Problem Situations Experienced by Urban Middle School Students with High Incidence Disabilities That Impact Emotional and Behavioral Adjustment

Autor/inn/en	Sullivan, Terri N.; Sutherland, Kevin S.; Lotze, Geri M.; Helms, Sarah W.; Wright, Stephen A.; Ulmer, Lisa J.
Titel	Problem Situations Experienced by Urban Middle School Students with High Incidence Disabilities That Impact Emotional and Behavioral Adjustment
Quelle	In: Journal of Emotional and Behavioral Disorders, 23 (2015) 2, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426614528243
Schlagwörter	Mixed Methods Research; Urban Schools; Middle School Students; Disabilities; Student Adjustment; Student Behavior; Behavior Problems; Emotional Disturbances; Semi Structured Interviews; Student Surveys; African American Students; Learning Disabilities; Mental Retardation; Focus Groups; Teacher Attitudes; Student Attitudes; Peer Influence; Influences; Bullying; Barriers; Teacher Student Relationship; Educational Environment; Low Income Groups; At Risk Students; Qualitative Research; Coding; Statistical Analysis; Help Seeking; Aggression; Coping + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Handicap; Behinderung; Adjustment; Studentin; Adaptation; Student behaviour; Schülerverhalten; Gefühlsstörung; Schülerbefragung; African Americans; Afroamerikaner; Learning handicap; Lernbehinderung; Geistige Behinderung; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Mobbing; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Qualitative Forschung; Codierung; Programmierung; Statistische Analyse; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Bewältigung
Abstract	A mixed methods approach was used to identify problem situations in peer and school contexts experienced by urban middle school students with high incidence disabilities that may impact their emotional and behavioral adjustment. A survey and semi-structured interview were conducted with a predominantly African American sample (95%) of 74 adolescents (61% boys) with high incidence disabilities (71% with learning disabilities, 15% with intellectual disabilities, and 14% with emotional or behavioral disorders). Focus groups were conducted with 35 school staff members. Based on the survey data, 14 peer and school problem situations were rated as frequently occurring and difficult to cope with. Data from the student interviews and focus groups revealed five themes of problem situations, including three in peer (i.e., peer influence, provocation, and teasing) and two in school (i.e., academic challenges and student--teacher relationships) contexts. These findings have important implications for school-based interventions focused on reducing risk for emotional and behavioral adjustment problems. (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	2020/1/01