Secondary Personality and Behavioral Problems in Adolescents with Learning Disabilities

Abstract

This review details the lack of information available concerning personality and behavioral development of adolescents with learning disabilities (LD). Research on self concept, locus of control, temperament, problem behavior, and social status in this population is reviewed in an effort to note the consistency of indicators concerning secondary emotional and social problems. The discussion highlights conflicting results as well as methodological pitfalls. Future research directions with this population are suggested, including groups comparison studies, developmental research, research on LD subtypes, and research treatments resulting from these suggested personality and behavioral deficits.

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

“…Although comparisons of the global self-concept of adolescents with LD and normally achieving adolescents have produced inconsistent results, recent research confirms Bender's (1987) suggestion that adolescents with LD have a less positive academic selfconcept than their nondisabled peers (Chapman, 1988;Hiebert et al, 1982;Krutilla & Benson, 1990;Renick, 1987). We clearly need more information on the self-concept of adolescents with learning disabilities, as well as information on the correlates of their deficit that may affect the adolescents' overall emotional well-being.…”

“…Another area of concern is attribution of control over one's fate (Bender, 1987). Individuals who attribute success or failure at a certain task to their own skills, ability, or behavior are said to have an internal attribution or an internal locus of control (Gregory, Shanahan, & Walberg, 1986).…”

Psychiatric Comorbidity in Learning Disorder: Analysis of Family Variables

“…Several studies have shown that, within a given LD population, between 24% and 54% of subjects present serious emotional, social and behavioral problems. This incidence is four times greater than among their peers without learning disorders [5,6]. Regarding the association between learning disabilities and disruptive behavior disorders, the most frequent association is with Attention Deficit and Hyperactivity Disorder (ADHD).…”

“…Fathers' mean age was 40.6 (SD: 4.31, range 35-58) while that of the mothers was 36.6 (SD: 4.06, range 27-43). The fathers had an average of 11 years of schooling (range 5-19), whereas the mothers had an average of 12 (range [5][6][7][8][9][10][11][12][13][14][15][16][17][18][19]. To ensure homogeneity of the sample, the parents had to be living together as a couple at the time of the child's diagnosis and both had to be free of diagnosed psychiatric disorders.…”

Problem Behaviour and Academic Grade Level Performance of Adjudicated Children with Juvenile Delinquency

“…During the primary school years, if the child is made to climb the academic ladder, one grade after the other, in spite of the growing gap in his/ home and school environments, it can lead to disturbances in conduct and/or even delinquency (Bender, 1987;Brier, 1989;Mears & Aron, 2003;Venkatesan, 2006). Berman (1974) reported that more than 50 % of juvenile offenders showed signs of early learning disabilities.…”