Academic, Social, and Behavioral Profiles of Students with Emotional and Behavioral Disorders Educated in Self-Contained Classrooms and Self-Contained Schools: Part I--Are They More Alike than Different?

Autor/inn/en	Lane, Kathleen L.; Wehby, Joseph H.; Little, M. Annette; Cooley, Cristy
Titel	Academic, Social, and Behavioral Profiles of Students with Emotional and Behavioral Disorders Educated in Self-Contained Classrooms and Self-Contained Schools: Part I--Are They More Alike than Different?
Quelle	In: Behavioral Disorders, 30 (2005) 4, S.349-361 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Self Contained Classrooms; Behavior Disorders; Discriminant Analysis; Research Methodology; Research Design; Placement; Profiles; Affective Behavior; Comparative Analysis; Intelligence Differences; Academic Achievement; Student Behavior + Suchen Sie Ihr Suchwort? Diskriminanzanalyse; Research method; Forschungsmethode; Forschungsdesign; Betriebspraktikum; Praktikum; Charakterisierung; Profilanalyse; Affective disturbance; Active behaviour; Affektive Störung; Schulleistung; Student behaviour; Schülerverhalten
Abstract	It is assumed that students with EBD who have more severe deficits in academic, behavior, and/or social domains are placed in more restrictive settings. However, this assumption has not been empirically tested. This study compared students educated in self-contained classrooms to students educated in a self-contained school to determine if the academic, behavioral, and social deficits of students educated in the more restrictive setting actually have greater deficits. Results indicated that students educated in self-contained classrooms had higher academic skills than students educated in a self-contained school as measured by standardized and curriculum-based measures. However, teacher report data did not support these findings. Although there were some behavioral differences in students educated in these two settings, there were no differences in social skills, which were also assessed using teacher reports. Collectively, these variables explained a substantial amount of the difference (43% of the variance) between the students educated in these two settings. Limitations and directions for future research are offered. (Contains 2 tables.) (Author).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10