Psychosocial dimensions of learning disabilities: External validation of (1) statistically-derived psychosocial subtypes and their relations to (2) cognitive and academic functioning.

TL;DRAbstract

The present study aimed to assess the following: (a) the relationship between age and psychosocial functioning; (b) the relations between psychosocial functioning and cognitive and academic achievement; and (c) the external validity of statistically-derived psychosocial subtypes, employing a behavioral measure distinct from the one used to establish the typology. The subjects in this study consisted of 152 learning disabled children between the ages of 7 and 13 years (inclusive). Of these subjects, 147 were assigned to one of seven psychosocial subtypes using a profile matching algorithm developed by Fuerst (1991). Comparisons between these subtypes yielded the following results: Overall, learning disabled subjects were not found to display increased psychopathology with increasing age; that is, patterns of psychosocial functioning remained stable over time. Results of comparisons on cognitive and academic achievement measures showed a relation between performance on these measures and

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