Profiles of Behavioral, Academic, and Demographic Characteristics of Middle School Students with Emotional or Behavioral Needs

Autor/inn/en	Farley, Jennifer; Duppong Hurley, Kristin; Lambert, Matthew C.; Gross, Thomas J.
Titel	Profiles of Behavioral, Academic, and Demographic Characteristics of Middle School Students with Emotional or Behavioral Needs
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 3, S.171-183 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221099241
Schlagwörter	Middle School Students; Profiles; Student Behavior; Student Characteristics; Emotional Disturbances; Behavior Disorders; Special Education; Services; Mental Health; Parent Participation; Empowerment; Academic Achievement; Suspension; Child Caregivers; Stress Variables; Parent Attitudes; Satisfaction + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Charakterisierung; Profilanalyse; Student behaviour; Schülerverhalten; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Dienstleistung; Psychohygiene; Elternmitwirkung; Schulleistung; Ausschluss; Schulausschluss; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Elternverhalten; Zufriedenheit
Abstract	Often the characteristics of students with emotional and behavioral disturbances (EBDs) are described in terms of how they compare to students with and without other disabilities. However, such a conceptualization or categorization may overshadow differences that exist among these youth, and few studies examine unique subpopulations within this group. To explore meaningful differences and similarities among students with EBD, which could help to facilitate customization of interventions and supports, we conducted a latent profile analysis of over 300 middle school students receiving special education services for emotional or behavioral needs. Results identified four profiles using demographic variables, school setting (alternative school or not), teacher ratings of behavior and academic competence, and parent report on child suspensions. Criterion variables were then tested, with significant differences identified in use of mental health services, parent empowerment, and caregiver strain. However, significant differences were not found in parent satisfaction with school. Limitations, implications, and the need for additional research are discussed. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01