Abstract
Objective: To investigate the 3-year course of learning disorders (LDs) and academic achievement in a sample of students with psychiatric disorders who were newly classified by the special education category of behavioral disorder (BD). Method: The occurrence of four definitions for LD (both discrepancy and low achievement) based on the WISC-R and the Woodcock-Johnson Psychoeducational Battery was followed in 81 students with BD from the time of their enrollment in BD classes to their first reevaluation after 3 years. Odds ratios (ORs) were used to measure stability of LDs in these students. Results: The prevalence of any LD was 64.2% at baseline and 61.7% at follow-up. Most of the 10 possible LD categories showed significant ORs, and the average OR was 21.9. At follow-up after 3 years, students both with and without LD at baseline had approximately the same achievement standard scores in reading and mathematics, but a significantly lower score for written language. Standard scores for the students without LD consistently were significantly higher than the scores for students with comorbid LD. Conclusion: LDs in this unique sample of students with psychiatric disorders remained common and generally stable over the first 3 years.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1454-1461 |
| Number of pages | 8 |
| Journal | Journal of the American Academy of Child and Adolescent Psychiatry |
| Volume | 41 |
| Issue number | 12 |
| DOIs | |
| State | Published - Dec 2002 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Psychiatry and Mental health
Cite this
}
Three-year course of learning disorders in special education students classified as behavioral disorder. / Mattison, Richard E.; Hooper, Stephen R.; Glassberg, Leslie A.
In: Journal of the American Academy of Child and Adolescent Psychiatry, Vol. 41, No. 12, 12.2002, p. 1454-1461.Research output: Contribution to journal › Article
TY - JOUR
T1 - Three-year course of learning disorders in special education students classified as behavioral disorder
AU - Mattison, Richard E.
AU - Hooper, Stephen R.
AU - Glassberg, Leslie A.
PY - 2002/12
Y1 - 2002/12
N2 - Objective: To investigate the 3-year course of learning disorders (LDs) and academic achievement in a sample of students with psychiatric disorders who were newly classified by the special education category of behavioral disorder (BD). Method: The occurrence of four definitions for LD (both discrepancy and low achievement) based on the WISC-R and the Woodcock-Johnson Psychoeducational Battery was followed in 81 students with BD from the time of their enrollment in BD classes to their first reevaluation after 3 years. Odds ratios (ORs) were used to measure stability of LDs in these students. Results: The prevalence of any LD was 64.2% at baseline and 61.7% at follow-up. Most of the 10 possible LD categories showed significant ORs, and the average OR was 21.9. At follow-up after 3 years, students both with and without LD at baseline had approximately the same achievement standard scores in reading and mathematics, but a significantly lower score for written language. Standard scores for the students without LD consistently were significantly higher than the scores for students with comorbid LD. Conclusion: LDs in this unique sample of students with psychiatric disorders remained common and generally stable over the first 3 years.
AB - Objective: To investigate the 3-year course of learning disorders (LDs) and academic achievement in a sample of students with psychiatric disorders who were newly classified by the special education category of behavioral disorder (BD). Method: The occurrence of four definitions for LD (both discrepancy and low achievement) based on the WISC-R and the Woodcock-Johnson Psychoeducational Battery was followed in 81 students with BD from the time of their enrollment in BD classes to their first reevaluation after 3 years. Odds ratios (ORs) were used to measure stability of LDs in these students. Results: The prevalence of any LD was 64.2% at baseline and 61.7% at follow-up. Most of the 10 possible LD categories showed significant ORs, and the average OR was 21.9. At follow-up after 3 years, students both with and without LD at baseline had approximately the same achievement standard scores in reading and mathematics, but a significantly lower score for written language. Standard scores for the students without LD consistently were significantly higher than the scores for students with comorbid LD. Conclusion: LDs in this unique sample of students with psychiatric disorders remained common and generally stable over the first 3 years.
UR - http://www.scopus.com/inward/record.url?scp=0036884458&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036884458&partnerID=8YFLogxK
U2 - 10.1097/00004583-200212000-00017
DO - 10.1097/00004583-200212000-00017
M3 - Article
C2 - 12447032
AN - SCOPUS:0036884458
VL - 41
SP - 1454
EP - 1461
JO - Journal of the American Academy of Child and Adolescent Psychiatry
JF - Journal of the American Academy of Child and Adolescent Psychiatry
SN - 0890-8567
IS - 12
ER -