on moral or political agendas. However, other studies have found inverse associations between U.S. acculturation and drug use (Katims et al, 1996;McCuller et al, 2001) or no significant association after controlling for confounding variables (Brook et al, 1997;Kaplan et al, 2002;Tschann et al, 2002). Other researchers have cited processes that co-occur with integration into the U.S. culture, including the loss of posited protective cultural values and support systems from the culture of origin, the identity confusion associated with attempting to navigate two cultures simultaneously, the marginalization and discrimination associated with being an ethnic minority, or the family conflict that can result when adolescents and their parents acculturate at different rates (Alaniz, 2002;Felix-Ortiz and Newcomb, 1995;Portes and Rumbaut, 2001).…”

Risk of Early Onset Substance Use among Students with and without Mild Academic Disabilities: Results of a Discrete–Time Survival Analysis

“…With respect to alcohol use, the literature is fairly consistent. Most studies conclude that students with and without mild academic disabilities are comparable with respect to their alcohol use (Fakier & Wild, ; Katims & Zapata, ; Kepper et al., ; Maag & Irvin, ), although one study found that students with a disability reported lower levels of alcohol use compared to those without disabilities (McCrystal et al., ).…”

“…However, Maag and Irvin () found that conduct disorder, hyperactivity, and emotional problems were not reliable predictors of substance use in both students with or without mild academic disabilities. Additionally, Katims and Zapata () found that deviant behavior (e.g., damaging property, staying out late without permission, carrying a weapon) was associated with substance use in both students with and without mild academic difficulties. Both studies (Katims & Zapata, ; Maag & Irvin, ) investigated the predictive value of behavioral and emotional problems on substance use within both groups of students, providing information on whether these two groups showed the same or different risk factors of substance use.…”

“…Additionally, Katims and Zapata () found that deviant behavior (e.g., damaging property, staying out late without permission, carrying a weapon) was associated with substance use in both students with and without mild academic difficulties. Both studies (Katims & Zapata, ; Maag & Irvin, ) investigated the predictive value of behavioral and emotional problems on substance use within both groups of students, providing information on whether these two groups showed the same or different risk factors of substance use. However, these studies did not investigate the extent to which behavioral and emotional problems explained the differences between the two groups.…”