Profiles of Emotional Disturbance Across the Five Characteristics of the Federal Definition

2021 ◽  
pp. 019874292110335
Author(s):  
Matthew C. Lambert ◽  
Antonis Katsiyannis ◽  
Michael H. Epstein ◽  
Douglas Cullinan ◽  
Erkko Sointu
Keyword(s):  
Emotional Disturbance ◽  
English Language ◽  
Latent Class ◽  
Language Learner ◽  
Future Research ◽  
Latent Classes ◽  
Social Maladjustment ◽  
Free Appropriate Public Education ◽  
Federal Definition ◽  
Program Differentiation

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 comprise 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.

scholarly journals Material Hardship Among Custodial Grandparents and Grandchildren's Physical and Mental Health in COVID-19

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 495-495
Author(s):  
Yanfeng Xu ◽  
Qianwei Zhao ◽  
Brittany Schuler ◽  
Sue Levkoff
Keyword(s):  
Mental Health ◽  
Health Outcomes ◽  
Physical Health ◽  
Latent Class ◽  
Future Research ◽  
Latent Classes ◽  
Material Hardship ◽  
Physical And Mental Health ◽  
Custodial Grandparents ◽  
Class 1

Abstract COVID-19 has increased economic hardship for many families, including custodial grandparent-headed families. We aim to examine latent classes of material hardship among custodial grandparent-headed families, to assess predictors associated with identified classes, and to investigate associations with grandchildren’s physical and mental health outcomes during COVID-19. Data was collected from a cross-sectional survey in June 2020. The sample comprised of 362 grandparents. Latent class analysis and logistic regression were conducted. Three latent classes of material hardship were identified: Class 1 (n = 232; 64.1%) low overall hardship with high medical hardship, class 2 (n = 52; 14.4%) moderate overall hardship with high utility hardship, and class 3 (n = 78; 21.5%) severe overall hardship. Factors, such as race, household income, labor force status, financial assistance status, and trigger events to raise grandchildren, were associated with class membership. Class 2 (OR = 0.19, p < 0.05) compared to Class 1 was significantly associated with grandchildren’s physical health. Our findings suggest that material hardship is heterogeneous among custodial grandparents during COVID-19, and children in households experiencing utility hardship have a higher risk for poorer physical health outcomes. Results highlight the needs to meet grandparents’ material needs and call for future research to examine the mechanism that explains the link between material hardship and grandchildren’s outcomes.

Influences on Parent Perceptions of Autism Severity

2018 ◽  
Vol 34 (4) ◽  
pp. 236-245
Author(s):  
Kristen N. Dovgan ◽  
Kerri P. Nowell ◽  
Juliana Aguilar
Keyword(s):  
Help Seeking ◽  
English Language ◽  
Parent Report ◽  
Autism Spectrum ◽  
Language Learner ◽  
Future Research ◽  
Sociocultural Factors ◽  
Care Needs ◽  
Severity Rating ◽  
The Relationship

Research in autism spectrum disorder (ASD) often relies on parent report for describing behavior and symptoms. Psychometric studies in assessment have supported the utility of parent report; however, cultural and external factors may influence ratings of severity. The purpose of this study was to investigate if parent characteristics influence the severity rating of ASD over and above child characteristics. Using the 2009–2010 National Survey of Children With Special Health Care Needs (NS-CSHCN), we examined 3,037 parents who answered questions about their child’s ASD symptoms. We used hierarchical multiple regression to assess child-level variables (age, developmental delay, intellectual disability, and number of co-occurring emotional or behavioral conditions) and family-level variables (education, income, and language). We also performed mediation analyses to examine the relationship between language and severity ratings. Parents rated their child’s ASD as mild (52.3%), moderate (36%), or severe (11.8%). Parent-level variables explained a significant amount of variance over and above child-level variables. Several different stressors and challenges for English Language Learner parents mediated the relationship between language and severe ASD ratings. When asking parents to evaluate a child’s ASD symptoms, clinicians and researchers must consider the influence of sociocultural factors on ratings. In addition, because parent perception can drive help-seeking behaviors, professionals need to understand that there may be differences across sociocultural groups. Future research should investigate which sociocultural perceptions or expectations may be affecting parent ratings of ASD severity.

An Investigation of School Counselor Self-Efficacy with English Language Learners

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1.
Author(s):  
Leonissa V. Johnson ◽  
Jolie Ziomek-Daigle ◽  
Natoya Hill Haskins ◽  
Pamela O. Paisley
Keyword(s):  
English Language Learners ◽  
School Counselors ◽  
Language Learners ◽  
Counselor Training ◽  
Self Efficacy ◽  
School Counselor ◽  
English Language ◽  
Language Learner ◽  
Future Research ◽  
Region Size

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S. region, size of English language learner population, and counselor training. This article presents implications for training and practice and recommendations for future research studies.

Development of a Scale to Assess Emotional Disturbance

2002 ◽  
Vol 28 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Michael H. Epstein ◽  
Douglas Cullinan ◽  
Gail Ryser ◽  
Nils Pearson
Keyword(s):  
Construct Validity ◽  
Emotional Disturbance ◽  
National Sample ◽  
Future Research ◽  
Validity Data ◽  
Practical Applications ◽  
Structure Reliability ◽  
Future Research Directions ◽  
Federal Definition ◽  
Definition Of

The Scale for Assessing Emotional Disturbance (SAED) was developed to operationally define the federal definition of emotional disturbance (ED) and to assist in the identification of children who qualify for the federal special education ED category. This study reports on the standardization of the SAED and examines the scale's factor structure, reliability, and construct validity. Data were collected on a national sample of children with ED and without ED. Data from the ED sample led to the identification of six behavior problem factors that correspond to the federal definition. The factors were determined to be highly internally consistent. Intercorrelations among subscales based on these factors supported the construct validity of the SAED, as did the fact that all subscales and an overall problem score were rated significantly higher among the ED sample than among the non-ED sample. Future research directions and useful practical applications of the SAED are suggested.

scholarly journals English Language Learner Motivation in the Digital Technology Classroom

2020 ◽  
pp. 184-207
Author(s):  
Baetty Baetty ◽  
Michael Thomas
Keyword(s):  
English Language ◽  
Language Learner ◽  
Future Research ◽  
Online Questionnaire ◽  
Learner Motivation ◽  
English Writing ◽  
Use Of Technology ◽  
Data Collection Process ◽  
Language Writing ◽  
Digital Classroom

This chapter investigates learner motivation in an English as a foreign language writing classroom in an Indonesian university. Its originality arises from the fact that no substantive studies have explored learner motivation in the digital classroom in Indonesian higher education. A mixed methods data collection process was conducted involving 144 students from three-year groups who responded to an online questionnaire. Two classes from Year 1 (47 students) were taken as a sample to observe the learning process between an existing group that was introduced to the learning of English writing through Edmodo. The other group used traditional materials for their writing tasks. The findings are significant in that the high levels of motivation reported by the students were not reflected in the way they completed their writing tasks as the use of technology affected their motivation in complex ways. In conclusion, the study encourages future research in Indonesia that measures English students' motivation and technology-mediated writing task performance through longitudinal studies.

Use of Mobile Devices for English Language Learner Students in the United States

2017 ◽  
Vol 56 (4) ◽  
pp. 538-562 ◽  
Author(s):  
Min Wook Ok ◽  
Katherine T. Ratliffe
Keyword(s):  
United States ◽  
Mobile Devices ◽  
English Language Learner ◽  
Methodological Quality ◽  
English Language ◽  
The United States ◽  
Language Learner ◽  
Future Research ◽  
12Th Grade ◽  
K 12

Mobile devices have become widely used in K-12 education settings for teaching diverse students. We comprehensively reviewed 11 studies published between 2005 and 2016 that examined the use of mobile devices for teaching K-12th grade English language learner students in the United States. We also examined the methodological quality of the studies. Results of the review indicated promising effects from using mobile devices for teaching K-12th grade students who are learning English. Using the devices for instruction led to improved learning, self-efficacy, and engagement and increased students’ time with the academic content. Results of the review also indicated that additional studies are needed with improved methodological quality. We discussed directions for future research and implications for practice.

scholarly journals Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis

2021 ◽  
Vol 1 (3) ◽  
pp. 218-235
Author(s):  
Heather Hamilton ◽  
Frederick C. Lunenburg ◽  
John R. Slate ◽  
Wally Barnes
Keyword(s):  
Grade Level ◽  
English Language ◽  
Economic Status ◽  
Information Management System ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency

Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test.  Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design.  Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years.  Statistically significant results were present in all four school years for boys and girls.  In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard.  In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard.  Implications for policy and practice, as well as recommendations for future research, are provided.

Gender Differences in the Reading Performance of Texas Grade 3 English Language Learners: A Multiyear, Statewide Investigation

2019 ◽  
Vol 2 (4) ◽  
pp. 141-155
Author(s):  
Gideon D Schleeter ◽  
John R Slate ◽  
George W Moore ◽  
Frederick C Lunenburg
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Reading Performance ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Grade 3 ◽  
Mandated Assessments

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed between English Language Learner boys and English Language Learner girls. Data were obtained on the reading performance of all Grade 3 English Language Learner boys and girls for three school years.  Inferential statistical analyses revealed that English Language Learner girls had statistically significantly better reading performance than English Language Learner boys in all three school years. Implications for policy and practice, as well as recommendations for future research, are provided.

scholarly journals FLIPPING BETWEEN LANGUAGES? AN EXPLORATORY ANALYSIS OF THE USAGE BY SPANISH-SPEAKING ENGLISH LANGUAGE LEARNER TERTIARY STUDENTS OF A BILINGUAL PROBABILITY APPLET

2016 ◽  
Vol 15 (2) ◽  
pp. 145-168
Author(s):  
LAWRENCE M. LESSER ◽  
AMY E. WAGLER ◽  
BERENICE SALAZAR
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Statistics Education ◽  
Qualitative Interviews ◽  
Language Learner ◽  
Future Research ◽  
Spanish Speaking ◽  
Research Journal ◽  
Long Run

English language learners (ELLs) are a rapidly growing part of the student population in many countries. Studies on resources for language learners—especially Spanish-speaking ELLs—have focused on areas such as reading, writing, and mathematics, but not introductory probability and statistics. Semi-structured qualitative interviews investigated how a purposeful sample of six (Spanish-speaking) ELLs experienced a bilingual coin-flipping simulation applet (NLVM, 2015) and how students might use such resource to confront content misconceptions and language misunderstandings related to probability concepts covered in college introductory statistics courses. We discuss findings, limitations, directions for future research, and implications for teaching, such as handling the phrases “in the long run” and “longest run”. First published November 2016 at Statistics Education Research Journal Archives

Race Differences in Patterns of Risky Behavior and Associated Risk Factors in Adolescence

2015 ◽  
Vol 61 (7) ◽  
pp. 773-794 ◽  
Author(s):  
Kristina K. Childs ◽  
James V. Ray
Keyword(s):  
Risk Factors ◽  
Risky Behavior ◽  
Latent Class ◽  
Add Health ◽  
Sexual Practices ◽  
Future Research ◽  
Latent Classes ◽  
Peer Association ◽  
Using Data ◽  
Associated Risk Factors

Using data from the National Longitudinal Study of Adolescent Health (Add Health), this study expands on previous research by (a) examining differences across race in patterns or “subgroups” of adolescents based on nine self-reported behaviors (e.g., delinquency, substance use, risky sexual practices) and (b) comparing the risk factors (e.g., peer association, parenting, neighborhood cohesion), both within and across the race-specific subgroups, related to membership into the identified latent classes. The data used in this study include respondents aged 13 to 17 who participated in Waves 1 and 2 of the Add Health in-home interview. Latent class analysis (LCA) identified key differences in the number and characteristics of the latent classes across the racial subgroups. In addition, both similarities and differences in the risk factors for membership into the latent classes were identified across and within the race-specific subgroups. Implications for understanding risky behavior in adolescence, as well as directions for future research, are discussed.

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