A Comparative Study of School-Based Interventions for Students with Emotional Disabilities, Specific Learning Disabilities, and Other Health Impairments

Autor/in	Lewis, Shannon M.
Titel	A Comparative Study of School-Based Interventions for Students with Emotional Disabilities, Specific Learning Disabilities, and Other Health Impairments
Quelle	(2013), (113 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-5687-2
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Disabilities; Intervention; Mental Health; School Health Services; Emotional Disturbances; Learning Disabilities; Longitudinal Studies; Special Education; Health Needs; Profiles; Attention Deficit Hyperactivity Disorder + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Psychohygiene; Schuleingangsuntersuchung; Gefühlsstörung; Learning handicap; Lernbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Charakterisierung; Profilanalyse
Abstract	The purpose of special education is to provide students with effective interventions in order to ensure they perform up to their potential while enrolled in school and are prepared upon exiting school. The current study aimed to examine and compare school-based interventions, and the behavioral and psychological functioning of students with emotional disabilities (ED), specific learning disabilities (SLD), and other health impairments (OHI) category. Using secondary summary data on students served under the ED, SLD, and OHI categories from the National Longitudinal Transition Study-2 (NLTS2), this study used multiple significance tests to examine differences in interventions and functioning among students served under the three special education categories. The results indicated that students in the ED and OHI categories received significantly more behavioral interventions than their peers with SLD; students with ED received significantly more mental health interventions than their peers in the SLD and OHI categories; and students with ED, SLD, and OHI received similar rates of academic interventions. Findings also indicated that students with ED and OHI share similar behavioral profiles. Further research is needed to determine whether distinct behavioral profiles exist among students with ADHD served under the ED category and students with ADHD served under OHI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01