Research on the Academic Status of Children with Emotional and Behavioral Disorders

Abstract

This review conducted a comprehensive examination of the current state of the literature on the academic status of students with emotional and behavioral disorders (EBD). The authors examined the literature to assess (a) student characteristics, (b) placement settings, (c) academic subject areas, and (d) measures used to assess academic achievement. Second, when possible, the functioning level of students was examined.Third, trends in the research over the past 4 decades were assessed. Although several investigators have researched the academic status of these students, significant limitations exist in the research, including incomplete reporting of student information, inadequate research on specific academic skill sets, and limited numbers of studies assessing students served in general education settings. Implications of the findings are discussed.

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

“…Results were consistent with earlier investigations reporting subaverage academic performance among this group (Greenbaum et al 1996;Lane et al 2005a, b;Mooney et al 2003;Nelson et al 2004;Reid et al 2004;Trout et al 2003). Elementary and secondary group scores were well below the 25th percentile for reading, math, and written expression measures, with high magnitude differences (ES sm = −2.23) between the two groups on math performance.…”

“…Multiple studies suggest that students with EBD perform 1-2 years below grade level, with significant differences in achievement as compared to students without disabilities (Kauffman 2001;Reid et al 2004;Trout et al 2003). In a meta-analysis of the academic status of students with EBD, Reid and colleagues reported a general academic functioning level at the 25th percentile with an overall effective size of −.69, indicating moderate to large differences in achievement as compared to students without disabilities.…”

“…In a meta-analysis of the academic status of students with EBD, Reid and colleagues reported a general academic functioning level at the 25th percentile with an overall effective size of −.69, indicating moderate to large differences in achievement as compared to students without disabilities. In terms of specific areas of academic functioning, students with EBD exhibit broad deficits including underachievement in math, reading, reading comprehension, vocabulary, and written language (Anderson et al 2001;Coutinho 1986;Greenbaum et al 1996;Nelson et al 2003;Nelson et al 2004;Trout et al 2003). Further, the limited information available suggests that boys and girls with EBD have comparable academic achievement deficits (Nelson et al).…”

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

“…As Capern and Hammond (2014) stated, positive student-teacher relationships are important for all students but especially for students with emotional and behavioral disorders (EBD). First, there is a plethora of evidence regarding EBD students' underperformance with respect to academic achievement (Kauffman & Landrum, 2013;Lane, Carter, Pierson, & Glaeser, 2006;Nelson, Benner, Lane, & Smith, 2004;Reid, Gonzalez, Nordness, Trout, & Epstein, 2004;Trout, Nordness, Pierce, & Epstein, 2003) and socio-emotional skills (Bowers, 2006;Cullinan & Sabornie, 2004;Kauffman & Landrum, 2013;Quinn, Kavale, Mathur, Rutherford, & Forness, 1999). Second, it is well known that in the worst-case scenario, EBD can have many long-term consequences for students' lives, for example, ongoing problems with social life and education and difficulties in employment (Bradley et al, 2008;Bradley, Henderson, & Monfore, 2004;Hotulainen & Lappalainen, 2011;Kauffman & Landrum, 2013;Lappalainen & Hotulainen, 2012).…”

An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior.

“…Educational issues confronting students exhibiting behavior challenges include deficit test scores, poor academic performance in reading, writing, and mathematics, increased course failure rates, increased drop-out rates and decreased graduation rates (Kauffman, 2001;Trout, Nordness, Pierce, & Epstein, 2003;Wagner et aI., 2005). Recommendations for teacher instruction yielding positive student outcomes are described within the components of effective instruction for students with disabilities.…”