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Psychosocial Dimensions of Learning Disabilities

External Validation and Relationship with Age and Academic Functioning

Katherine D. Tsatsanis, MA, is in the doctoral program in clinical neuropsychology at the University of Windsor and is currently engaged in an internship at the Child Study Center at Yale University. Her research interests include the relationships between patterns of neuropsychological assets and deficits and psychosocial functioning in subtypes of learning disabilities and various types of neurological disease and disorder. She intends to pursue a career in clinical child/developmental neuropsychology.

Darren R. Fuerst

Darren R. Fuerst, PhD, directs the neuropsychological service at Harper Hospital in Detroit. He is the author and co-author of several articles dealing with the relationships between subtypes of learning disabilities and patterns of psychosocial functioning.

Byron P. Rourke

Byron P. Rourke, PhD, is a professor of psychology and University Professor at the University of Windsor and a member of the faculty of the School of Medicine, Department of Child Psychiatry, and the Child Study Center, Yale University. Among his numerous publications are 10 authors and edited books dealing with various content and methodological dimensions of clinical and experimental neuropsychology. Address: Byron P. Rourke, University of Windsor, Windsor, Ontario, Canada N9B 3P4.

This study was designed to assess the following in a group of 152 children with learning disabilities between the ages of 7 and 13 years: (a) the relationships between age and psychosocial functioning; (b) the relationships among psychosocial functioning, cognitive abilities, and academic achievement; and (c) the external validity of statistically derived psychosocial subtypes. Participants were assigned to one of seven psychosocial subtypes on the basis of a profile-matching algorithm. Overall, the findings suggested no increase in psychopathology with advancing age. In addition, clear relationships were found between academic achievement patterns and personality subtypes. Finally, the subtypes could be distinguished on the basis of a behavior problem checklist not used for the construction of the subtypes.

Journal of Learning Disabilities, Vol. 30, No. 5, 490-502 (1997)
DOI: 10.1177/002221949703000505


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