A Typology of Behavioral Adjustment in Ethnically Diverse Middle School Students

Autor/inn/en	Kim, Sangwon; Orpinas, Pamela; Martin, Roy; Horne, Arthur M.; Sullivan, Terri N.; Hall, Daniel B.
Titel	A Typology of Behavioral Adjustment in Ethnically Diverse Middle School Students
Quelle	In: Journal of Psychoeducational Assessment, 28 (2010) 6, S.524-535 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282909352801
Schlagwörter	Behavior Problems; Early Adolescents; Classification; Grade 6; Middle School Students; Student Diversity; Public Schools; Disadvantaged Youth; Child Behavior; Adjustment (to Environment); Coping; Severity (of Disability); African American Students; Hispanic American Students; White Students; Aggression; Attention Span; Withdrawal (Psychology); Georgia; Illinois; North Carolina; Virginia; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Benachteiligter Jugendlicher; Bewältigung; Schweregrad; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Rückzugsverhalten
Abstract	This study examined a typology of adaptive and maladaptive behaviors of 2,552 ethnically diverse early adolescents who attended sixth grade in public schools and lived in disadvantaged communities. Behavioral adjustment of adolescents was measured by teacher ratings using the Behavior Assessment System for Children (BASC). Although typologies of children based on the BASC have been available in the literature for the past decade, little research exists on typologies of adolescents using the same instrument. The present study extended into early adolescence previous classification works focusing on childhood. A series of cluster analyses supported a seven-cluster solution: well-adapted, average, adaptive skills deficits, internalizing problems, mildly disruptive, disruptive behavior problems, and severe problems. Results appear similar to prior investigations with unique features reflecting the high-risk characteristics of the current sample. Implications of this research are discussed with regard to prevention and intervention efforts implemented within the schools. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10