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Physiological correlates of conduct problems and anxiety in hyperactive and learning-disabled children

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Abstract

Thirtysix learning disabled children (21 of whom were also classified as hyperactive) were subgrouped according to teacher ratings of tension-anxiety and conduct problems and then compared on measures of tonic and phasic autonomic arousal. The results indicated that children rated high on the conduct problem dimension evidenced smaller amplitude specific skin conductance responses, and that anxiety appeared to exert a moderating effect on physiological responses. When the hyperactive sample was considered separately, lower skin conductance levels were observed in children rated high on conduct problems than in hyperactive children rated low in conduct problems. These findings support the notion that hyperactive and learning-disabled children are heterogeneous at a physiological level and suggest that physiological differences previously attributed to hyperactivity may actually be correlates of the conduct problem dimension.

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Authors and Affiliations

  1. University of Georgia, USA

    Benjamin B. Lahey

  2. Department of Psychology, Washington University, 63130, St. Louis, Missouri

    Alan M. Delamater

Authors
  1. Alan M. Delamater
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  2. Benjamin B. Lahey
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Additional information

We wish to express our appreciation to Douglas Carmichael and the teachers of Clarke County for their assistance, to Linda Drake, David Coleman and David Hammer for their technical assistance, to Richard Ulrich and Pat Edwards for assistance in data analyses, and to Keith Conners for his helpful comments in the early stages of this study.

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Delamater, A.M., Lahey, B.B. Physiological correlates of conduct problems and anxiety in hyperactive and learning-disabled children. J Abnorm Child Psychol 11, 85–100 (1983). https://doi.org/10.1007/BF00912180

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  • DOI: https://doi.org/10.1007/BF00912180

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