Internalizing and Externalizing Behaviors of Children with Writing Disabilities

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Rebecca L. P. Jordan, Edmund P. Fernandez, Lara-Jeane C. Costa, Stephen R. Hooper
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引用次数: 0

Abstract

Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (N = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial.

写作障碍儿童的内化与外化行为
有特殊学习障碍的学生比正常发展的同龄人更有可能表现出内化和外化行为。然而,几乎没有文献报道有写作障碍风险的学生的行为(AR-WD)。我们比较了从一年级到四年级,AR-WD型作家和典型发展型作家(TDW)的行为(N = 138)。我们发现,在初二阶段,AR-WD型学生与TDW型学生仅在外化行为和总行为上存在显著差异。这些发现说明了研究不同形式的SLD行为的好处,因为学生的ARWD似乎并不总是表现出显著的行为,尽管同时针对写作和行为的干预可能是合理的,并且是互利的。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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