Behavior Problems in Children with the Presenting Problem of Poor School Performance

Used 3 methods of assessing behavioral disturbance in 79 children presenting with poor school performance to an interdisciplinary evaluation center. Findings revealed a very high frequency of behavior problems, particularly of the internalizing type, but few differences infrequency or type of behavior problems among 4 subgroups: children with learning disabilities, mental retardation, borderline intellectual functioning, and without learning disa bilities or cognitive impairment. Behavioral problems were associated with lower perceptions of self-worth and family functioning characterized as more controlling, and less supportive. Findings are discussed in terms of the need for interactional models of learning and behavior problems