The concomitance of learning disabilities and emotional/behavioral disorders: a conceptual model.
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.
Rock
E E
EE
Education Department, Loyola College, Baltimore MD 21210, USA. EROCK@Loyola.edu
Fessler
M A
MA
Church
R P
RP
D000223:Adaptation, Psychological; D003072:Cognition Disorders / Q000150:complications / Q000175:diagnosis; D003657:Decision Making; D006801:Humans; D007806:Language Disorders / Q000150:complications / Q000175:diagnosis; D007859:Learning Disabilities / Q000150:complications* / Q000175:diagnosis; D001523:Mental Disorders / Q000150:complications* / Q000175:diagnosis; D019964:Mood Disorders / Q000150:complications* / Q000175:diagnosis; D015995:Prevalence; D012649:Self Concept; D012919:Social Behavior; D013663:Teaching; D000078329:Workforce