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Related Experiment Videos

Behavior problems in children with the presenting problem of poor school performance.

R J Thompson1, L B Lampron, D F Johnson

  • 1Duke University Medical Center, Durham, North Carolina 27710.

Journal of Pediatric Psychology
|February 1, 1990
PubMed
Summary

Behavioral disturbances are common in children with poor school performance, especially internalizing problems. These issues correlate with lower self-worth and controlling family dynamics, suggesting interactional models are needed.

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Poor school performance in children often co-occurs with behavioral disturbances.
  • Understanding the nature and correlates of these behavioral issues is crucial for effective intervention.
  • Previous research has explored various factors, but an interactional perspective integrating cognitive and behavioral aspects is gaining importance.

Purpose of the Study:

  • To assess the frequency and types of behavioral disturbances in children with poor school performance.
  • To examine differences in behavioral problems across subgroups with varying cognitive and learning profiles.
  • To identify associations between behavioral problems and self-perceptions or family functioning.

Main Methods:

  • Utilized three distinct methods to assess behavioral disturbances.

Related Experiment Videos

  • Evaluated a cohort of 79 children referred for poor school performance to an interdisciplinary center.
  • Categorized participants into subgroups based on learning disabilities, intellectual functioning, and cognitive impairment.

    • Main Results:

    • A high prevalence of behavioral problems, particularly internalizing types, was observed.
    • Few significant differences in behavior problem frequency or type were found across the four cognitive/learning subgroups.
    • Behavioral problems were linked to diminished self-worth and family environments perceived as controlling and less supportive.

    Conclusions:

    • Behavioral disturbances are a significant concern in children experiencing academic difficulties.
    • Cognitive and learning profiles showed limited association with the manifestation of behavioral problems in this sample.
    • Interactional models emphasizing the interplay between individual, family, and environmental factors are essential for understanding and addressing learning and behavior problems.