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
StatePublished - May 1997

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Learning Disorders
learning disability
Research
Students
Knowledge Bases
research focus
Language
student
programming
disability
Learning
lack
language
Population
knowledge
learning

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Rehabilitation
  • Health Professions(all)
  • Education

Cite this

The Concomitance of Learning Disabilities and Emotional/Behavioral Disorders : A Conceptual Model. / Rock, Elana E.; Fessler, Marjorie A.; Church, Robin P.

In: Journal of Learning Disabilities, Vol. 30, No. 3, 05.1997, p. 245-263.

Research output: Contribution to journalArticle

Rock, Elana E. ; Fessler, Marjorie A. ; Church, Robin P. / The Concomitance of Learning Disabilities and Emotional/Behavioral Disorders : A Conceptual Model. In: Journal of Learning Disabilities. 1997 ; Vol. 30, No. 3. pp. 245-263.
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