ERIC Number: EJ1022858
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: N/A
Understanding Disproportionate Representation in Special Education by Examining Group Differences in Behavior Ratings
Peters, Christina D.; Kranzler, John H.; Algina, James; Smith, Stephen W.; Daunic, Ann P.
Psychology in the Schools, v51 n5 p452-465 May 2014
The aim of the current study was to examine mean-group differences on behavior rating scales and variables that may predict such differences. Sixty-five teachers completed the Clinical Assessment of Behavior-Teacher Form (CAB-T) for a sample of 982 students. Four outcome variables from the CAB-T were assessed. Hierarchical linear modeling was used to analyze variance components across three levels; examine mean-group differences across outcome variables for student gender, race/ethnicity, and free or reduced-price lunch status; and examine whether teacher variables predicted teacher-specific differences in ratings. Results revealed that a significant amount of variance was attributable to teacher- and school-level variables. Several mean-group differences emerged, and some teacher-specific differences in ratings across groups were predicted by teacher self-efficacy for behavior management and teacher age, but not for teacher race/ethnicity, gender, or years of experience.
Descriptors: Disproportionate Representation, Special Education, Hierarchical Linear Modeling, Racial Differences, Ethnicity, Gender Differences, Socioeconomic Status, Teacher Characteristics, Predictor Variables, Teacher Attitudes, Self Efficacy, Classroom Techniques, Age Differences, Teaching Experience, Student Behavior, Behavior Rating Scales
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Publication Type: Journal Articles; Reports - Research
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