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Relationships between school context and the academic and behavioral characteristics of students served under the category of emotional disturbance.

机译：学校情境与学生的学业和行为特征之间的关系属于情感障碍类别。

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摘要

The purpose of this study was to describe the relationship between school context and the academic and behavioral characteristics of students served in special education under the category of emotional disturbance (ED). Because the federal definition is ambiguous, eligibility criteria for ED are difficult to operationalize consistently from one school setting to the next. For this and other reasons, factors that are idiosyncratic to different school contexts influence the determination of who is and who is not ED. These factors include teacher referral based on local vs. national norms (i.e., evaluation of a given student's behavioral and academic problems relative to the average student in the classroom and school), the persuasiveness and forcefulness of key stakeholders in the eligibility process, and competing priorities in allocating limited resources for addressing student problems. Thus, the school context in which students are identified as ED is likely to play an important role in explaining variability in the academic and behavioral characteristics of school-identified students with ED.; Extant data were obtained for 140 elementary-aged students identified as ED by 66 schools that varied in income level and academic performance. Regression analyses revealed that school income predicted the externalizing behavior of students with ED, with low income associated with more externalizing symptoms. This relationship, however, was moderated by school academic performance. School performance predicted the internalizing behavior of students with ED, with higher school performance associated with more internalizing problems.; School income accounted for a large amount of the variance in the reading and math achievement of students with ED as measured by the Woodcock Johnson III (WJ-III). However, relative academic performance (as measured by performance on state testing compared to same-school peers) was similar across school income levels. Student internalizing and externalizing behavior predicted unique variance in math scores on the WJ-III, but not reading. Finally, students with ED in low income schools were more likely than their high income counterparts to be served in separate settings, to be retained a grade or more, and to attend multiple elementary schools. Implications for evidence-based identification and intervention practices for students with ED are discussed.
机译：这项研究的目的是描述学校情境与特殊教育中情感障碍（ED）类别学生的学业和行为特征之间的关系。由于联邦的定义不明确，因此从一所学校到下一所学校的教育资格标准很难统一实施。由于这个原因和其他原因，因学校背景不同而异的因素会影响谁是ED和谁不是ED的确定。这些因素包括根据当地和国家规范推荐老师（例如，评估给定学生相对于课堂和学校普通学生的行为和学术问题），关键利益相关者在资格过程中的说服力和强制性以及竞争分配有限资源解决学生问题的优先事项。因此，将学生确定为急诊室的学校环境很可能在解释经学校识别的急诊室学生的学术和行为特征的变化中起重要作用。获得了来自66所收入水平和学业成绩各异的学校确定为ED的140名小学生的现有数据。回归分析显示，学校收入预测了ED学生的外在行为，低收入与更多外在症状相关。但是，这种关系受到学校学习成绩的调节。学校的表现预示了ED学生的内部化行为，较高的学校表现与更多的内部化问题相关。根据伍德考克·约翰逊三世（Wc-III）的测量，学校收入是导致ED学生阅读和数学成绩差异很大的原因。但是，在整个学校收入水平上，相对学业成绩（通过州测试的成绩与同校同龄人的成绩来衡量）相似。学生的内在化和外在化行为预示了WJ-III的数学得分具有独特的差异，但阅读却没有。最后，在低收入学校就读急诊的学生比在高收入学校接受急诊的学生更有可能在不同的环境中接受服务，被保持年级或更高的学历，并进入多所小学学习。讨论了对循证医学学生循证识别和干预实践的意义。

著录项

  • 作者

    Wiley, Andrew L.;

  • 作者单位

    University of Virginia.;

  • 授予单位 University of Virginia.;
  • 学科 Education Special.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 特殊教育;
  • 关键词

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