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Academic Achievement of K-12 Students With Emotional and Behavioral Disorders
Nelson, J. Ron Benner, Gregory J. Lane, Kathleen Lynne Smith, Benjamin W.
Nelson, J. Ron
Benner, Gregory J.
Lane, Kathleen Lynne
Smith, Benjamin W.
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Abstract
This cross-sectional study was conducted with a random sample of 155 K'12 students
served in public school settings and established the extent to which students with emotional/behavioral
disorders (E/BD) experience academic achievement deficits with attention to age and gender
differences. In addition, this study examined particular types of problem behaviors related to academic
achievement. Results indicate that stuAents with E/BD showed large academic achievement
deficits across all of the content areas, and the deficits appeared to be stable or worsen in the case of
mathematics across age. There appeared to be no gender differences. Additionally, externalizing behaviors
were related to reading, mathematics, and written language achievement; whereas, internalizing
ones were not.
Description
This is the publisher's version, also found here: http://ehis.ebscohost.com/ehost/detail?sid=1c127db2-6bcd-4b12-8e4c-67a20d604dd4%40sessionmgr15&vid=1&hid=5&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=tfh&AN=14908050
Date
2004
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Council for Exceptional Children
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Citation
Nelson, J.R., Benner, G.J., Lane, K.L. & Smith, B.W. (2004) Academic Achievement ofK-12 Students With Emotional and Behavioral Disorders. Exceptional Children, 71 (1), 59-73.