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

Autor/inn/en	Wiley, Andrew L.; Siperstein, Gary N.; Forness, Steven R.; Brigham, Frederick J.
Titel	School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance
Quelle	In: Journal of Child and Family Studies, 19 (2010) 4, S.451-461 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-009-9316-4
Schlagwörter	Poverty; Income; Emotional Disturbances; Disabilities; Urban Areas; Elementary School Students; Achievement Tests; Standardized Tests; Socioeconomic Influences; Special Education; Behavior Problems; Student Behavior; Educational Environment; Context Effect; Interpersonal Competence; Public Schools + Suchen Sie Ihr Suchwort? Armut; Einkommen; Gefühlsstörung; Handicap; Behinderung; Urban area; Stadtregion; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Sozioökonomischer Faktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonale Kompetenz; Public school; Öffentliche Schule
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10