Prevalence of Learning Disabilities at Enrollment in Special Education Students with Behavioral Disorders

Abstract

The prevalence of learning disabilities (LD) was studied in a sample of 233 students aged 6 to 16 years who were newly identified with behavioral disorders (BD). Using a battery of the WISC-R and the WJPEB achievement tests (i.e., reading, mathematics, and written language), occurrence was determined for four LD definitions: state, ability-achievement, regression-based ability-achievement, and low achievement. The mean Full Scale IQ for the students was 99.0. Over all, 53.2% met at least one LD definition, ranging from 15.9% for low achievement to 42.9% for regression. Almost one-quarter showed overlapping between low achievement and discrepancy definitions. Age, gender, and race had few significant effects on the LD frequencies, and no single achievement area predominated. The need for thorough testing for LD in students with BD at both initial evaluation and subsequent reevaluations is discussed, as well as the subsequent delivery of sufficient LD services.