Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis

Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A... Abstract: Students receiving special education services for emotional disturbance (ED) present school personnel with many challenges and those challenges can typically be described as the manifestation of externalizing and internalizing behaviors. To date, most research has focused on students exhibiting externalizing behaviors. This study addresses this gap by examining (a) prevalence of students receiving special education services for ED manifesting internalizing behaviors, (b) characteristics of students with ED manifesting internalizing behaviors, and (c) the relationship between teachers’ perceptions of internalizing behaviors and students’ self-report of internalizing behaviors. Using a nationally representative sample of students receiving special education services for ED, a latent class analysis was conducted to identify an internalizing class of students. Characteristics of those students were then examined based on a direct assessment of students. Results indicate that approximately 7% of students receiving special education services for ED manifest internalizing behaviors and that teachers’ ratings of in-class behavior were accurate when compared with students’ self-report of internalizing behaviors. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis

Gage, Nicholas A.
Education and Treatment of Children , Volume 36 (4) – Oct 31, 2013
Download PDF
19 pages

Loading next page...
 
/lp/west-virginia-university-press/characteristics-of-students-with-emotional-disturbance-manifesting-N3P6s0RQnu
Publisher
West Virginia University Press
Copyright
Copyright © 2013 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
See Article on Publisher Site

Abstract

Abstract: Students receiving special education services for emotional disturbance (ED) present school personnel with many challenges and those challenges can typically be described as the manifestation of externalizing and internalizing behaviors. To date, most research has focused on students exhibiting externalizing behaviors. This study addresses this gap by examining (a) prevalence of students receiving special education services for ED manifesting internalizing behaviors, (b) characteristics of students with ED manifesting internalizing behaviors, and (c) the relationship between teachers’ perceptions of internalizing behaviors and students’ self-report of internalizing behaviors. Using a nationally representative sample of students receiving special education services for ED, a latent class analysis was conducted to identify an internalizing class of students. Characteristics of those students were then examined based on a direct assessment of students. Results indicate that approximately 7% of students receiving special education services for ED manifest internalizing behaviors and that teachers’ ratings of in-class behavior were accurate when compared with students’ self-report of internalizing behaviors.

Journal

Education and Treatment of Children – West Virginia University Press

Published: Oct 31, 2013

There are no references for this article.