The effect of educational therapy on self-esteem and problem behaviors in children with specific learning disability

Abstract

Objective: The purpose of this study is to investigate the effectiveness of educational therapy on the level of self-esteem and problem behaviors in children diagnosed with specific learning disability (SLD). Methods: A total of 150 children between 9-11 years of age were included in the study. Wechsler Intelligence Scale for Children-Revised (WISC-R) and SLD test battery was administered to all children who were diagnosed with SLD. Piers-Harris Children’s Self-Concept Scale, Child Behavior Checklist (CBCL 6-18) and Teacher’s Report Form were also used. The scales were administered again to children in the educational therapy group when the therapy was completed and to children in the control group after three months. Results: The level of self-esteem in children with a diagnosis of SLD was found to be lower than the normal developing children. Scores related to behavioral problems in CBCL 6-18 and TRF 6-18 were found higher in children with a diagnosis of SLD than the normal developing children. In the evaluations performed after the therapy, a significant difference was found in the SLD test battery scores of the children who were diagnosed with SLD and were administered educational therapy compared to the SLD test battery scores of those on the waiting list. In the evaluations performed after the educational therapy, an increase in the level of self-esteem and a decrease in problem behavior scores were found in the group that were diagnosed with SLD and received educational therapy. Discussion: Educational therapy was found to increase the level of self-esteem and to decrease behavioral problems and symptoms of SLD in children. However, other psychosocial factors are thought to play a role in children’s better detection themselves except improvement signs of SLD with education. More specific studies are needed on the impact of these factors.