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Risk Factors for Substance Use by Mexican American Youth With and Without Learning Disabilities

David S. Katims, EdD, is an associate professor of special education and a faculty research associate with the Hispanic Research Center at The University of Texas at San Antonio. His research interests include emerging literacy in young children and with learning and behavior disorders and the use of substances by children and youth with and without disabilities.

Jesse T. Zapata

Jesse T. Zapata, PhD, is a professor of educational psychology at The University of Texas at San Antonio. He was recently appointed associate provost for The University of Texas at San Antonio Downtown Campus. His research interests include multicultural issues and the use of substances by Mexican American school-age youth.

Zenong Yin

Zenong Yin, PhD, is a faculty research associate with the Hispanic Research Center and an assistant professor of health and kinesiology at The University of Texas at San Antonio. His research interests include psychosocial issues related to public health and physical activities.

This survey study was designed to (a) investigate the prevalence of minor and major substance use among low socioeconomic status elementary and middle school Mexican American students identified with learning disabilities (LD; n = 150) and without LD (n = 150), and (b) identify psychosocial and environmental risk factors that may lead to the use of various substances among both non-learning disabled (non-LD) students and students with LD in an all–Mexican American sample. No differences were found in the use of substances between the two groups. Risk factors that were found to influence the use of minor substances for students identified as learning disabled, as opposed to the non-LD students, included use of substances by close friends and susceptibility to peer influence. Risk factors that were found to affect the use of major substances for students identified as learning disabled, as opposed to the non-LD students, included the number of minor substances used and stressful life events. Findings are discussed in the context of differing pathways leading to the use of substances for non-LD students and students with LD within an intraethnic group study.

Journal of Learning Disabilities, Vol. 29, No. 2, 213-219 (1996)
DOI: 10.1177/002221949602900210


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