Temperament and Learning Disability
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| Title: | Temperament and Learning Disability |
|---|---|
| Language: | English |
| Authors: | Teglasi, Hedwig, Cohn, Andrea, Meshbesher, Nicole |
| Source: | Learning Disability Quarterly. Win 2004 27(1):9-9. |
| Availability: | The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org. |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Psychological Patterns, Interpersonal Competence, Personality, Learning Problems, Risk, Learning Disabilities, Adolescents, Emotional Problems, Behavior Problems, Child Development |
| ISSN: | 0731-9487 |
| Abstract: | The link between learning problems and social-emotional difficulties is well documented and both are associated with temperamental risk factors. Whereas temperament refers to individual differences in biologically based dispositions for responding to and engaging with one's surroundings, developmental outcomes are the products of experiences as influenced by temperament in concert with other variables and the opportunities, challenges, and supports of the child's various contexts. A review of the research supports pathways between temperament and outcomes that are direct, indirect, bidirectional, and hierarchical. Interventions that are informed by temperament may address the various pathways through which temperament influences outcomes. |
| Abstractor: | Author |
| Number of References: | 119 |
| Entry Date: | 2005 |
| Accession Number: | EJ704969 |
| Database: | ERIC |
| Abstract: | The link between learning problems and social-emotional difficulties is well documented and both are associated with temperamental risk factors. Whereas temperament refers to individual differences in biologically based dispositions for responding to and engaging with one's surroundings, developmental outcomes are the products of experiences as influenced by temperament in concert with other variables and the opportunities, challenges, and supports of the child's various contexts. A review of the research supports pathways between temperament and outcomes that are direct, indirect, bidirectional, and hierarchical. Interventions that are informed by temperament may address the various pathways through which temperament influences outcomes. |
|---|---|
| ISSN: | 0731-9487 |
