Teachers’ perceptions of the concomitance of emotional behavioural difficulties and learning disabilities in children referred for learning disabilities in Oman

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD.

Original languageEnglish
Pages (from-to)302-316
Number of pages15
JournalEmotional and Behavioural Difficulties
Volume20
Issue number3
DOIs
Publication statusPublished - Jul 3 2015

Fingerprint

Oman
Learning Disorders
Equipment and Supplies
Behavioral Symptoms
Analysis of Variance
Referral and Consultation
Multivariate Analysis
Students

Keywords

  • emotional and behavioural difficulties
  • learning disabilities

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Clinical Psychology
  • Developmental and Educational Psychology

Cite this

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abstract = "Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD.",
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