(DOWNLOAD) "Academic Achievement of K-12 Students with Emotional and Behavioral Disorders." by Exceptional Children " Book PDF Kindle ePub Free
eBook details
- Title: Academic Achievement of K-12 Students with Emotional and Behavioral Disorders.
- Author : Exceptional Children
- Release Date : January 22, 2004
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 224 KB
Description
Children and adolescents with emotional and behavioral disorders (E/BD) characteristically present both behavioral and achievement problems that interfere with their schooling (Epstein, Kinder, & Bursuck, 1989; Scruggs & Mastropieri, 1986; Walker, Colvin, & Ramsey, 1995; Walker & Severson, 2002). Compared to other disability groups, children and adolescents with E/BD have lower graduation rates and are less likely to attend postsecondary school (Bullis & Cheney, 1999; Kauffman, 2001). As a result, such children and adolescents often experience a variety of problems related to education (Department of Health and Human Services, 1999). In this context, it is of interest to investigate the academic achievement skills of students with E/BD in public school settings. Previous research on the academic status of children with E/BD in public schools has focused on three areas: (a) comparative analyses of the academic achievement of children with E/BD with normally achieving students and those with learning disabilities or mental retardation, (b) investigations of the prevalence rates (co-occurrence) of E/BD and academic underachievement deficits, and (c) studies of the particular types of problem behavior related to academic achievement (e.g., Anderson, Kutash, & Duchnowski, 2001; Scruggs & Mastropieri, 1986). Children with E/BD consistently show moderate to severe academic achievement deficits relative to nor-really achieving students (e.g., Greenbaum et al., 1996; Mattison, Spitznagel, & Felix, 1998; Meadows, Neel, Scott, & Parker, 1994; Wagner, 1995). Scruggs and Mastropieri, for example, found that a sample of second-grade children with E/BD performed one or more standard deviations below normally achieving peers in vocabulary, listening comprehension, spelling, social studies, and science. Furthermore, although most researchers have focused on the reading and mathematic achievement of children with E/BD, there is some evidence to suggest that they appear to evince academic achievement deficits in all content areas (i.e., reading, math, written language, science, and social studies; Brier, 1995; Gajar, 1979; Scruggs & Mastropieri; Wilson, Cone, Bradley, & Reese, 1986).