Comparing Academic Progress in Students with Emotional and Behavioral Disabilities and Students with Learning Disabilities.

Autor/in	Anderson, Jeffrey A.
Institution	University of South Florida, Tampa. Louis de la Parte Florida Mental Health Inst.; University of South Florida, Tampa. Research and Training Center for Children's Mental Health.
Titel	Comparing Academic Progress in Students with Emotional and Behavioral Disabilities and Students with Learning Disabilities.
Quelle	(1999), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Elementary Education; Emotional Disturbances; Grade Repetition; Learning Disabilities; Mathematics Achievement; Predictor Variables; Reading Achievement; Reading Improvement; Services; Special Education; Student Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; Gefühlsstörung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Learning handicap; Lernbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Leseleistung; Dienstleistung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This report discusses the outcomes of a study that investigated the relationship between students with emotional and behavioral disabilities (EBD) and students with learning disabilities (LD) with regard to academic achievement over time, and examined a limited set of variables hypothesized to be related to academic achievement. The study sample included 42 students with EBD and 61 students with LD, who had been referred for special education in either kindergarten or first grades. The primary variable of interest, academic achievement, was represented by standardized math and reading test scores in kindergarten or first grade (Time 1) and fifth or sixth grade (Time 2). Findings indicated that students with EBD and students with LD differed in several aspects. At Time 1, students with EBD displayed significantly higher reading scores than students with LD. Over time, however, students with LD demonstrated significant improvement in average reading standard scores, whereas the scores for students with EBD remained unchanged. Results from regression analyses indicated that academic improvement for students with LD was related to experiencing less full time special education services. Results for both groups also indicated that being retained in kindergarten or first grade was associated with lower achievement over time. (CR)
Anmerkungen	For full text: http://www.fmhi.usf.edu/institute/pubs/bysubject.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01