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 journalArticlepeer-review

298 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 languageEnglish (US)
Pages (from-to)59-73
Number of pages15
JournalExceptional Children
Volume71
Issue number1
DOIs
StatePublished - 2004

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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