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ERIC Number: EJ1224472
Record Type: Journal
Publication Date: 2019-Sep
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1538-4799
Empirically Derived Subclasses of Academic Skill among Children at Risk for Behavior Problems and Association with Distal Academic Outcomes
King, Kathleen R.; Gonzales, Christine Rivera; Reinke, Wendy M.
Journal of Emotional and Behavioral Disorders, v27 n3 p131-142 Sep 2019
Students with early indicators of behavior risk have predictable, negative outcomes, and those with co-existing academic problems have significantly more negative outcomes. Identifying academic subclasses of students with behavior risk can inform integrated interventions and school-based problem-solving teams. In addition, identifying academic strengths among a population of children typically only differentiated by severity of maladaptive behaviors may offer insight into academic resiliency. Using a sample of 676 elementary school students identified as behaviorally at risk, latent class analysis of reading and math indicators was conducted. Results indicated a three-class structure was the best fit for these data, with Class 1 (25%) having the least academic risk, Class 2 (37%) as below average reading and math, and Class 3 (38%) with significant academic deficits. Class membership was found to significantly predict end of year statewide assessment performance. While those behaviorally at-risk students with co-occurring academic deficits were very likely to fail the end of year assessments (Class 3; 88%-99% failure rates), those with stronger academic skills (Class 1) were increasingly more likely to pass (47%-56% pass rates). Practical implications, including intervention selection, and future directions are discussed.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Systematic Screening for Behavior Disorders; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)