A Comparison of the Academic Progress of Students with EBD and Students with LD

Jeffrey Alvin Anderson · Krista Kutash · Albert J. Duchnowski

197 citations0/0 files storedJournal of Emotional and Behavioral Disorders

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Behavioral and Psychological Studies Developmental and Educational Neuropsychology Education Discipline and Inequality

Abstract

In this article, we present findings from a study that compared academic progress over 5 years for students with emotional and behavioral disorders (EBD) and students with learning disabilities (LD). Additionally, a set of factors related to academic achievement (attendance, behavior offenses, type of special education setting, school mobility, and early retention) were examined as to their contribution to achievement over time for these two groups of students. Findings indicated that students with LD made significant progress over time in reading, and this progress was associated with receiving less full-time special education services. Similar findings, however, were not found for students with EBD. For both groups of students, early retention was associated with lower achievement over time.

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References

1965Educational Research: An Introduction 2008Education and Treatment of Children 1987Wide Range Achievement Test-Revised 1990Woodcock-Johnson Psycho-Educational Battery-Revised 1996Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study 1996Antisocial Behavior in School: Strategies and Best Practices 1983Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes 2007Stanford Achievement Test

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2011Growth in Reading Achievement of Students with Disabilities, Ages 7 to 17 2020Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness.2004Disciplinary Exclusions in Special Education: A 4-Year Analysis 2010Integrating Wraparound into a Schoolwide System of Positive Behavior Supports 2007Identifying and Supporting Students At Risk for Emotional and Behavioral Disorders within Multi-level Models: Data Driven Approaches to Conducting Secondary Interventions with an Academic Emphasis

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