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ERIC Number: ED546331
Record Type: Non-Journal
Publication Date: 2012
Pages: 126
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-2726-1
The Relationship between the Level of Special Education Instructional Support Segments and the Academic Achievement of Students with Emotional Behavior Disorders
Berry, MaryKay Buchko
ProQuest LLC, Ed.D. Dissertation, Liberty University
Researchers have extensively studied the effects of placement on academic and behavioral interventions for students with disabilities and have found varying results. A correlational research design was used to determine if there was a relationship between the level of special education support (amount of time spent with special education support) for students with emotional behavior disorders (EBD) and student achievement in reading and math as measured by performance on the Georgia Criterion Referenced Competency Test (CRCT). The study included 81 students with EBD in a small rural school district in Georgia in grades six through eight over the 2007-2008, 2008-2009, and 2009-2010 school years. The results of this study indicated that there is little relationship between the level of special education instructional support and the academic achievement in reading and math of students with EBD. Findings showed that student mean math scale scores were below the acceptable range of proficiency in all three-grade levels. Recommendations for practical application and future research were included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests