Profiles of Emotional Disturbance across the Five Characteristics of the Federal Definition
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| Title: | Profiles of Emotional Disturbance across the Five Characteristics of the Federal Definition |
|---|---|
| Language: | English |
| Authors: | Lambert, Matthew C., Katsiyannis, Antonis, Epstein, Michael H., Cullinan, Douglas, Sointu, Erkko |
| Source: | Behavioral Disorders. Aug 2022 47(4):223-235. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education |
| Descriptors: | Emotional Disturbances, Definitions, Federal Regulation, Student Characteristics, Heterogeneous Grouping, Disability Identification, Profiles, Students with Disabilities, Students, Elementary School Students, Secondary School Students |
| DOI: | 10.1177/01987429211033567 |
| ISSN: | 0198-7429 |
| Abstract: | Ensuring the provision of a free, appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED are a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1343406 |
| Database: | ERIC |
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| Abstract: | Ensuring the provision of a free, appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED are a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed. |
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| ISSN: | 0198-7429 |
| DOI: | 10.1177/01987429211033567 |
