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The Concomitance of Learning Disabilities and Emotional/Behavioral Disorders: A Conceptual ModelElana E. Rock, EdD, is an assistant professor of education at Loyola College in Maryland. Part of the work for this article was completed while she was employed as assistant professor of special education at Johns Hopkins University. Her research interests include emotional and behavioral disorders, concomitant disorders, transition to postsecondary settings, and program evaluation. Address: Elana E. Rock, Education Department, Loyola College in Maryland, 4501 North Charles St., Baltimore, MD 21210; e-mail: EROCK@Loyola.edu
Marjorie A. Fessler, EdD, is supervisor of outpatient educational services at Kennedy Krieger Institute in Baltimore, Maryland, and holds a joint appointment as instructor from Johns Hopkins Schools of Medicine. Her research interests include assessment issues, concomitant disorders, and social skills training.
Robin P. Church, EdD, is assistant vice president for education at Kennedy Krieger Institute and director of the Kennedy Krieger School. She holds a joint appointment as assistant professor of education at Johns Hopkins University. Her research interests include behavior disorders in students with learning disabilities, neuropsychological aspects of learning disabilities, and reading disabilities. Although research has documented overlapping and coexisting characteristics of learning disabilities and emotional/behavioral disorders, little attention has been paid to the subset of students who manifest symptoms of both disorders (LD/EBD). This gap in our professional knowledge/research base may be due to (a) exclusive language in federal definitions that promotes differentiation of disabilities rather than recognition of symptom overlap; (b) the lack of a conceptual model of concomitant learning and emotional/behavioral disorders; and (c) the absence of a research focus on this population. In this article, we construct a conceptual model involving six critical domains of relevance to students with LD/EBD. After describing the utility of this interactive and functional model, we highlight critical issues in screening, assessment, and programming for children with concomitant LD/EBD.
Journal of Learning Disabilities, Vol. 30, No. 3,
245-263 (1997) This article has been cited by other articles:
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