Bibliographic Details
| Title: |
Profiles of Children Served in Early Intervention Programs for Behavioral Disorders: Early Literacy and Behavioral Characteristics. |
| Authors: |
Trout, Alexandra Lynn, Epstein, Michael H., Nelson, Ron, Synhorst, Lori, Hurley, Kristin Duppong |
| Source: |
Topics in Early Childhood Special Education. Winter2006, Vol. 26 Issue 4, p206-218. 13p. |
| Subjects: |
Child research, Behavior disorders in children, Systematic Screening for Behavior Disorders, Behavioral assessment of children, Behavior Disorders Identification Scale, Psychiatric diagnosis, Early Screening Project (Psychological test), Problem children, Child development, Child psychology, Mental health, Crisis intervention (Mental health services) |
| Abstract: |
Special education legislation has placed an increased emphasis on early intervention programs for children at risk for early literacy delays and behavioral disorders. Given this trend, it is important to understand the characteristics of students identified and served in at-risk programs. This study presents the findings from a cluster analysis on the early literacy and behavioral characteristics of 195 children screened at risk for behavioral disorders served in an early intervention program. Clustered variables included behavioral measures from the Early Screening Project (ESP; Walker, Severson, & Feil, 1995), Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992), and measures of early reading development from the Woodcock Reading Mastery Tests—Revised (WRMT-R; Woodcock, 1998). Split-half procedures and external criteria were used to validate results. Five distinct subgroups were revealed: Broad Risks, Academic Achievers, Primarily Behavior, Primarily Academic, and Extreme Behaviors. Results indicate heterogeneous characteristics and clear areas of behavioral and early reading risk between subgroups within the greater sample. Implications, limitations, and future research are discussed. [ABSTRACT FROM AUTHOR] |
|
Copyright of Topics in Early Childhood Special Education 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.) |
| Database: |
Psychology and Behavioral Sciences Collection |
