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

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

Research output: Contribution to journalArticlepeer-review

48 Scopus citations

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 - Dec 2002

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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