Learning disabilities and anxiety: a meta-analysis.
This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude (d=.61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.
Nelson
Jason M
JM
University of Georgia, Regents' Center for Learning Disorders, Athens, GA 30602, USA. jmnelson@uga.edu
Harwood
Hannah
H
D000293:Adolescent; D000367:Age Factors; D001007:Anxiety / Q000150:complications* / Q000523:psychology; D002648:Child; D003071:Cognition; D003627:Data Interpretation, Statistical; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000150:complications / Q000523:psychology*; D008297:Male; D018401:Sample Size; D012737:Sex Factors