Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Auerbach, J. G.
Right arrow Articles by Shalev, R. S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Auerbach, J. G.
Right arrow Articles by Shalev, R. S.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Emotional and Behavioral Characteristics Over a Six-Year Period in Youths With Persistent and Nonpersistent Dyscalculia

Judith G. Auerbach

Center for Advanced Study, Norwegian Academy of Science and Letters, Oslo, Norway, Ben-Gurion University, Beer Sheva, Israel, judy{at}bgu.ac.il

Varda Gross-Tsur

Shaare Zedek Medical Center, Jerusalem, Israel

Orly Manor

Hebrew University, Jerusalem, Israel

Ruth S. Shalev

Shaare Zedek Medical Center, Jerusalem, Israel

The authors examined behavior problems in a matched sample of 58 youths with persistent dyscalculia (PD) and nonpersistent dyscalculia (NPD). Participants were classified as having dyscalculia at age 10—11 years. Parents completed the Child Behavior Checklist for their children at ages 10—11, 13—14, and 16—17 years, while the youths did so at the last two age periods. Only at age 16—17 years were there significantly more problems, particularly attention problems and externalizing problems, reported by parents for PD youths compared to NPD youths. A higher percentage in the PD group than in the NPD group received scores in the clinical range for externalizing problems. However, the mean levels of behavior problems at this age and the earlier ages were within the normal range for both groups. For youth-reported problems, the only significant difference was for attention problems at 16—17 years. Therapeutic interventions should focus on the academic domain and improving and altering behavioral patterns.

Key Words: longitudinal research method • dyscalculia • behavior disorders • BD

Journal of Learning Disabilities, Vol. 41, No. 3, 263-273 (2008)
DOI: 10.1177/0022219408315637
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?