Academic Processing Speed Mediates the Influence of both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance

Autor/inn/en	Benner, Gregory J.; Nelson, J. Ron; Allor, Jill H.; Mooney, Paul; Dai, Tao
Titel	Academic Processing Speed Mediates the Influence of both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance
Quelle	In: Journal of Behavioral Education, 17 (2008) 1, S.63-78 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-007-9057-7
Schlagwörter	Academic Ability; Language Skills; Emotional Disturbances; Elementary Secondary Education; Antisocial Behavior + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Gefühlsstörung
Abstract	The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also found that the majority of these students have language deficits that hinder their academic performance. The purposes of this study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between: (a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of students with ED. Results indicate that academic processing speed mediated the influence of both language skills and externalizing behavior on academic skills of this population. The findings, limitations, and implications were discussed. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10