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Academic Processing Speed Mediates The Influence Of Both Externalizing Behavior And Language Skills On The Academic Skills Of Students With Emotional Disturbance, Gregory J. Benner, J. Ron Nelson, Jill H. Allor, Paul Mooney, Tao Dai
Academic Processing Speed Mediates The Influence Of Both Externalizing Behavior And Language Skills On The Academic Skills Of Students With Emotional Disturbance, Gregory J. Benner, J. Ron Nelson, Jill H. Allor, Paul Mooney, Tao Dai
Department of Special Education and Communication Disorders: Faculty Publications
The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also found that the majority of these students have language deficits that hinder their academic performance. The purposes of this study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between: (a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of students with ED. Results indicate that academic processing speed mediated the …
Academic Performance Of Students With Emotional And Behavioral Disorders Served In A Self-Contained Setting, Kathleen Lynne Lane, Sally M. Barton-Arwood, J. Ron Nelson, Joseph Wehby
Academic Performance Of Students With Emotional And Behavioral Disorders Served In A Self-Contained Setting, Kathleen Lynne Lane, Sally M. Barton-Arwood, J. Ron Nelson, Joseph Wehby
Department of Special Education and Communication Disorders: Faculty Publications
This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the …