This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Richards, C. M. Articles by Szuszkiewicz, T. A. Search for Related Content PubMed PubMed Citation Articles by Richards, C. M. Articles by Szuszkiewicz, T. A. Social Bookmarking                         What's this?

The Bidirectional Relationship Between Achievement and Externalizing Behavior Problems of Students with Learning Disabilities

Cathy M. Richards is a graduate student in applied developmental psychology at the Ontario Institute for Studies in Education, Toronto, Ontario.

Douglas K. Symons

Douglas K. Symons, PhD, is an assistant professor of psychology at Acadia University, as well as a child clinical psychologist who provides some services for children and adolescents with learning disabilities.

Catherine A. Greene

Catherine A. Greene is a doctoral candidate in clinical psychology at the University of Windsor, Ontario, and is supported by an SSHRC doctoral fellowship.

Tara A. Szuszkiewicz

Tara A. Szuszkiewicz is a second year master' student in community-clinical psychology at Acadia University. Address: Douglas K. Symons, Infant and Family Research Centre, Psychology Department, Acadia University, Wolfville, NS, Canada BOP 1X0. e-mail DSYMONS@ACE.ACADIAU.CA

The current study examined the bidirectional relationship between academic achievement and externalizing behavior problems of adolescents with learning disabilities. Forty-three students attending a residential school were assessed for externalizing behavior problems via parent and teacher reports on the Child Behavior Checklist and the Children's Attention and Adjustment Survey. The Wide Range Achievement Test-Revised was used to estimate academic achievement in reading, spelling, and arithmetic. Achievement measures did not predict externalizing behavior problems 1 to 2 years later, although verbal IQ predicted parent reports. Teacher reports of externalizing behavior problems predicted reading and spelling achievement scores 1 year later, and parent reports of externalizing behavior problems predicted changes in reading achievement. There was evidence that attentional problems were the component of externalizing behavior accounting for these relations, consistent with the explanation that inattentive students have difficulty achieving in an intensive learning environment.

Journal of Learning Disabilities, Vol. 28, No. 1, 8-17 (1995)
DOI: 10.1177/002221949502800103


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. Drukker, F. J. M. Feron, R. Mengelers, and J. Van Os Neighborhood Socioeconomic and Social Factors and School Achievement in Boys and Girls The Journal of Early Adolescence, April 1, 2009; 29(2): 285 - 306. [Abstract] [PDF]

				D. Symons, C. Greene, and S. Syntons Using Multiple Reporters of Problem Behavior to Predict Clinical Referral of Adolescents with Learning Disabilities Canadian Journal of School Psychology, January 1, 1996; 11(2): 178 - 190. [Abstract] [PDF]