Profiles of Behavioral, Academic, and Demographic Characteristics of Middle School Students with Emotional or Behavioral Needs

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  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      13
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324A130180
      R324B160033
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Middle School Students; Profiles; Student Behavior; Student Characteristics; Emotional Disturbances; Behavior Disorders; Special Education; Services; Mental Health; Parent Participation; Empowerment; Academic Achievement; Suspension; Child Caregivers; Stress Variables; Parent Attitudes; Satisfaction
    • Accession Number:
      10.1177/10634266221099241
    • ISSN:
      1063-4266
      1538-4799
    • Abstract:
      Often the characteristics of students with emotional and behavioral disturbances (EBDs) are described in terms of how they compare to students with and without other disabilities. However, such a conceptualization or categorization may overshadow differences that exist among these youth, and few studies examine unique subpopulations within this group. To explore meaningful differences and similarities among students with EBD, which could help to facilitate customization of interventions and supports, we conducted a latent profile analysis of over 300 middle school students receiving special education services for emotional or behavioral needs. Results identified four profiles using demographic variables, school setting (alternative school or not), teacher ratings of behavior and academic competence, and parent report on child suspensions. Criterion variables were then tested, with significant differences identified in use of mental health services, parent empowerment, and caregiver strain. However, significant differences were not found in parent satisfaction with school. Limitations, implications, and the need for additional research are discussed.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1387003