Emotional and Behavioral Risk Configurations, Students with Disabilities, and Perceptions of the Middle School Ecology

Autor/inn/en	Chen, Chin-Chih; Farmer, Thomas W.; Hamm, Jill V.; Brooks, Debbie S.; Lee, David; Norwalk, Kate; Lambert, Kerrylin; Dawes, Molly; Sterrett, Brittany; Rizzo, Karen
Titel	Emotional and Behavioral Risk Configurations, Students with Disabilities, and Perceptions of the Middle School Ecology
Quelle	In: Journal of Emotional and Behavioral Disorders, 28 (2020) 3, S.180-192 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Dawes, Molly) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426619866829
Schlagwörter	Students with Disabilities; Middle School Students; Interpersonal Competence; Grade 6; Academic Achievement; Peer Acceptance; Interpersonal Attraction; Athletics; Ability; Prosocial Behavior; Student Characteristics; Positive Behavior Supports; Student Adjustment; Student School Relationship; Bullying; At Risk Students + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Interpersonale Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; Schulleistung; Interpersonale Anziehung; Leichtathletik; Fähigkeit; Fertigkeit; Adjustment; Adaptation; Schüler-Lehrer-Beziehung; Mobbing
Abstract	Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students' academic competence, externalizing and internalizing behavior, popularity, physical attractiveness/athletic ability, and friendliness are used to determine students' ICPs. Using latent profile analyses, distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively. Although students with disabilities are overrepresented in Passive and Troubled ICPs and underrepresented in the Model ICP, 804 students without disabilities (367 boys) were identified in risk ICPs (i.e., Passive, Tough, Troubled) compared with 197 students with disabilities (128 boys). Risk ICPs are differentially associated with students' perceptions of the school ecology and the transition experience of students with disabilities. Implications for Multitiered Systems of Support and the tailoring of interventions are considered. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01