Kathleen Lynne Lane|Sally M. Barton-Arwood|J. Ron Nelson|Joseph H. Wehby
Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting
Vanderbilt University|Belmont University|University of Nebraska–Lincoln|Vanderbilt University
study describes academic social behavioral performance elementary secondary students emotional behavioral disorders ebd receiving services selfcontained school students serious behavior problems emphasis school adjustment problem behavior patterns predict academic performance results revealed elementary secondary group scores well 25th percentile reading math written expression measures seven variable model representing academic social behavioral domains able differentiate age groups explaining 54 variance correctly classifying 7826 n 18 elementary students 8421 n 16 secondary students findings also suggested behavioral variables eg school adjustment externalizing internalizing predictive broad reading broad written expression scores school adjustment protective factor accounting variance threevariable model limitations recommendations future research addressed