Abstract
An investigation based on a sample of 394 public school children and designed to explore relationships between emotional disturbance and learning disability is presented and briefly discussed. Two hundred and twenty-six third and fourth graders, 170 boys and 56 girls, rigidly defined and selected as having a learning disability, were compared with a control group of 168. Factorial analysis of variance disclosed that children with learning disabilities exhibited greater emotional stress on only 4 out of 14 scores on the Children's Personality Questionnaire. Despite marked deficiencies in verbal learning and cognitive functions, they were comparable to normal children in emotional status. It is suggested that deficits in social (nonverbal) perception may be more critical to the onset of autism. Further implications for the study of autism are made by questioning the validity of equating learning disabilities with emotional disturbance.
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