Learning disabilities and anxiety: a meta-analysis.
J Learn Disabil
; 44(1): 3-17, 2011.
Article
em En
| MEDLINE
| ID: mdl-20375288
ABSTRACT
This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude (d=.61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Ansiedade
/
Deficiências da Aprendizagem
Tipo de estudo:
Prognostic_studies
/
Systematic_reviews
Limite:
Adolescent
/
Child
/
Female
/
Humans
/
Male
Idioma:
En
Ano de publicação:
2011
Tipo de documento:
Article