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Preacademic screening for learning and behavior problems.

D Morrison, P Mantzicopoulos, E Carte

    Journal of the American Academy of Child and Adolescent Psychiatry
    |January 1, 1989
    PubMed
    Summary
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    Children at risk for learning difficulties, especially those with perceptual delays and poor preacademic reading skills, show more behavior problems. Socioeconomic status influences risk, with fewer upper-SES children in the at-risk group.

    Area of Science:

    • Child Psychology
    • Educational Psychology
    • Developmental Neuroscience

    Background:

    • Socioeconomic status (SES) is linked to child development outcomes.
    • Children at risk for learning difficulties may exhibit behavioral challenges.
    • Early identification of risk factors is crucial for intervention.

    Purpose of the Study:

    • To investigate the relationship between SES and behavior problems in at-risk children.
    • To examine preacademic reading skills and perceptual delays as predictors of behavior problems.
    • To understand the early manifestations of learning difficulties.

    Main Methods:

    • Screened 1106 kindergarteners, identifying 292 at-risk children.
    • Collected SES, behavior, and preacademic reading data from 204 at-risk and 181 non-at-risk children.

    Related Experiment Videos

  • Analyzed teacher ratings of behavior problems in relation to perceptual and reading skills.

    • Main Results:

    • A higher proportion of upper SES children were in the non-at-risk group.
    • Children with perceptual delays and poor preacademic reading skills had significantly more behavior problems.
    • These issues were observed before reading failure occurred.

    Conclusions:

    • Perceptual problems and inadequate preacademic skills are associated with increased behavior problems in at-risk children.
    • Behavioral issues may precede diagnosed reading difficulties.
    • SES is a factor in identifying children at risk for learning challenges.