Profiles of Emotional Disturbance across the Five Characteristics of the Federal Definition

Autor/inn/en	Lambert, Matthew C.; Katsiyannis, Antonis; Epstein, Michael H.; Cullinan, Douglas; Sointu, Erkko
Titel	Profiles of Emotional Disturbance across the Five Characteristics of the Federal Definition
Quelle	In: Behavioral Disorders, 47 (2022) 4, S.223-235 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/01987429211033567
Schlagwörter	Emotional Disturbances; Definitions; Federal Regulation; Student Characteristics; Heterogeneous Grouping; Disability Identification; Profiles; Students with Disabilities; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Gefühlsstörung; Begriffsbestimmung; Bundeskompetenz; Charakterisierung; Profilanalyse; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler
Abstract	Ensuring the provision of a free, appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED are a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01