The treatment of depression in children with learning disabilities.
AuthorHamway, Rose Marie
Committee ChairMishra, Shitala P.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractResearch indicates that a relationship exists between depression and impaired cognitive functioning. When depression is treated, improvements occur in cognitive functioning, both for children and adults. A great many children with LD evidence coexisting symptoms of depression, yet research is non-existent regarding the treatment of depression in special education populations and possible improvements in academic functioning. This study utilized a multiple-probe design to identify the effects of a cognitive-behavioral intervention on academic variables in four adolescent participants identified as learning disabled and depressed. Homework completion and on-task behaviors were the two dependent measures as well as pre-and post-data on the levels of depressive symptomology and self-concept. The results showed that decreasing the symptoms of depression in the participants resulted in increased homework completion and on-task behaviors in the classroom which were maintained for two weeks post-intervention. Future research is needed to evaluate the long term maintenance and generalizability of the effects of this procedure.
Degree ProgramEducational Psychology