Examination of problem behavior and social skill levels of 4-6 age children at risk of learning disability

The aim of this study is to examine the relationships between learning disability (LD) risk and social skill levels and problem behaviors of children aged 4-6 (48-72 months). In the study, data were collected from children at risk of learning disability and their parents who attend private kindergartens in Bursa province. The survey method was used in the data collection process and a quantitative research was conducted. The research design was determined as relational screening model and descriptive model. In addition to the demographic information form prepared by the researchers, the Learning Disability Early Signs Screening Scale and the Kindergarten and Preschool Behavior Scale were used as data collection tools. The findings obtained from the study show that there are significant relationships between learning disability risk and children's social skills and problem behavior levels. It was determined that children at high risk of learning disability had significant deficiencies in social communication and interaction skills and that these children had a higher tendency to exhibit problem behaviors. In contrast, it was observed that children at low risk of learning disability had higher social skill scores and that these children had lower problem behavior levels. The findings reveal that children at risk of learning disabilities need support in the areas of social development and behavior regulation. In this context, it is of great importance to develop early intervention programs for children at risk of learning disabilities. It is thought that social skills training and behavior regulation programs, especially those to be implemented in the preschool period, will support the development of these children. The research results provide important clues for both educators and families and contribute to studies to be conducted on the risk of learning disabilities in the preschool period.