Academic Performance of Students with Emotional andBehavioral Disorders Served in a Self-ContainedSetting

摘要

This study describes the academic, social, and behavioral performanceof elementary and secondary students with emotional and behavioral disorders(EBD) receiving services in a self-contained school for students with seriousbehavior problems, with an emphasis on how school adjustment and problembehavior patterns predict academic performance. Results revealed that elementaryand secondary group scores were well below the 25th percentile on reading, math,and written expression measures. Further, a seven variable model representingacademic, social, and behavioral domains was able to differentiate between agegroups explaining 54% of the variance and correctly classifying 78.26% (n = 18) ofthe elementary students and 84.21% (n = 16) of the secondary students. Findingsalso suggested that behavioral variables (e.g., school adjustment, externalizing, andinternalizing) were predictive of broad reading and broad written expression scores,with school adjustment (a protective factor) accounting for the most variance in thethree-variable model. Limitations and recommendations for future research areaddressed.