Abstract
Used 3 methods of assessing behavioral disturbance in 79 children presenting with poor school performance to an interdisciplinary evaluation center. Findings revealed a very high frequency of behavior problems, particularly of the internalizing type, but few differences in frequency or type of behavior problems among 4 subgroups: children with learning disabilities, mental retardation, borderline intellectual functioning, and without learning disabilities or cognitive impairment. Behavioral problems were associated with lower perceptions of self-worth and family functioning characterized as more controlling, and less supportive. Findings are discussed in terms of the need for interactional models of learning and behavior problems.
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