{"id":{"repo_id":"arizona-thes","oai_identifier":"oai:repository.arizona.edu:10150/187150"},"canonical_url":"https://search.dev.ndltd.org/etd/arizona-thes/oai:repository.arizona.edu:10150/187150","repository":{"repo_id":"arizona-thes","name":"University of Arizona","base_url":"https://repository.arizona.edu/oai/request"},"display":{"title":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Hamway, Rose Marie"],"institution":"The University of Arizona.","degree_name":"Ph.D.","degree_level":"doctoral","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":["Gonzalez, Virginia","Sabers, Darrell","Antia, Shirin D.","Bos, Candace"],"year":1995,"date_issued":"1995","date_published":"1995","updated_at":"2026-07-24T00:56:58Z","subjects":[],"languages":["en"],"rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. 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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. 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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."],"dc:identifier.uri":["http://hdl.handle.net/10150/187150"],"dc:language.iso":["en"],"dc:publisher":["The University of Arizona."],"dc:rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. 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