Sociocultural Correlates of Disciplinary Exclusion among Students with Emotional, Behavioral, and Learning Disabilities in the SEELS National Dataset

Autor/inn/en	Achilles, Georgianna M.; McLaughlin, Margaret J.; Croninger, Robert G.
Titel	Sociocultural Correlates of Disciplinary Exclusion among Students with Emotional, Behavioral, and Learning Disabilities in the SEELS National Dataset
Quelle	In: Journal of Emotional and Behavioral Disorders, 15 (2007) 1, S.33-45 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
Schlagwörter	Learning Disabilities; Hyperactivity; Behavior Disorders; Attention Deficit Disorders; Sociocultural Patterns; Correlation; Emotional Problems; Behavior Problems; Suspension; Expulsion; Parent Attitudes; African Americans; Urban Areas + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Soziokulturelle Theorie; Korrelation; Ausschluss; Schulausschluss; Relegation; Elternverhalten; Afroamerikaner; Urban area; Stadtregion
Abstract	Suspension and expulsion are widely used to exclude students with and without disabilities who present problem behaviors in school, despite contentious legal debate and evidence associating these methods with high ecological stress and problematic developmental outcomes. Using selected participant data (N = 1,824) from the SEELS study, the study authors entered multilevel predictors into logistic regression analyses to identify factors associated with higher likelihood of exclusion (HLE) among students in three high-exclusion disability groups: emotional/behavioral disorders (EBD), other health impairment (OHI) with a diagnosis of attention-deficit/hyperactivity disorder (ADHD), and learning disability (LD). When the authors examined disability groups together, HLE was more likely among students with EBD and ADHD compared to students with LD. HLE was also associated with African American ethnicity, older age, male gender, low socioeconomic status, multiple school changes, urban schooling, and having parents who expressed low school satisfaction. However, when the authors examined the disability groups individually, predictor profiles varied markedly by disability type. The authors discuss implications for school programs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10