Relationships of Aggression Subtypes and Peer Status Among Aggressive Boys in General Education and Emotional/Behavioral Disorder (EBD) Classrooms

Abstract

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Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education

“…Furthermore, we found peer acceptance to be stable over time in all student groups. For typically developing students and students with SEBD in special schools, this is in line with previous research (e.g., Breeman et al, 2015;Mikami et al, 2012), but for students with SEBD in regular schools, previous research has shown decreased peer acceptance over time (Mikami et al, 2012;Useche et al, 2014). Our results were stable from a sensitivity analysis, indicating that although students with SEBD in regular schools were low in peer acceptance, their social status did not deteriorate over time.…”

How do included and excluded students with SEBD function socially and academically after 1,5 year of special education services?

“…Although reports may be somewhat biased due to reporter biases that result from the different setting, the results at least seem to indicate that students with SEBD are better socially embedded in exclusive special education than in inclusive regular education. This is in line with findings by Useche et al (2014) who found higher peer status of students with SEBD in exclusive settings. In some cases, conflictual social relationships with teachers and peers in regular education and the extensive opportunities for support in this domain in exclusive special education, may be an argument in favor of providing special education services in exclusive special education.…”

“…That is, they are used to the more deviant behaviours that occur within the SEBD population. The results of a comparison between students with SEBD as reported by teachers and peers from those different educational contexts could be distorted by these different normative perspectives (Lane et al, 2005;Useche et al, 2014).…”

“…Yet, conclusive empirical support for this third perspective is sparse. Only one study has found better peer relationships for aggressive children in exclusive special education than for aggressive children in regular education (Useche, Sullivan, Merk, & Orobio de Castro, 2014). From this third perspective, the Excluded Performs Better hypothesis, it is hypothesized that after the provision of special education services excluded students with SEBD perform better than included students with SEBD.…”

Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance

“…Having studied patterns and predictors of ED disproportionality (Sullivan, 2011; Sullivan & Artiles, 2011; Sullivan & Bal, 2013), outcomes of students with ED and other disabilities (Kohli, Sullivan, Sadeh, & Zopluoglu, 2015; Sullivan & Sadeh, 2015; Sullivan, Van Norman, & Klingbeil, 2014; Useche, Sullivan, Merk, & Orobio de Castro, 2014), various special education and psychoeducational practices (Harris, Sullivan, Oades-Sese, & Sotelo-Dynega, 2015; Sullivan, Long, & Kucera, 2011; Sullivan & Sadeh, 2014b; Sullivan, Sadeh, & Nortey, 2016), and the legal context of ED identification (Sullivan & Sadeh, 2014a), the scholarship and commentary surrounding disproportionality in special education and ED seems increasingly convoluted. As a disproportionality scholar, psychologist, and graduate educator of school psychologists who will inevitably engage students in psychoeducational evaluations for potential ED eligibility, the perplexity of the processes and assumptions related to ED identification and disproportionality in research and practice is particularly salient and troubling in many areas of my professional work.…”