Profiles of Emotional Disturbance Across the Five Characteristics of the Federal Definition.
Ensuring the provision of a free, appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal defin...
| Publicado en: | Behavioral Disorders Vol. 47; no. 4; pp. 223 - 236 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157637379&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157637379 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Aug2022 vid: 47 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 157637379 151966825 157637379 157637379 10.1177/01987429211033567 157637379 ppf: 223 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Profiles of Emotional Disturbance Across the Five Characteristics of the Federal Definition. aug: au: Lambert, Matthew C. Katsiyannis, Antonis Epstein, Michael H. Cullinan, Douglas Sointu, Erkko affil: University of Nebraska–Lincoln, Lincoln, USA sug: subj: Affective Disorders Human Structural Equation Modeling Scales ab: Ensuring the provision of a free, appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED are a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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