Examining Resiliency in Children with Learning Disabilities and Co-Occurring ADHD Symptoms: The Protective Role of a Close Teacher-Student Relationship

Autor/inn/en	Iznardo, Michelle; Ryan, Julia; Rogers, Maria; McKibbin, Steve; Piers, Lisa; Hogan, Tim
Titel	Examining Resiliency in Children with Learning Disabilities and Co-Occurring ADHD Symptoms: The Protective Role of a Close Teacher-Student Relationship
Quelle	In: Learning Disabilities: A Contemporary Journal, 21 (2023) 1, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Resilience (Psychology); Preadolescents; Attention Deficit Hyperactivity Disorder; Teacher Student Relationship; Learning Disabilities; Comorbidity; Students with Disabilities; Interpersonal Competence; Emotional Development; Measures (Individuals); Children; Academic Ability; Symptoms (Individual Disorders); Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-adolescence; Präadoleszenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kompetenz; Gefühlsbildung; Messdaten; Child; Kind; Kinder; Psychiatrische Symptomatik
Abstract	Difficulties of inattention, hyperactivity and impulsivity frequently cooccur with learning disabilities (LD) in childhood (Riccio et al., 1994; Silver, 2004), and are associated with increased risk for maladaptive academic and social-emotional outcomes (Morrison & Cosden, 1997; Bender, 2008). The present study endeavored to further our understanding of protective factors for children with LD who have co-occurring ADHD symptoms by examining the moderating role of the student-teacher relationship. Data was collected from teachers of students with LD who presented with ADHD symptoms in nine public schools. The sample included 81 students: 54 boys and 27 girls (Age: M[subscript boys] = 12.0 (1.14) M[subscript girls] = 11.7 (1.20), M[subscript total] = 11.9(1.16); Grade: M[subscript boys] = 6.7 (1.12), M[subscript girls] = 6.5(1.19), M[subscript total] = 6.7(1.15)) and 79.5% were native English speakers. Step-wise regression analyses were performed to assess the moderating role of student-teacher closeness in the relationship between symptoms of ADHD and both academic and socioemotional resilience factors. Results supported that a close student-teacher relationship diminishes the negative associations between symptoms of ADHD and various academic and socioemotional markers, suggesting that students with LD are more resilient when they have a close relationship with their teachers. These findings are discussed in relation to existing literature and demonstrate the importance of promoting positive student-teacher relationships for students with LD. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01