Adaptive Skills and Academic Achievement in Latino Students

Autor/inn/en	Raines, Tara C.; Gordon, Melissa; Harrell-Williams, Leigh; Diliberto, Rachele A.; Parke, Elyse M.
Titel	Adaptive Skills and Academic Achievement in Latino Students
Quelle	In: Journal of Applied School Psychology, 33 (2017) 4, S.245-260 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2017.1292974
Schlagwörter	Hispanic American Students; Academic Achievement; Student Adjustment; Intervention; Classification; Measures (Individuals); Achievement Tests; Urban Schools; School Districts; Regression (Statistics); Reading Achievement; Mathematics Achievement; Correlation; Acculturation; Study Skills; Interpersonal Competence; Scores; Elementary School Students; Middle School Students; Rating Scales; Child Behavior; Statistical Analysis; California; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Adjustment; Adaptation; Classification system; Klassifikation; Klassifikationssystem; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Regression; Regressionsanalyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Akkulturation; Studientechnik; Interpersonale Kompetenz; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Rating-Skala; Statistische Analyse; Kalifornien
Abstract	Interventions developed to improve adaptive skills can improve academic achievement. The authors expanded this line of research by examining the relationship between performance on a state proficiency exam and adaptive skills classifications on the Behavioral Assessment System for Children, Second Edition parent and teacher reports. Participants included 392 Latino students, Grades 2-6 in a large urban school district. Ordinal regression models were used to assess relationships between student academic proficiency level and adaptive skills classifications. Students classified as having higher adaptive skills by teachers were more likely to be classified as proficient or higher in reading and mathematics. These findings further support the relationship between adaptive skills and academic achievement. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01