A Comparison of Students with Behavior Challenges Educated in Suburban and Rural Settings: Academic, Social, and Behavioral Outcomes

Autor/inn/en	Lane, Kathleen Lynne; Little, Annette; Menzies, Holly; Lambert, Warren; Wehby, Joseph
Titel	A Comparison of Students with Behavior Challenges Educated in Suburban and Rural Settings: Academic, Social, and Behavioral Outcomes
Quelle	In: Journal of Emotional and Behavioral Disorders, 18 (2010) 3, S.131-148 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426609332343
Schlagwörter	Suburban Schools; Rural Schools; Elementary School Students; Student Characteristics; Behavior Disorders; Emotional Disturbances; Kindergarten; Grade 1; Grade 2; Comparative Analysis; Academic Achievement; Student Behavior; Tennessee; Systematic Screening for Behavior Disorders; Wechsler Intelligence Scale for Children; Wechsler Preschool and Primary Scale of Intelligence; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Gefühlsstörung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Schulleistung; Student behaviour; Schülerverhalten
Abstract	The authors compared the characteristics of early elementary age students educated in either rural or suburban schools who were identified as showing soft signs of emotional or behavioral disorders according to systematic screening procedures. The authors followed 134 kindergarten, first grade, and second grade students identified by these screening tools over a 3-year period to determine (a) the academic, social, and behavioral characteristics of students served in each of these locales and (b) how they progressed over time. The results indicated very few differences in performance patterns for students educated in rural and suburban communities. In general, students were within average performance levels, mostly declining or remaining stable over time on the majority of student-completed and direct observation measures. Teacher-completed measures indicated progress in some areas. Limitations, future directions, and educational implications are offered. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10