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Emotional and Behavioral Problems of Children with Learning Disabilities

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Journal of Educational Policy and Entrepreneurial Research (JEPER)
ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

Emotional and Behavioral Problems of Children with Learning

Disabilities
Dr. Ahmed Elhassan Hamid Hassan
Assistant professor on Special Education Department- Faculty of Education- University of
Jazan
aaboareej@yahoo.comaehassan@jazanu.edu.sa

Abstract
The main purpose of the present study was to know the emotional and behavioral problems of
learning disabilities children. The researcher followed descriptive statistic method in this
study. The sample of the study consisted of 50childrenwith learning disabilities in Jazan-King
of Saudi Arabia. An emotional and behavioral problems scale was developed and used in
assessing problems for LD children. The reliability and validity of the scale were established.
The researcher used the T-test and percentage to answer the research questions. The results
indicated that the emotional and behavioral problems among children with learning
problems are: thinking problems, poor concentration, attention deficit, less of activity, lack of
interaction, lack of a sense of self-confidence, reduce the value of self, sadness, emotion
confusion, and emotional distractions, fidgety (unsettled), aggression, excess consumption of
activity, Non-interaction, hyperactivity delinquency, phobia, sleep for short periods,
continuing changes in sitting, and busy with concern topics, and the differences exist in
emotional and behavioral problems among learning disabilities children according to type of
learning disabilities.

Keywords: Emotional, Behavioral, Learning disabilities, Problem.

Introduction:
Children with learning disabilities are a heterogeneous group. These children are a diverse
group of individuals, exhibiting potential difficulties in many different areas. For example,
one child with a learning disability may experience significant reading problems, while
another may experience no reading problems whatsoever, but has significant difficulties with
written expression. Learning disabilities may also be mild, moderate, or severe. Students
differ too, in their coping skills. According to NASET LD Report (2012), some learn to
adjust to LD so well that they pass as not having a disability, while others struggle throughout
their lives to even do simple things. Despite these differences, LD always begins in childhood
and always is a life-long condition.
Approximately 5% of all public school students are identified as having a learning disability
(LD). LD is not a single disorder, but includes disabilities in any of seven areas related to
reading, language, and mathematics. These separate types of learning disabilities frequently
co-occur with one another and with social skill deficits and emotional or behavioral disorders.
The prevalence of learning disability identification has increased dramatically in the past 20
years. The real prevalence of LD is subject to much dispute because of the lack of an agreed-
upon definition of LD with objective identification criteria. Some researchers have argued

66 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

Journal of Educational Policy and Entrepreneurial Research (JEPER)
ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

that the currently recognized 5% prevalence rate is inflated; others argue that LD is still under
identified. In fact, it appears that there are both sound and unsound reasons for the increase in
identification rates (Reid Lyon, 1996).Lerner (2005) identified nine learning and behavioral
characteristics of individuals with learning disabilities: disorders of attention, reading
difficulties, poor motor abilities, written language difficulties, oral language difficulties,
Social skills deficits, psychological process deficits, quantitative disorders, and information
processing problems.
Emotional and behavioral problems are among the most prevalent chronic health conditions
of childhood and often have serious negative consequences for a child’s academic
achievement and social development. Parents are frequently the first adults to identify that a
child has a serious emotional or behavioral problems and they play a major role in arranging
diagnostic and treatment services for children. Research that has been done on learning
disabilities has mainly focused on academic underachievement, perceptual and cognitive
ability deficits, and oral and written language disorders, but problems with learning disabled
pupils' social, emotional, and behavioral development has received little attention (Epstein,
Cullinan, & Rosemier, 1983). Many professionals are concerned with early identification and
assessment of children with learning disabilities. A number of different screening tests are
used for this purpose, but a lack of empirical evidence has hampered some of the early
identification and assessment processes with children who demonstrate behavior disorders
(Thompson, Curry, Sturner, Green, & Funk,1982).

Relationship between learning disabilities and behavior & emotional problems

The relationship between learning disabilities and behavior & emotional problems is
complex. One area of interest to researchers has been the association between learning
disabilities and psychopathology. In one study conducted by Cantwell and Baker (1991), 600
children were identified as speech/language impaired and 300 of these children were
followed up 5 years later. Of these children, 25 percent had learning disabilities and 75
percent of the LD children had a psychiatric illness. The most prominent diagnosis fell under
the spectrum of anxiety disorders and a minority was diagnosed with depression. Other
studies have pointed out that though LD children are not likely to suffer from depression
more often than those in the general population, children who have both learning disabilities
and depression reported less self-esteem, was more detached and had a bleaker view, than
depressed children without learning disabilities had. Another area of interest is the
relationship between learning disabilities and somatic complaints. Margalit and Raviv (1984)
compared the prevalence of somatic complaints in learning disabilities children with two
control groups. In the LD group, 54 percent had somatic complaints as opposed to 9 percent
and 13 percent in the two control groups. The primary complaint amongst the LD group was
fatigue. A third area where learning disabilities and behavioral problems coexist is with social
behavior. Often children with learning disabilities have problems with familial and peer
relationships. This may be the result of processing problems, which make it difficult for LD
children to pick up social cues. This in turn may result in avoidance behavior. This type of
behavior is often used as a defense to avoid stress generated by social interactions. Children
who are unable to develop avoidance defenses may use irritable or aggressive behavior to
cope with stress associated with social interactions. When learning disabilities and behavioral
problems appear together, it is important to identify whether the behavior is secondary to the
learning disability or co-morbid.

67 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

Journal of Educational Policy and Entrepreneurial Research (JEPER)
ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

Literature Review:
There are many studies conducted about behavioral and emotional problem among special
education in general and learning disabilities. Study conducted by Barkauskien &
Bieliauskaite (2002) found that children with learning disabilities had significantly more
internal (somatic complaints, isolation, anxiety/depression) and external problems
(aggression and delinquency) as well as attention and social problems. Study conducted by
Handwerk & Marshall (1998) found that the students with SED were rated more impaired
than the students with LD on all TRF scales except Attention Problems, and on three of the
eight CBCL syndrome scales. The children with LD differed from those with SED mainly in
terms of severity of problems, not with respect to type of problem. Study conducted by Larry
& Silver (1981) The findings lend some support to the view that there is a clinical
relationship between children who have learning disabilities and children who are
hyperactive and/or distractible. Furthermore, such children frequently develop secondary
emotional problems. Study of McConaughy, Mattison, & Peterson, (1994) show that children
with SED scored significantly higher than children with LD on all but CBCL scale and all
TRF scales; both groups scored higher than normal controls on all but scale. Teacher-reported
aggressive behavior was the best predictor of SED versus LD classification. Other significant
predictors included attention problems, delinquent behavior, social problems, thought
problems, and withdrawal.
The limited research available suggests that learning disabilities children experience a great
deal of social-emotional and behavioral problems in addition to their learning difficulties. A
study conducted by McConaughy (1986). Epstein, Cullinan, & Lloyd (1986) The parents of
the learning disabilities boys reported that the boys showed fewer social contacts with
organizations and friends, less participation in activities, and lower levels of school
performance than non-learning disabled boys did. The total number of behavior problems that
the parents reported was in the actuarial cutoff range for children that are referred to mental
health clinics. A study conducted by Epstein, Cullinan & Neiminen, (1984) indicated that the
same four factors were found with the learning-disabled boys in both studies: Conduct
Problem, Anxiety Withdrawal, Attention Deficit, and Social Maladjustment. Teachers rated
the learning disabilities boys on the 55 items. In the ratings given by the teachers,
hyperactivity and restlessness were associated with other attention items for younger
children; while for older learning disabled boys hyperactivity and restlessness were
associated with Conduct Problem. Study conducted by Jennifer& et al (2006)revealed
significant associations with anxious/depressed and withdrawn behaviors, as well as an
increased likelihood of attention problems among children with LD.
Aims of study:
The purpose of this study was;
- To know emotional problems among learning disabilities pupils.
- To know behavioral problems disorders among learning disabilities pupils.
- To verify the factors that influence on distribute of behavioral and emotional
problems among learning disabilities.

Study questions:
To verify the aims these question should be answering:
1- What are emotional problems among learning problems pupils?
2- What are behavioral problems among learning disabilities pupils?

68 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

Journal of Educational Policy and Entrepreneurial Research (JEPER)
ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

3- Are they differences in emotional and behavioral problems among learning

disabilities children according to type of learning disabilities (Developmental learning
disabilities va Academic learning disabilities)?

Tools and methods:

Methodology
The researcher followed descriptive statistic method in this study based on scale of Emotional
and Behavioral problem Scale.
Group study
The group formed from pupils suffering from learning disabilities, which numbered about
103 male and distributed in eight basic school in Abuareech city- Jazan area- K.S.A.
Sample:
The researcher used the random sample method to select the study sample. 50Children were
randomly from different classes as in table 1, during fall 2013-2014 (academic period). In
addition, the sample included both types of learning disabilities children, 20 suffering from
developmental learning disabilities and 30 suffering from academic learning disabilities as in
table 2.
Table 1 show the sample according to classes
N Class Frequency Percent
1 Second 9 18.0
2 Third 17 34.0
3 Fourth 15 30.0
4 Fifth 9 18.0
5 Total 50 100.0

Table 2 show the sample according to disabilities type

N Class Frequency Percent
1 Developmental learning disabilities 20 40.0
2 Academic Learning disabilities 30 60.0
3 Total 50 100.0

Tools Technique
The researcher used emotional and behavioral problems scale designed by the researcher. It
formed from (56) item, these items were distributed in two different constructs that are:
1- Emotional problems that include 27 items about deceptive manipulation, depressed
mood, thinking and forgetting problems, delusion, hallucination, and emotional insensitivity.
2- Behavioral problems: that include 27 items about non-cooperation, aggressive, suicide,
hyperactive, stress, anxiety, sleep difficulties, disruption of orientation and catatonic style
With the objective of obtaining a trustworthy list of questions, some opinions from experts in
this scale were collected. The pilot tests in a random sub-sample of the pupils with learning
disabilities were made. The results were analyzed and adjustments in form and format were
made. Cronbach's alpha coefficient reliability was 0.91.
Procedures:

69 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

Journal of Educational Policy and Entrepreneurial Research (JEPER)
ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

During the first quarter of the school year. The Emotional and behavioral scale form was
completed for all second, third, fourth, Fifth-grade learning disabilities pupils attending in
one school. After the sample participants were established, additional data was collected from
school records and teacher interviews. Sale application took place between one to two weeks.
Data analysis:
To analyze the date the researcher used statistic package for social science SPSS based on
percentage, T test, and correlation confidence.
Results:
1. What are emotional problems among children with learning problems?
To answer this question the researcher used SPSS program depend on percentage and
frequency.
As in table 3, we found that many items have percent over than (50%) that means about over
50% of learning disabilities children suffering from these problems. These items are: thinking
problems 88%, poor concentration 84%, attention deficit 72%, less of activity 64%, lack of
interaction 60%, lack of a sense of self-confidence 54%, reduce the value of self 54%,
sadness 52%, emotion confusion 50%, and emotional distractions 50%
Table 3 shows the emotional problems among children withlearning disabilities.
N Symptoms Frequency Percent
1- Lack of a sense of self-confidence 27 54|%
2- Thinking problems 44 88%
3- Poor concentration 42 84%
4- Attention deficit 36 72%
5- Less of activity 32 64%
6- Lack of interaction 30 60%
7- Reduce the value of self 27 54%
8- Sadness 26 52%
9- Emotion confusion 25 50%
10- Emotional distractions 25 50%
11- Lack of true feelings 23 46%
12- The weakness of emotional expression 23 46%
13- Exploiter of others 21 42%
14- Depression 20 40%
15- Lying 18 36%
16- Deceptive 18 36%
17- Mania thought 18 36%
18- Abnormal and unexpected Imagination 15 30%
19- Visual hallucination 15 30%
20- Feeling down Personal efficiency 12 24%

2. What are behavioral problems among children with learning disabilities?

To answer this question the researcher used SPSS program depend on percentage and
frequency. As in table 4, we found that many items have percent over than 55% that means
about over 55% of learning disabilities children suffering from these problems. These items
are fidgety (unsettled) 76%, aggression 70%, excess consumption of activity 70%, Non-

70 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

Journal of Educational Policy and Entrepreneurial Research (JEPER)
ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

interaction 68%, hyperactivity 66%, delinquency 60%, phobia 58%, sleep for short periods
58%, continuing changes in sitting 58%, and busy with concern topics 56%,
Table 4 shows the behavioral problems among children with learning disabilities.
N Symptoms Frequency Percent
1. Fidgety (unsettled) 38 76%
2. Aggression 35 70%
3. Excess consumption of Activity 35 70%
4. Non-interaction 34 68%
5. Hyperactivity 33 66%
6. Delinquency 30 60%
7. Continuing changes in sitting 29 58%
8. Phobia 29 58%
9. Sleep for short periods 29 58%
10. Busy with concern topics 28 56%
11. Nervous 27 54%
12. Nervous movements with hands and legs 27 54%
13. difficulty of dealing with other 24 48%
14. Anger 21 42%
15. Isolation 19 38%
16. Concern emotion 18 36%
17. Confusion to know people 18 36%
18. Threat to commit suicide 15 30%
19. Waking up intermittent 14 28%
20. Confusion to know places 13 26%

3. Are they differences in emotional problems among learning disabilities children

according to type of learning disabilities (Developmental learning disabilities via
Academic learning disabilities)?
To answer this question the researcher used independent sample T test. As you see in table 5
when I compare the value of mean in both groups (Developmental learning disabilities and
Academic learning disabilities), I found the mean of developmental learning disabilities is
15.3 greater than academic learning disabilities 11.9, these difference is significant in level
0.05, because the SIG level 0.03 lower than significant level 0.05. So that there are significant
differences in emotional problems among learning disabilities, children according to type of
learning disabilities, and developmental learning disabilities suffering from emotional
problems more than academic learning disabilities.
Table 5 shows the differences in emotional problems according to type of learning
disabilities.
Types of disabilities Number of child Mean SD T value SIG Result
Developmental learning disabilities 20 15.3 1.12 3.05 0.03 significant
Academic learning disabilities 30 11.9 1.24

4. Are they differences in behavioral problems among learning disabilities children

according to type of learning disabilities (Developmental learning disabilities via
Academic learning disabilities)?

71 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

Journal of Educational Policy and Entrepreneurial Research (JEPER)
ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

To answer this question the researcher used independent sample T test. As you see in table 6
when I compare the value of mean in both groups (Developmental learning disabilities and
Academic learning disabilities), I found the mean of developmental learning disabilities is
16.3 greater than academic learning disabilities 12.5, these difference is significant in level
0.05, because the SIG level 0.04 lower than significant level 0.05. So that there are significant
differences in behavioral problems among learning disabilities, children according to type of
learning disabilities, and developmental learning disabilities suffering from behavioral
problems more than academic learning disabilities.
Table 6 shows the differences in behavioral problems according to type of learning
disabilities.
Types of disabilities Number of child Mean SD T value SIG Result
Developmental learning disabilities 20 16.3 1.63 2.95 0.04 significant
Academic learning disabilities 30 12.5 1.82

Discussion:
When the researcher analyzed the data, the study revealed that the emotional problems among
children with learning problems are: thinking problems, poor concentration, attention deficit,
less of activity, lack of interaction, lack of a sense of self-confidence, reduce the value of self,
sadness, emotion confusion, and emotional distractions. This result is in line with study of
Handwerk & Marshall (1998) which found that the students with LD were experienced
attention Problems. Larry & Silver (1981) found that learning disabilities had suffered from
emotional problems. McConaughy et al (1994) indicated that attention problems thought
problems were the best predictor of learning disabilities. Additionally they suggests that
learning disabilities children experience a great deal of social-emotional addition to their
learning difficulties. In addition, the study revealed that the behavioral problems among
children with learning problems are fidgety (unsettled), aggression, excess consumption of
activity, Non-interaction, hyperactivity delinquency, phobia, sleep for short periods,
continuing changes in sitting, and busy with concern topics. This result is in line with study
of Barkauskien & Bieliauskaite (2002) they found that children with learning disabilities had
suffering from internal and external behavioral problems like somatic complaints, isolation,
anxiety, depression, aggression and delinquency as well as attention and social problems.
McConaughy & et al (1994) indicated that aggressive behavior was the best predictor of
learning disabilities. Other significant predictors included delinquent behavior, social
problems, and withdrawal. Additionally they suggests that learning disabilities children
experience a great deal of behavioral problems in addition to their learning difficulties.
McConaughy & Ritter (1986) and Epstein et al (1986) pointed that the parents of the learning
disabilities boys reported that the boys showed fewer social contacts with organizations and
friends, less participation in activities, and lower levels of school performance than non-
learning disabled boys did. Epstein et al (1986) indicate that the same four factors were found
with the learning-disabled boys in both studies: conduct problem, anxiety withdrawal,
attention deficit, and social maladjustment. Jennifer& et al (2006).They revealed significant
associations with anxious/depressed and withdrawn behaviors. Finally, the study revealed
that the differences exist in emotional and behavioral problems among learning disabilities
children according to type of learning disabilities. This result is in line with study of Epstein
et al (1986) which indicate that according to ratings given by the teachers, hyperactivity and
restlessness were associated with other attention items for academic learning disabilities;
while for developmental learning disabilities boys hyperactivity and restlessness were

72 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

Journal of Educational Policy and Entrepreneurial Research (JEPER)
ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

associated with conduct problem. Jennifer& et al (2006) revealed that the differences exist for
different learning disability subtypes with regards to behavioral outcomes and the effects of
early intervention services among 8-year-old children. The researcher pointed that children
with learning disabilities because of emotional and behavioral problems are at risk for
psychosocial adjustment difficulties, so that very necessary to introduce psychological
support for protected them from behavioral problems.

Conclusion
This study conducted during fall 2014-2015 in Jazan Aria – K.S.A. to verify the emotional
and behavioral problems of learning disabilities children, the researcher designed scale to test
the emotional and behavioral problems. The finding are as following: the emotional problems
among children with learning problems are: thinking problems, poor concentration, attention
deficit, less of activity, lack of interaction, lack of a sense of self-confidence, reduce the value
of self, sadness, emotion confusion, and emotional distractions, the behavioral problems
among children with learning problems are fidgety (unsettled), aggression, excess
consumption of activity, Non-interaction, hyperactivity delinquency, phobia, sleep for short
periods, continuing changes in sitting, and busy with concern topics finally the study revealed
that the differences exist in emotional and behavioral problems among learning disabilities
children according to type of learning disabilities.

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73 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

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ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)
Vol. 2, N0.10. 2015. Pp 66-74

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74 http://www.ztjournals.com/index.php/JEPER Ahmed Elhassan Hamid Hassan

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