Examining Behavioral Risk and Academic Performance for Students Transitioning from Elementary to Middle School

Autor/inn/en	Lane, Kathleen Lynne; Oakes, Wendy Peia; Carter, Erik W.; Messenger, Mallory
Titel	Examining Behavioral Risk and Academic Performance for Students Transitioning from Elementary to Middle School
Quelle	In: Journal of Positive Behavior Interventions, 17 (2015) 1, S.39-49 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300714524825
Schlagwörter	Risk; Behavior Problems; Gender Differences; Special Education; Elementary School Students; Middle School Students; Developmental Tasks; Student Behavior; Screening Tests; Prediction; Academic Achievement; Correlation; Grade Point Average; Academic Failure; Scores; Grade 5; Grade 6 + Suchen Sie Ihr Suchwort? Risiko; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Entwicklungsaufgabe; Student behaviour; Schülerverhalten; Screening-Verfahren; Vorhersage; Schulleistung; Korrelation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	We studied the transition from elementary to middle school for 74 fifth-grade students. Specifically, we examined how behavioral risk evident in the elementary years, as measured by the "Student Risk Screening Scale" (SRSS), impacts students transitioning from elementary to middle school. First, we examined how student risk status shifts as students transitioned from elementary to middle school, also exploring whether these shifts in risk were comparable with the shifts in risk occurring within the fifth-grade year. Second, we explored the degree to which these shifts in risk varied as a function of student gender, special education status, and initial behavioral performance. Although gender was not predictive of performance, there was a positive relation between special education status and initial behavioral risk when compared with risk evident during the sixth-grade year. Finally, we determined the extent to which risk at the end of elementary school was associated with academic and behavioral performance during the first year of middle school. Findings suggest a strong relation between grade point average (GPA) and course failures (CFs) with behavioral risk in sixth grade. As expected, there was a statistically significant, positive relation between CFs and sixth-grade SRSS scores and an inverse relation with GPA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10