1454-61; CHI Dec02 15017 (Mat)

Objective: To investigate the 3-year course of learning disorders (LDs) and academic achievement in a sample of students with psychiatric disorders who were newly classified by the special education category of behavioral disorder (BD). Method: The occurrence of four definitions for LD (both discrepancy and low achievement) based on the WISC-R and the Woodcock-Johnson Psychoeducational Battery was followed in 81 students with BD from the time of their enrollment in BD classes to their first reevaluation after 3 years. Odds ratios (ORs) were used to measure stability of LDs in these students. Results: The prevalence of any LD was 64.2% at baseline and 61.7% at follow-up. Most of the 10 possible LD categories showed significant ORs, and the average OR was 21.9. At follow-up after 3 years, students both with and without LD at baseline had approximately the same achievement standard scores in reading and mathematics, but a significantly lower score for written language. Standard scores for the students without LD consistently were significantly higher than the scores for students with comorbid LD. Conclusion: LDs in this unique sample of students with psychiatric disorders remained common and generally stable over the first 3 years. J. Am. Acad. Child Adolesc. Psychiatry, 2002, 41(12):1454–1461.