Giannouli Vasiliki, Sarris Dimitrios, Alexoudi Pagona


Special Learning Disabilities (SLD) are often accompanied by negative thoughts of self-assessment, deficits in social interactions and psycho-emotional problems as well, which hinder the development and the smooth integration of children diagnosed with SLD into their environment. This research attempts to investigate the association of negative self-assessment thoughts and anxiety disorders with Special Learning Disabilities in a sample of sixty Greek-speaking children in 4th, 5th and 6th grades with and without SLD, including their parents. The tools used for this purpose are the Children’s Automatic Thoughts Scale (CATS), and the Spence Children’s Anxiety Scale (SCAS-CH) self-report questionnaire, which assess anxiety disorders. Parents were asked to answer the corresponding Spence Children’s Anxiety Scale-Parents Edition (SCAS-P) symptom-monitoring questionnaire. According to the results compared to their normal development peers, children with SLD had a higher incidence of negative thoughts, which is more likely to lead to symptoms of anxiety disorders; their parents in fact were able to perceive the severity or frequency of these symptoms in their children. In addition, the frequency of negative thoughts and symptoms related to anxiety disorders seemed to be influenced by the student’s condition (with or without SLD), but not by gender and age. 


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