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The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study: study designs and implications for children and youth with emotional disturbance.

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Title: The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study: study designs and implications for children and youth with emotional disturbance.
Authors: Wagner M (AUTHOR), Kutash K (AUTHOR), Duchnowski AJ (AUTHOR), Epstein MH (AUTHOR)
Source: Journal of Emotional & Behavioral Disorders. Spring2005, Vol. 13 Issue 1, p25-41. 17p.
Abstract: The purposes of this article are to (a) describe the design features of two longitudinal studies, the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study'2 (NLTS2) and (b) outline their potential implications for policy, practice, research, advocacy, and system development for children and youth with emotional disturbances (ED). We begin by reviewing the role of longitudinal research and its importance in building the knowledge base regarding these children and youth. A review of illustrative longitudinal studies conducted on children and youth with ED points to the potential of a longitudinal design for providing much needed information but also reveals the limitations and inconsistencies in both the samples and methods of existing studies that hamper development of policy and practice. SEELS and NLTS2 are offered as exemplars of the type of studies needed to supply critical information to the field. We describe key features of these studies and how they will extend the research knowledge base. We conclude by outlining the implications of the two studies for key issues in improving outcomes for children and youth with ED. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Emotional & Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL: 16265943
Database: Education Research Complete
Description
Abstract:The purposes of this article are to (a) describe the design features of two longitudinal studies, the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study'2 (NLTS2) and (b) outline their potential implications for policy, practice, research, advocacy, and system development for children and youth with emotional disturbances (ED). We begin by reviewing the role of longitudinal research and its importance in building the knowledge base regarding these children and youth. A review of illustrative longitudinal studies conducted on children and youth with ED points to the potential of a longitudinal design for providing much needed information but also reveals the limitations and inconsistencies in both the samples and methods of existing studies that hamper development of policy and practice. SEELS and NLTS2 are offered as exemplars of the type of studies needed to supply critical information to the field. We describe key features of these studies and how they will extend the research knowledge base. We conclude by outlining the implications of the two studies for key issues in improving outcomes for children and youth with ED. [ABSTRACT FROM AUTHOR]
ISSN:10634266
DOI:10.1177/10634266050130010301