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Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance

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Title: Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance
Language: English
Authors: Lambert, Matthew C., Cullinan, Douglas, Epstein, Michael H., Martin, Jodie
Source: Journal of Applied School Psychology. 2022 38(1):58-73.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Elementary Education
Secondary Education
Descriptors: Emotional Disturbances, Learning Disabilities, Students with Disabilities, Rating Scales, Scores, Differences, Elementary Secondary Education, Elementary School Students, Secondary School Students, Construct Validity
DOI: 10.1080/15377903.2021.1895399
ISSN: 1537-7903
Abstract: The present study investigated evidence of the construct validity of scores from the Scales for Assessing Emotional Disturbance Rating Scale (SAED-3 RS), which is designed to help identify emotional disturbance (ED) as defined by U.S. law and regulations. The purpose of this research was to evaluate the degree to which SAED-3 RS scores differed between students with school-identified ED, students with school-identified learning disabilities (LD), and students without disabilities. The sample consisted of 2,193 K-12 students from throughout the U.S. The findings supported three hypotheses related to evidence of construct validity: (1) students with ED would differ from students without disabilities on all five dimensions of the SAED-3 RS; (2) students with ED would differ from students with LD on all dimensions of the SAED-3 RS except for the Inability to Learn dimensions; and (3) students with LD would differ from students without disabilities on all five dimensions of the SAED-3 RS, but that these differences would be smaller than the differences between students with ED and students without disabilities. Implications for practice and directions for future research are also discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322467
Database: ERIC
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  Data: Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance
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  Data: <searchLink fieldCode="AR" term="%22Lambert%2C+Matthew+C%2E%22">Lambert, Matthew C.</searchLink><br /><searchLink fieldCode="AR" term="%22Cullinan%2C+Douglas%22">Cullinan, Douglas</searchLink><br /><searchLink fieldCode="AR" term="%22Epstein%2C+Michael+H%2E%22">Epstein, Michael H.</searchLink><br /><searchLink fieldCode="AR" term="%22Martin%2C+Jodie%22">Martin, Jodie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+School+Psychology%22"><i>Journal of Applied School Psychology</i></searchLink>. 2022 38(1):58-73.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Construct+Validity%22">Construct Validity</searchLink>
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  Data: 10.1080/15377903.2021.1895399
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  Data: 1537-7903
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study investigated evidence of the construct validity of scores from the Scales for Assessing Emotional Disturbance Rating Scale (SAED-3 RS), which is designed to help identify emotional disturbance (ED) as defined by U.S. law and regulations. The purpose of this research was to evaluate the degree to which SAED-3 RS scores differed between students with school-identified ED, students with school-identified learning disabilities (LD), and students without disabilities. The sample consisted of 2,193 K-12 students from throughout the U.S. The findings supported three hypotheses related to evidence of construct validity: (1) students with ED would differ from students without disabilities on all five dimensions of the SAED-3 RS; (2) students with ED would differ from students with LD on all dimensions of the SAED-3 RS except for the Inability to Learn dimensions; and (3) students with LD would differ from students without disabilities on all five dimensions of the SAED-3 RS, but that these differences would be smaller than the differences between students with ED and students without disabilities. Implications for practice and directions for future research are also discussed.
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      – Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Emotional Disturbances
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Rating Scales
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      – SubjectFull: Scores
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      – SubjectFull: Differences
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Construct Validity
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      – TitleFull: Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance
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