Problem Behaviour of Pupils with Specific Learning Disabilities in Teachers’ Reflections

• Authors: Vladimíra Zemančíková , Ivana Mikulová

Abstracts

EN

The research aimed to find out the manifestations and rate of occurrence of problem behaviour among pupils with specific developmental learning disabilities in teachers’ reflections. Differences in the rate of occurrence of pupils’ problem behaviour were compared with regard to their current level of education, position in the class, and academic achievement. Data were gathered by content analysis of text documents – pupil pedagogical profiles including the Conners Rating Scale for teachers (1969, 1999). Data were processed by SPSS, the method of statistical inference, Mann-Whitney U-test, and Kruskal-Wallis analysis of variance. A variability of SLD pupils’ behaviours was discovered. The most pronounced manifestations included internalising problem behaviours; externalising problem behaviours were mostly disruptive and inattentive behaviours. SLD pupils with poor academic achievement were characterised by significantly more frequent manifestations of problem behaviour.

Keywords

EN

problem behaviour; pupil with a specific developmental learning; disability

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2022
• Volume: 70
• Pages: 145-155

Dates

published

2022

Contributors

author

Vladimíra Zemančíková

• Comenius University Bratislava, Slovakia

• https://orcid.org/000000025046700X

author

Ivana Mikulová

• Private Centre for Special Pedagogical Counselling, Slovakia

• https://orcid.org/0000000181528787

References

• Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms and Profiles. University of Vermont Research Center for Children, Youth, & Families.
• Arnold, E. M., Goldston, D. B., & Walsh, A. K. (2005). Severity of Emotional and Behavioral Problems among Poor and Typical Readers. J Abnorm Child Psychol, 33, 205–217. DOI: 10.1007/s10802-005-1828-9
• Carawan, L. W., Nalavany, B. A., & Jenkins, C. (2016). Emotional experience with dyslexia and self-esteem: the protective role of perceived family support in late adulthood. Aging & Mental Health, 20(3), 284–294. DOI: 10.1080/13607863.2015.1008984
• Conners, C. K. (1969). A teacher rating scale for use in drug studies with children. The American Journal of Psychiatry, 126(6), 884–888. DOI: 10.1176/ajp.126.6.884
• Conners, C. K. (1999). Clinical use of rating scales in diagnosis and treatment of attention-deficit/hyperactivity disorder. Pediatric Clinics of North America, 46(5). DOI: 10.1016/S0031-3955(05)70159-0
• Dahle, A., & Knivsberg, A. (2013). Internalizing, externalizing and attention problems in dyslexia. Scandinavian Journal of Disability Research, 16, 179–193. DOI: 10.1080/15017419.2013.781953
• Devaraj, S., Rosian, S., Noah, S. M., & Mahyuddin, R. (2009). Correlations of Symptoms of Dyslexia with Academic Achievement and Behavioral Problems in a Malaysian Primary School. Journal on Educational Psychology, 2(4), 74–84.
• Fichbach, A., Schuchardt, K., & Hasselhorn, C. M. M. (2010). Zeigen Kinder mit schulischen Minderleistungen sozio-emotionale Auffälligkeiten? (Do children with low scholastic achievement show social-emotional problems?) Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 42(4), 201–210. DOI: 10.1026/0049-8637/a000025
• Glazzard, J. (2010). The impact of dyslexia on pupils’ self-esteem. Support of learning, 25(2), 63–69. DOI: 10.1111/j.1467-9604.2010.01442.x
• Grigorenko, E. L. (2006). Learning Disabilities in Juvenile Offenders. Child and Adolescent Psychiatric Clinics of North America, 15(2), 353–371. DOI: 10.1016/j.chc.2005.11.001
• Heiervang, E., Stevenson, J., Lund, A., & Hugdahl, K. (2001). Behaviour problems in children with dyslexia. Nordic Journal of Psychiatry, 55(4), 251–256. DOI: 10.1080/080394801681019101
• Hellendoorn, J., & Ruijssenaars, W. (2000). Personal Experiences and Adjustment of Dutch Adults with Dyslexia. Remedial and Special Education, 21(4), 227–239. DOI: 10.1177/074193250002100405
• Humphrey, N., & Mullins, P. M. (2004). Self-concept and self-esteem in developmental dyslexia. Journal of Research in Special Educational Needs, 2(2). DOI: 10.1111/j.1471- 3802.2002.00163.x
• Kejřová, K., & Krejčová, L. (2015). Výskyt dyslexie u osob ve výkonu trestu odnětí svobody v České republice [Occurrence of Dyslexia in Persons Serving a Prison Sentence in the Czech Republic]. Psychologie pro praxi, 50(3), 75–87.
• Kirk, J., & Reid, G. (2001). An examination of the relationship between dyslexia and offending in young people and the implications for the training system. Dyslexia, 7(2), 77–84. DOI: 10.1002/dys.184
• Klasen, E. (1971). Das Syndrom der Legasthenie (The syndrome of dyslexia). Huber Verlag.
• Kompirović, T. P, Radojević, T., & Igor Đurić, T. I. (2020). The Correlation Between Parenting Styles and Children’s Social Competences and Anti-Social Behavior. The New Educational Review, 62(4), 34–45. DOI: 10.15804/tner.2020.62.4.03
• Macdonald, S. J. (2012). Biographical pathways into criminality: understanding the relationship between dyslexia and educational disengagement. Disability & Society, 27(3), 427–440. DOI: 10.1080/09687599.2012.654992
• Macdonald, S. J., Deacon, L., & Merchant, J. (2016). “Too Far Gone”: Dyslexia, Homelessness, and Pathways to Drug Use and Dependency. Insights into Learning Disabilities, 13(2).
• Mai, E. (2010). Behavioral and Emotional Problems Associated with Dyslexia in Adolescence. Current psychiatry, 17(1), 17–25.
• Purpura, D. J., & Lonigan, C. H. J. (2009). Conners’ Teacher Rating Scale for Preschool Children: A Revised, Brief, Age-Specific Measure. Journal of Clinical Child & Adolescent Psychology, 38(2), 263–272. DOI: 10.1080/15374410802698446
• Rahmawati, A. (2019). CISELexia: Computer-Based Method for Improving Self-Awareness in Children with Dyslexia. A Bimonthly Peer-Review Journal, 4(5), 258–267. DOI: 10.25046/aj040532
• Ryan, M. (2004). Social and Emotional Problems Related to Dyslexia. The International Dyslexia Association (IDA).
• Selenius, H., Hellström, A., & Belfrage, H. (2011). Aggression and risk of future violence in forensic psychiatric patients with and without dyslexia. Dyslexia, 17(2), 201–206. DOI: 10.1002/dys.425
• Shehu, A., Zhilla, E., Ostreni, V., & Dervishi, E. (2015). Intent suicide as a factor risk on persons with mental health problems. European Scientific Journal, 11(11), 191–198.
• Singer, E. (2008). Coping with academic failure, a study of Dutch children with dyslexia. Dyslexia, 14(4), 314–333. DOI: 10.1002/dys.352
• Yari, N. D., Rad, A. A. M., & Rahimi, A. (2013). Investigating the Relationship between Learning Disabilities and Behavioral Disorders. European Online Journal of Natural and Social Sciences, 2(2), 390–395.
• Yates, R. (2013). Bad mouthing, bad habits and bad, bad, boys: an exploration of the relationship between dyslexia and drug dependence. Mental Health and Substance Use, 6(3), 184–202. DOI: 10.1080/17523281.2012.699460
• Zakopoulou, V., Sarris, D., Tsampalas, E., & Tagkas, P. (2018). Learning Disabilities and Disruptive Behavior: Research of Observing Students in Primary School. International Journal of School and Cognitive psychology, 2(3). DOI: 10.4172/2469-9837.1000212

Identifiers

DOI

10.15804/tner.2022.70.4.12

Biblioteka Nauki

2159459