Academic profiles of individuals with elevated internalizing behaviors

Studies have indicated that individuals with significant degrees of internalizing behaviors also possess deficits in academic achievement skills; however, a minority of research has not found this link. This study examined the relationship that internalizing behaviors and reading, writing, and math achievement share, as measured by the BASC-2 and the WJ III ACH. This was done through statistical correlation, as well as through comparing these academic skill areas in individuals with elevated internalizing behaviors to those with typical behavioral functioning. Results suggest that internalizing problems and academic achievement share a significant predictive relationship in some academic areas; however, not in others. Those exhibiting internalizing problems may be at-risk for certain academic difficulties, and similarly, those exhibiting academic problems may in turn be at risk for developing internalizing symptomology. Proactively assisting students who demonstrate internalizing problems early on in these academic areas may be warranted. Additionally, providing students early emotional intervention if they begin to demonstrate particular academic weaknesses is also suggested.