ABSTRACT
Purpose:
to compare suggestive signs of stress in children with learning disorders (with and without speech-language intervention) and in children without learning problems, and to identify suggestive signs of stress among groups according to the gender of the participants.
Methods:
the study included 25 children with learning disorder. Of these children, 10 were diagnosed, but without intervention and 15 children were receiving speech-language intervention. Also 25 children without any learning problems participated in the study. In all groups, a children's stress scale was applied.
Results:
it was observed that 43% of children with learning problems without intervention, 56% of children with learning problems in intervention and 83% of children without learning problem, showed warning signs for child stress. These differences were not statistically significant. In addition, were not found differences between genders.
Conclusion:
in all groups, there was a high frequency of warning signs for child stress, showing that this may not be a determining factor in academic achievement in the study sample.
Keywords:
Stress, Psychological; Learning; Learning Disorders