Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at‐risk for writing disabilities (AR‐WD). We compared the behaviors of writers who are AR‐WD and typically developing writers (TDW) from first through fourth grade (N = 138). We found that students who are AR‐WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial.

中文翻译：

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书写障碍儿童的内化和外化行为

与典型的同龄人相比，具有特殊学习障碍（SLD）的学生更有可能表现出内在化和外在化的行为。但是，几乎没有文献报道有书写障碍风险的学生的行为（AR-WD）。我们比较了AR‐WD和通常从一年级到四年级的发展型作家（TDW）的作家的行为（N= 138）。我们发现，AR‐WD的学生与TDW在2年级的外部化和总体行为方面仅存在显着差异。这些发现说明了研究不同SLD形式的行为的好处，因为ARWD的学生似乎并不能始终表现出明显的行为，但同时针对写作和行为的干预措施可能是必要的，并且是互惠互利的。