The Concomitance of Learning Disabilities and Emotional/Behavioral Disorders: A Conceptual Model

Elana E. Rock, Marjorie A. Fessler, Robin P. Church

Research output: Contribution to journalArticle

Abstract

Although research has documented overlapping and coexisting characteristics of learning disabilities and emotional/behavioral disorders, little attention has been paid to the subset of students who manifest symptoms of both disorders (LD/EBD). This gap in our professional knowledge/research base may be due to (a) exclusive language in federal definitions that promotes differentiation of disabilities rather than recognition of symptom overlap; (b) the lack of a conceptual model of concomitant learning and emotional/ behavioral disorders; and (c) the absence of a research focus on this population. In this article, we construct a conceptual model involving six critical domains of relevance to students with LD/EBD. After describing the utility of this interactive and functional model, we highlight critical issues in screening, assessment, and programming for children with concomitant LD/EBD.

Original languageEnglish (US)
Pages (from-to)245-263
Number of pages19
JournalJournal of Learning Disabilities
Volume30
Issue number3
DOIs
StatePublished - Jan 1 1997

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ASJC Scopus subject areas

  • Psychiatry and Mental health

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