Hannah R. Harwood

University of North Carolina at Chapel Hill, North Carolina, United States

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Publications (2)2.49 Total impact

  • Jason M. Nelson, Hannah R. Harwood
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    ABSTRACT: We conducted a meta-analysis to examine depressive symptomatology among students with learning disabilities (LD), as reported by their parents and teachers. A 2006 meta-analysis by Maag & Reid of the self-reports of students with LD indicated that this group's higher report of depressive symptoms compared to non-LD students was small in magnitude (d = .35). In our meta-analysis, 31 studies in which depressive symptomatology among school-age (K–12) students with LD was examined were included. The overall effect size was statistically significant and medium in magnitude (d = .75) and indicated that parents and teachers reported students with LD to experience significantly more depressive symptoms than non-LD students experience. When integrated with Maag and Reid's findings, these results suggest that parents and teachers appear to report greater depressive symptomatology for students with LD than these students report for themselves. Due to the observed discrepancy, multi-informant assessment practices and the need for clinical judgment are discussed. © 2011 Wiley Periodicals, Inc.
    Psychology in the Schools 02/2011; 48(4):371 - 384. · 0.72 Impact Factor
  • Jason M Nelson, Hannah Harwood
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    ABSTRACT: This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude (d=.61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.
    Journal of learning disabilities 04/2010; 44(1):3-17. · 1.77 Impact Factor

Publication Stats

5 Citations
2.49 Total Impact Points

Institutions

  • 2011
    • University of North Carolina at Chapel Hill
      North Carolina, United States
  • 2010
    • University of Georgia
      • Regents Center for Learning Disorders
      Athens, GA, United States