Examining Problem Behaviors and Social Skills in Preschoolers Exhibiting Early Signs of Learning Disabilities

Area of Science:

• Child Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Early identification of learning disabilities is crucial for timely intervention.
• Preschool-aged children exhibiting early learning disability signs may present with behavioral and social skill deficits.
• Understanding the relationship between early learning disability signs and social-emotional development is essential.

Purpose of the Study:

• To investigate the correlation between early signs of learning disabilities and problem behaviors in preschool children.
• To examine the association between early learning disability signs and social skills, focusing on communication and interaction.
• To provide evidence for the necessity of early intervention strategies.

Main Methods:

• Quantitative correlational research design.
• Online surveys administered to 153 parents of preschool children in Bursa, Türkiye.
• Data analysis focused on the relationship between learning disability indicators, problem behaviors, and social skills.

Main Results:

• A significant positive correlation was found between higher levels of early learning disability signs and increased problem behaviors.
• Reduced social skills, particularly in social communication and interaction, were associated with more pronounced early learning disability signs.
• Children with fewer early learning disability signs exhibited better social skills and fewer behavioral problems.

Conclusions:

• Early signs of learning disabilities in preschoolers are linked to significant behavioral and social skill challenges.
• Targeted interventions focusing on social skills training and behavior regulation are recommended for children with early learning disability signs.
• Early identification and support are vital for mitigating negative outcomes in children with early learning disability indicators.