THE BIDIRECTIONAL RELATIONSHIP BETWEEN ACHIEVEMENT AND EXTERNALIZING BEHAVIOR PROBLEMS OF STUDENTS WITH LEARNING-DISABILITIES

The current study examined the bidirectional relationship between acad emic achievement and externalizing behavior problems of adolescents wi th learning disabilities. Forty-three students attending a residential school were assessed for externalizing behavior problems via parent a nd teacher reports on the Child Behavior Checklist and the Children's Attention and Adjustment Survey. The Wide Range Achievement Test-Revis ed was used to estimate academic achievement in reading, spelling, and arithmetic. Achievement measures did not predict externalizing behavi or problems 1 to 2 years later, although verbal IQ predicted parent re ports. Teacher reports of externalizing behavior problems predicted re ading and spelling achievement scores 1 year later, and parent reports of externalizing behavior problems predicted changes in reading achie vement. There was evidence that attentional problems were the componen t of externalizing behavior accounting for these relations, consistent with the explanation that inattentive students have difficulty achiev ing in an intensive learning environment.