Examining frustration intolerance beliefs among adults with dyslexia or developmental coordination disorder.
Adults with DCD report the strongest ‘I can’t stand this’ beliefs, so check frustration tolerance before you teach new skills.
01Research in Context
What this study did
The team gave an online survey to adults with dyslexia, adults with developmental coordination disorder (DCD), and adults without either diagnosis.
They asked how strongly each person agreed with statements like "I can’t stand it when I don’t get things right the first time."
The goal was to see which group held the strongest frustration-intolerance beliefs.
What they found
Adults with DCD scored highest on frustration intolerance, even above the dyslexia group.
Both learning-disorder groups scored higher than typical adults.
This suggests DCD carries extra emotional load beyond the motor problems we usually track.
How this fits with other research
Pimenta et al. (2023) extends these findings downward: kids with DCD also split into four clear mental-health profiles, showing the emotional ripple starts early.
Hwang et al. (2020) and Sutton et al. (2022) found a similar "I can’t stand not knowing" mindset—called intolerance of uncertainty—driving anxiety in autistic teens and adults.
Jarus et al. (2015) seems to contradict our picture: children with DCD did not gain the usual learning boost from external-focus cues. Taken together, the motor and emotional strands of DCD may need separate supports; fixing one does not automatically fix the other.
Why it matters
If you serve adults with DCD, screen for frustration intolerance before teaching new vocational or daily-living skills. Build in brief breaks, errorless-learning steps, or coping statements to keep the emotional heat low while they practice.
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02At a glance
03Original abstract
BACKGROUND: Research suggests that adults diagnosed with specific learning disorders, such as dyslexia or developmental coordination disorder (DCD), are at greater risk of emotional problems related to frustration and anger. AIMS: The purpose of this study was to investigate patterns of frustration intolerance beliefs among two groups of adults with a specific learning disorder (dyslexia or DCD), compared with typical adults. METHODS AND PROCEDURES: Participants were 235 French adults (students or in employment) with dyslexia (Mage = 35.8 years, SD = 13.3; females = 63 %), DCD (Mage = 32.9 years, SD = 11.8; females = 58 %) or typical development (Mage = 33.2 years, SD = 12.7; females = 65 %), who completed an online self-report questionnaire. OUTCOMES AND RESULTS: Analysis of variance revealed a significant between-groups difference, as both learning disorder groups had higher frustration intolerance beliefs than the typical adults. Post hoc analysis showed that participants with DCD scored higher than those with dyslexia on each type of frustration intolerance belief, while participants with dyslexia scored higher than typical adults on achievement frustration and discomfort intolerance. CONCLUSIONS AND IMPLICATIONS: These results underline the usefulness of distinguishing between frustration intolerance dimensions, and of using rational emotive behavior therapy to reduce the irrational beliefs of people with DCD or dyslexia.
Research in developmental disabilities, 2022 · doi:10.1016/j.ridd.2022.104184