Development of Behavior Problems in Children with and without Specific Learning Disorders in Reading and Spelling from Kindergarten to Fifth Grade
Development of Behavior Problems in Children with and without Specific Learning Disorders in Reading and Spelling from Kindergarten to Fifth Grade
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DOI：
10.1080/10888438.2019.1641504
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发表时间：
2019-07-14
影响因子：
3.7
通讯作者：
Guenther, Thomas
中科院分区：
文献类型：
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作者：
Horbach, Josefine;Mayer, Axel;Guenther, Thomas
以往的研究已经建立了行为问题和特定学习障碍（SLD）之间的关系，但行为障碍影响SLD的确切机制仍不清楚。本研究采用儿童行为量表（CBCL）对196名被诊断为阅读和拼写学习障碍（SLDrs）的儿童进行纵向研究，探讨从幼儿园到五年级，父母对儿童行为问题的判断是如何变化的。生长成分模型分析表明，与SLDRs和没有SLDRs的儿童之间的行为问题的发展差异。入学前，两组学生在外化行为、内化行为或CBCL的任何分量表上都没有差异。家长报告说，他们的孩子与SLDRs有较高的整体水平的行为问题后，入学，特别是在一年级和四年级。共病多动症似乎是解释因素之间的儿童和没有SLDRs的问题行为评级的差异。
Previous studies have established the relationship between behavioral problems and specific learning disorders (SLD); however, the exact mechanism by which behavioral disorders impact SLD remains unclear. This longitudinal study used the Child Behavior Checklist (CBCL) to investigate how parents' judgment of children's behavioral problems changed from kindergarten to fifth grade in children diagnosed with or without specific learning disorders in reading and spelling (SLDrs) (N = 196). Growth component model analyses showed differential development of behavior problems between children with and without SLDrs. The groups did not differ before school entrance in externalizing behavior, internalizing behavior or any sub-scale of the CBCL. Parents reported their children with SLDrs as having higher overall levels of behavioral problems after school entrance, especially in first and fourth grade. Comorbid ADHD appears to be the explanatory factor of differential problem behavior ratings between children with and without SLDrs.