Psychosocial and Adaptive Deficits Associated With Learning Disability Subtypes

• Published in: Journal of learning disabilities Vol. 48; no. 5; pp. 511 - 522
• Main Authors: Backenson, Erica M., Holland, Sara C., Kubas, Hanna A., Fitzer, Kim R., Wilcox, Gabrielle, Carmichael, Jessica A., Fraccaro, Rebecca L., Smith, Amanda D., Macoun, Sarah J., Harrison, Gina L., Hale, James B.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2015; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic achievement; Adaptation, Psychological - physiology; Adjustment (to Environment); Behavior Problems; Canada; Child; Child Behavior - psychology; Children; Children & youth; Cognitive ability; Cognitive Processes; Comparative Analysis; Disability; Elementary School Students; Emotional-Behavioural problems; Executive Function; Female; Foreign Countries; Humans; Individual Characteristics; Learning Disabilities; Learning disabled children; Learning disabled students; Learning Disorders - classification; Learning Disorders - physiopathology; Male; Multivariate Analysis; Neurological Impairments; Pacific Northwest; Preadolescents; Problem Behavior - psychology; Psychological Patterns; Psychological processes; Psychosocial factors; Psychosocial functioning; Research Needs; Short Term Memory; Social Adjustment; Social Development; Special education; Statistical Analysis; Student Behavior; Student Records; Subtypes; Symptoms (Individual Disorders); Teacher Behavior; Teachers; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement; Canada; assessment; nonverbal learning disabilities; identification; comorbidity
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/0022219413511861

Children with specific learning disabilities (SLD) have deficits in the basic psychological processes that interfere with learning and academic achievement, and for some SLD subtypes, these deficits can also lead to emotional and/or behavior problems. This study examined psychosocial functioning in 123 students, aged 6 to 11, who underwent comprehensive evaluations for learning and/or behavior problems in two Pacific Northwest school districts. Using concordance-discordance model (C-DM) processing strengths and weaknesses SLD identification criteria, results revealed working memory SLD (n = 20), processing speed SLD (n = 30), executive SLD (n = 32), and no disability groups (n = 41). Of the SLD subtypes, repeated measures MANOVA results revealed the processing speed SLD subtype exhibited the greatest psychosocial and adaptive impairment according to teacher behavior ratings. Findings suggest processing speed deficits may be behind the cognitive and psychosocial disturbances found in what has been termed “nonverbal” SLD. Limitations, implications, and future research needs are addressed.