Discrepancies between parent- and child-report internalizing problems in specific learning disabilities

Abstract

Internalizing problems in children with Specific Learning Disabilities (SpLD) are barely assessed in scientific literature. In the current study, we used the multiple informant technique to detect differences between the evaluation of mothers, fathers and self (the child). The study sample, consisting of 97 families (children, mothers and fathers), with 47 children previously diagnosed for a Specific Learning Disability (SpLD), completed standardized measures for internalizing problems. Children with SpLD resulted to be more depressed and anxious than typically developing (TD) peers. Moreover, mothers of TD children perceived children as more anxious as children themselves or their fathers perceive them, while no significant differences between Informants were found for children with SpLD. Finally, parents' reports were positively related to each other for children with TD but not for children with SpLD. These results can be used as a starting point for psychological empowering interventions for students with SpLD and their families. Educational relevance statement: The current study found that children who have a specific learning disability tend to suffer more from internalizing problems (i.e., anxiety, depression) than typically developed peers. Moreover, mothers perceive more anxiety in their children than the one reported by children themselves. These results underline the need for a psychological empowerment in children with SpLD.