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Journal of Child and Family Studies
Gepubliceerd in:

01-08-2010 | Original Paper

School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance

Auteurs: Andrew L. Wiley, Gary N. Siperstein, Steven R. Forness, Frederick J. Brigham

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 4/2010

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Abstract

Variability in the social and behavioral characteristics of students with emotional disturbance (ED) in the public schools may impact special education effectiveness; yet very little evidence exists on how such variability may express itself from school to school. One place to begin such investigation involves school context as expressed by income level and academic performance. In this study, we selected 140 children (grades kindergarten through 6) receiving special education services for ED in schools in a large east-coast urban area. We gathered school-wide test results from state achievement testing and school poverty levels from eligibility for free or reduced lunch on each school. For each child, we collected teacher ratings of problem behavior and social skills. Findings from regression analyses revealed significant relationships between school context and children’s externalizing and internalizing behavior. We discuss the implications of these findings for the concept of ED as a unitary disability category in special education research and practice.
vorige artikel Profiles of Identity Exploration and Commitment Across Domains
volgende artikel The Application of Behavior Change Theory to Family-Based Services: Improving Parent Empowerment in Children’s Mental Health
Voetnoten
1
Permission forms were sent to the parents of elementary-aged students who were served in special education under the category of ED in those districts. Written parent permission was obtained for 69% of the students who were recruited. Consent rates were similar across all participating school districts.
 
2
For all models, regression diagnostics (leverage, Cook’s D, standardized DFBETA) did not reveal any problems with influential outliers (Hoaglin and Welsh 1978; Neter et al. 1989; Pedhazur 1999). Collinearity diagnostics (condition indices, variance inflation factors, tolerance) did not indicate any linear dependency between the school context (predictor) variables (Fox 1991; Pedhazur 1999).
 
3
Effect sizes for group differences were calculated by subtracting the LILP mean from the HIHP group mean and dividing the result by the pooled standard deviation (Lipsey and Wilson 2001).
 
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Metagegevens
Titel
School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance
Auteurs
Andrew L. Wiley
Gary N. Siperstein
Steven R. Forness
Frederick J. Brigham
Publicatiedatum
01-08-2010
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 4/2010
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-009-9316-4

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