The treatment of depression in children with learning disabilities.

Abstract

Research 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.