Academic achievement of K-12 students with emotional and behavioral disorders

J. Ron Nelson; Gregory J. Benner; Kathleen Lane; Benjamin W. Smith

doi:10.1177/001440290407100104

Academic achievement of K-12 students with emotional and behavioral disorders

J. Ron Nelson, Gregory J. Benner, Kathleen Lane, Benjamin W. Smith

Research output: Contribution to journal › Article › peer-review

329 Scopus citations

Abstract

This cross-sectional study was conducted with a random sample of 155 K-12 students served in public school settings and established the extent to which students with emotional/behavioral disorders (E/BD) experience academic achievement deficits with attention to age and gender differences. In addition, this study examined particular types of problem behaviors related to academic achievement. Results indicate that students with E/BD showed large academic achievement deficits across all of the content areas, and the deficits appeared to be stable or worsen in the case of mathematics across age. There appeared to be no gender differences. Additionally, externalizing behaviors were related to reading, mathematics, and written language achievement; whereas, internalizing ones were not.

Original language	English (US)
Pages (from-to)	59-73
Number of pages	15
Journal	Exceptional Children
Volume	71
Issue number	1
DOIs	https://doi.org/10.1177/001440290407100104
State	Published - 2004
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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abstract = "This cross-sectional study was conducted with a random sample of 155 K-12 students served in public school settings and established the extent to which students with emotional/behavioral disorders (E/BD) experience academic achievement deficits with attention to age and gender differences. In addition, this study examined particular types of problem behaviors related to academic achievement. Results indicate that students with E/BD showed large academic achievement deficits across all of the content areas, and the deficits appeared to be stable or worsen in the case of mathematics across age. There appeared to be no gender differences. Additionally, externalizing behaviors were related to reading, mathematics, and written language achievement; whereas, internalizing ones were not.",

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Academic achievement of K-12 students with emotional and behavioral disorders

Abstract

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