Three-year course of learning disorders in special education students classified as behavioral disorder

Richard Mattison, Stephen R. Hooper, Leslie A. Glassberg

Research output: Contribution to journalArticle

47 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)1454-1461
Number of pages8
JournalJournal of the American Academy of Child and Adolescent Psychiatry
Volume41
Issue number12
DOIs
StatePublished - Jan 1 2002

Fingerprint

Special Education
Learning Disorders
Students
Odds Ratio
Psychiatry
Mathematics
Reading
Language

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

Cite this

@article{bbc16492d9c349bc8459f057c67faedc,
title = "Three-year course of learning disorders in special education students classified as behavioral disorder",
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.",
author = "Richard Mattison and Hooper, {Stephen R.} and Glassberg, {Leslie A.}",
year = "2002",
month = "1",
day = "1",
doi = "10.1097/00004583-200212000-00017",
language = "English (US)",
volume = "41",
pages = "1454--1461",
journal = "Journal of the American Academy of Child and Adolescent Psychiatry",
issn = "0890-8567",
publisher = "Elsevier Limited",
number = "12",

}

Three-year course of learning disorders in special education students classified as behavioral disorder. / Mattison, Richard; Hooper, Stephen R.; Glassberg, Leslie A.

In: Journal of the American Academy of Child and Adolescent Psychiatry, Vol. 41, No. 12, 01.01.2002, p. 1454-1461.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Three-year course of learning disorders in special education students classified as behavioral disorder

AU - Mattison, Richard

AU - Hooper, Stephen R.

AU - Glassberg, Leslie A.

PY - 2002/1/1

Y1 - 2002/1/1

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 -