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Title
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The relationship of depressive symptoms, IQ, ability -achievement discrepancy, and classroom placement in the learning -disabled adolescent.
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Identifier
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AAI9969695
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identifier
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9969695
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Creator
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Howard, Karen Ann.
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Contributor
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Adviser: Georgiana Shick Tryon
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Date
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2000
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Clinical | Education, Special
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Abstract
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Few studies have examined the effects of special education placement on learning disabled (LD) students as it relates to severe emotional distress, such as depression. Previous research, although scant and methodologically flawed, has suggested that a correlation exists between LD and depression (Cohen, 1985; Dalley, Bolocofsky, Alcom, & Baker, 1992; Goldstein, Paul, & Sanfillipo-Cohn, 1985; Hall & Haws, 1989; Heath & Wiener, 1996; Huntington & Bender, 1993; Maag & Behrens, 1989; Rodriguez & Routh, 1989; Stevenson & Romney, 1984). Since no studies have examined the extent to which an LD adolescent's level of depression is mediated by variables such as IQ, classroom placement, and the ability-achievement discrepancy, this study represents an initial investigation into these areas.;All records of LD students in a regular, academic public high school located in New York City, New York, who had recently been evaluated were reviewed. Those who met the inclusion criteria and consented to participate were included in the study. The scores of 26 resource room students and 26 students in self-contained class settings on the Weschler Intelligence Scale for Children-Third Edition (WISC-III), Wechsler Individual Achievement Test (WIAT), as measures of ability and achievement, respectively; the Beck Depression Inventory-II (BDI-II); and the Devereux Behavioral Rating Scale-School Edition. (DBRS-S), which includes a "Depression" subscale and was administered to guidance counselors, were statistically analyzed.;The results indicated that although LD students in resource room and self-contained classes did not differ in levels of depressive symptoms as determined by self-report (BDI-II), guidance counselors tended to rate LD students in resource room as more depressed than LD students in self-contained classes. Forty-five percent of the sample rated themselves with mild (or greater) levels of depressive symptomatology, and 32% rated themselves as being within the "moderate" to "severe" level of depressive symptoms (score of 20 or greater). Guidance counselors rated 43% of the total sample as being within the clinically significant range of severity on the DBRS-S. None of the assessed covariates, (i.e., age, gender, grade, SES) correlated with depression. IQ functioning and the ability-achievement discrepancy) did not relate significantly to depressive symptoms.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
