The Relationship between Behavior at School Entry and Services Received in Third Grade

Autor/inn/en	Kulkarni, Tara; Sullivan, Amanda L.
Titel	The Relationship between Behavior at School Entry and Services Received in Third Grade
Quelle	In: Psychology in the Schools, 56 (2019) 5, S.809-823 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kulkarni, Tara) ORCID (Sullivan, Amanda L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22231
Schlagwörter	Correlation; Elementary School Students; Behavior Problems; Kindergarten; Grade 3; Prediction; Special Education; Emotional Disturbances; Attention Deficit Hyperactivity Disorder; Individualized Education Programs; Incidence; Anxiety Disorders; At Risk Students; Cognitive Style; Longitudinal Studies; Child Health; Self Control + Suchen Sie Ihr Suchwort? Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; Vorhersage; Special needs education; Sonderpädagogik; Sonderschulwesen; Gefühlsstörung; Individualized education program; Individualisierendes Lernen; Vorkommen; Cognitive styles; Kognitiver Stil; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstbeherrschung
Abstract	Recent studies report the cumulative prevalence of behavioral disorders among school-age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at-risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher-observed disruptive behavior in kindergarten predicted children's categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in third grade. In addition, externalizing behaviors at school entry increased the likelihood of a child receiving an individualized education plan with an appropriate behavior goal. Self-control was not a significant predictor of any outcome. Finally, the covariates of sex, reading achievement, and race at school entry were significantly associated with a child's need for behavior-related services. Implications for early intervention are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01