An Investigation of the Academic Processing Speed of Students with Emotional and Behavioral Disorders Served in Public School Settings

Autor/inn/en	Benner, Gregory J.; Allor, Jill H.; Mooney, Paul
Titel	An Investigation of the Academic Processing Speed of Students with Emotional and Behavioral Disorders Served in Public School Settings
Quelle	In: Education and Treatment of Children, 31 (2008) 3, S.307-332 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Public Schools; Elementary Secondary Education; Behavior Disorders; Social Adjustment; Language Skills; Emotional Disturbances; Cognitive Processes; Student Behavior; Special Needs Students; Academic Achievement; Intelligence Quotient; Student Adjustment; Comparative Analysis; Interpersonal Relationship; Attention + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Soziale Anpassung; Language skill; Sprachkompetenz; Gefühlsstörung; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Sonderpädagogischer Förderbedarf; Schulleistung; Intelligenzquotient; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Aufmerksamkeit
Abstract	Little is known about the academic processing speed (i.e., rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) percentage of K-12 students with EBD served in public school settings with academic processing speed deficits; (b) mean level and stability of academic processing speed exhibited by K-12 students with EBD served in public school settings; (c) differences in the academic skills, IQ, social adjustment, and language skills of students with and without processing speed deficits; and (d) the relative contribution of academic processing speed, academic skills, and language to the prediction of the social adjustment problems (i.e., total, externalizing, internalizing, and attention). Results indicated that: (a) a majority of the sample (57%) of students with EBD exhibited academic processing speed deficits; (b) the overall academic fluency standard score was more than three-fourths of a standard deviation below the mean for the norm group; (c) statistically significant differences were found between students with and without processing speed deficits across IQ, language, academic achievement, and social adjustment measures; and (d) with one exception (i.e., internalizing problems), academic fluency predicted all social adjustment domains and predicted total and attention problems above and beyond language or academic skills. Limitations, implications, and areas of future research are discussed. (Contains 4 tables and 1 note.) (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/journals/details.php?id=7
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10