Relationships between learning difficulties and psychological problems in preadolescent children from a longitudinal sample

Objectives: To examine the relationships between learning difficulties and behavior problems in preadolescent children both concurrently and longitudi nally, using data from the Australian Temperament Project, and to examine a ssociations between DSM-diagnosed disorders and types of learning difficult ies. Method: Clinical and comparison groups of 11- to 12-year-old children were assessed on behavioral and learning indices and completed a structured diagnostic interview. Longitudinal data were available from earlier survey s of the development of these children. Results: Children in the clinical g roup were disadvantaged on all learning and behavioral indices, and their p roblems in many cases had been evident from 7 to 8 years of age. There were specific associations between types of learning difficulties and both inte rnalizing and externalizing disorders. Numeracy difficulties were strongly associated with DSM diagnoses for both boys and girls. and externalizing pr oblems tended to co-occur with a combination of learning problems. Conclusi ons: Behavioral maladjustment in many domains is strongly associated with l earning difficulties even after intelligence and socioeconomic factors are controlled. The odds ratios for persistence of difficulties throughout elem entary school are extremely high for children with clinical problems.