Article2004

Temperament and Learning Disability

Hedwig Teglasi · Andrea Cohn · Nicole Meshbesher

24 citations0/0 files storedLearning Disability Quarterly

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Developmental and Educational Neuropsychology Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development

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.

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References

1988Development and validation of brief measures of positive and negative affect: The PANAS scales.1988Development and validation of brief measures of positive and negative affect: The PANAS scales.2022Diagnostic and Statistical Manual of Mental Disorders 1932A Handbook of Child Psychology 1985Toward a consensual structure of mood.2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade 1994Behavioral Expressions and Biosocial Bases of Sensation Seeking 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?

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2006Inclusion, Power, and Community:Teachers and Students Interpret the Language of Community in an Inclusion Classroom 2006Role of resilient personality on lower achieving first grade students' current and future achievement 2017Temperament and Social-Emotional Difficulties: The Dark Side of Learning Disabilities 2007Introduction to the series—personality assessment: The whole and its parts 2015The influence of temperament and social skills on quality of friendship in students with and without learning disabilities

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