A Longitudinal, Latent Class Growth Analysis of the Association of Aggression and Special Education in an Urban Sample

Autor/inn/en	Hart, Shelley R.; Musci, Rashelle J.; Slemrod, Tal; Flitsch, Emily; Ialongo, Nicholas
Titel	A Longitudinal, Latent Class Growth Analysis of the Association of Aggression and Special Education in an Urban Sample
Quelle	In: Contemporary School Psychology, 22 (2018) 2, S.135-147 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-017-0160-z
Schlagwörter	Longitudinal Studies; Aggression; Intervention; Evidence Based Practice; Special Education; Educational History; Statistical Analysis; Behavior; School Psychology; Elementary School Students; Secondary School Students; Gender Differences; Suicide; Risk; Individualized Education Programs + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; History of education; Bildungsgeschichte; Statistische Analyse; Schulpsychologie; Sekundarschüler; Geschlechterkonflikt; Selbstmord; Risiko; Individualized education program; Individualisierendes Lernen
Abstract	As special education provides the context for delivery of an individualized approach to administering evidence-based interventions, regardless of disability category, we were interested in whether the provision of special education impacts the developmental trajectory of aggression. A longitudinal latent class growth model was utilized to examine the aggressive trajectories of participants in middle through high school and further analyses explored the relationship of special education variables with important variables. Participants included 578 students (53.4% male, 86.3% African American, 69% receiving free and reduced lunch [FRL]). Covariates were measured in first grade, aggressive-disruptive behavior indicators were measured in sixth through twelfth grades, and distal outcomes were assessed through young adulthood (i.e., 22-23 years old). Results identified two latent class trajectories. The lower aggressive trajectory class was more likely female with a special education history. The higher aggressive trajectory class was more likely male, received FRL, demonstrated lifetime drug abuse and dependence disorders (DUD) and criminal histories, and was less likely to graduate from high school. Further, students who received special education in elementary school were more likely to have graduated on-time, and less likely to have a DUD, to have been incarcerated, or to have reported a lifetime suicide attempt. Interestingly, further exploration of special education variables revealed few statistically significant differences. As special education is typically viewed as a risk factor for students, these findings illuminate a potential protective function of special education and prompt the need for further investigation into the types of individualized education plans targeting aggressive behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01