Academic Achievement of K-12 Students With Emotional and Behavioral Disorders
Issue Date
2004Author
Nelson, J. Ron
Benner, Gregory J.
Lane, Kathleen Lynne
Smith, Benjamin W.
Publisher
Council for Exceptional Children
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
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
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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.
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