Psychosocial dimensions of learning disabilities: external validation and relationship with age and academic functioning.

This study was designed to assess the following in a group of 152 children with learning disabilities between the ages of 7 and 13 years: (a) the relationships between age and psychosocial functioning: (b) the relationships among psychosocial functioning, cognitive abilities, and academic achievement; and (c) the external validity of statistically derived psychosocial subtypes. Participants were assigned to one of seven psychosocial subtypes on the basis of a profile-matching algorithm. Overall, the findings suggested no increase in psychopathology with advancing age. In addition, clear relationships were found between academic achievement patterns and personality subtypes. Finally, the subtypes could be distinguished on the basis of a behavior problem checklist not used for the construction of the subtypes.