Parental Acceptance-Rejection, İnternalizing and Externalizing Behavior Problems in Children With Learning Disabilities

Objective:

The aim of this study was to examine the levels of parental acceptance-rejection and behavior problems in children with Learning Disabilities (LD). Another goal was to investigate the role of comorbid Attention Defi cit Hyperactivity Disorder (ADHD) diagnosis on observed group differences.

Method:

53 children with LD, aged between 7 and 11 were compared to 57 children (n= 27 LD diagnosis, n= 26 LD with comorbid ADHD diagnosis) who were matched with the LD group on age, gender and levels of parental education and occupation. In this study, patients were implemented Hacettepe Psychological Adaptation Scale, Learning Disabilities Sign Scanning List and Parental Acceptance-Rejection Scale for estimate the variables

Results:

Findings revealed that children with LD were more rejected by their parents and showed higher levels of internalizing and externalizing behavior problems than children without LD. Children’s perceptions of parental rejection indicated that maternal rejection did not differ signifi cantly between the two groups while there was a signifi cant difference in paternal rejection. Children with LD perceived their fathers as more rejecting than children without LD. LD diagnosis, LD with comorbid ADHD diagnosis and comparison group children were also compared. Comparison group children showed lower levels of parental rejection than LD and LD + ADHD groups. LD + ADHD group showed higher levels of internalizing and externalizing behavior problems than LD only and comparison groups. While there was no difference with respect to externalizing problems, LD group demonstrated higher levels of internalizing problems than comparison group.

Discussion:

Overall, fi ndings of the study shed light to the importance of parental rejection in learning disabilities and therfore draws attention to including parents in the treatment plan.