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Children at risk for learning disorders: multiple perspectives.

Michal Al-Yagon1

  • 1School of Education, Tel-Aviv University, Israel.

Journal of Learning Disabilities
|October 20, 2004
PubMed
Summary

This study explored risk factors impacting adaptive functioning in kindergartners with mild developmental delays. Findings reveal distinct patterns of risk factor influence on adaptive functioning for children at risk versus typically developing children.

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Area of Science:

  • Developmental Psychology
  • Child Psychology
  • Educational Psychology

Background:

  • Identifying risk factors for learning disorders is crucial for early intervention.
  • Adaptive functioning in early childhood is a key predictor of later academic and social success.
  • Mild developmental delays can be early indicators of potential learning disorders.

Purpose of the Study:

  • To examine a multidimensional model of risk factors in explaining adaptive functioning.
  • To compare the influence of risk factors on adaptive functioning in children at risk for learning disorders versus typically developing children.
  • To investigate child characteristics, maternal/familial variables, and attachment style as predictors.

Main Methods:

  • Study involved 145 Israeli mother-child dyads (70 at-risk, 75 typically developing).

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  • Data collected via children's self-reports, mothers' narratives, and teachers' ratings.
  • Path analysis was used to examine the proposed multidimensional risk model.

    • Main Results:

    • The multidimensional risk model showed a high fit with the empirical data.
    • A different pattern of relationships between risk factors and adaptive functioning was observed for the at-risk group compared to the typically developing group.
    • Child characteristics, maternal/familial variables, and attachment style contributed differently to adaptive functioning based on risk status.

    Conclusions:

    • The multidimensional model effectively explains adaptive functioning in kindergartners.
    • Early identification and intervention for children at risk for learning disorders should consider the unique interplay of risk factors.
    • Understanding these distinct patterns can inform targeted support strategies for diverse learners.