ERIC Number: ED445466
Record Type: RIE
Publication Date: 1999-Feb
Reference Count: 0
Comparing Academic Progress in Students with Emotional and Behavioral Disabilities and Students with Learning Disabilities.
Anderson, Jeffrey A.
This report discusses the outcomes of a study that investigated the relationship between students with emotional and behavioral disabilities (EBD) and students with learning disabilities (LD) with regard to academic achievement over time, and examined a limited set of variables hypothesized to be related to academic achievement. The study sample included 42 students with EBD and 61 students with LD, who had been referred for special education in either kindergarten or first grades. The primary variable of interest, academic achievement, was represented by standardized math and reading test scores in kindergarten or first grade (Time 1) and fifth or sixth grade (Time 2). Findings indicated that students with EBD and students with LD differed in several aspects. At Time 1, students with EBD displayed significantly higher reading scores than students with LD. Over time, however, students with LD demonstrated significant improvement in average reading standard scores, whereas the scores for students with EBD remained unchanged. Results from regression analyses indicated that academic improvement for students with LD was related to experiencing less full time special education services. Results for both groups also indicated that being retained in kindergarten or first grade was associated with lower achievement over time. (CR)
Descriptors: Academic Achievement, Elementary Education, Emotional Disturbances, Grade Repetition, Learning Disabilities, Mathematics Achievement, Predictor Variables, Reading Achievement, Reading Improvement, Services, Special Education, Student Characteristics
For full text: http://www.fmhi.usf.edu/institute/pubs/bysubject.html.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services.; National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.
Authoring Institution: University of South Florida, Tampa. Louis de la Parte Florida Mental Health Inst.; University of South Florida, Tampa. Research and Training Center for Children's Mental Health.
Note: In: The Annual Research Conference Proceedings, A System of Care for Children's Mental Health: Expanding the Research Base (12th, Tampa, FL, February 21-24, 1999).