情绪障碍学生情绪与行为特征的22年横断面队列研究

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2022-07-11 DOI:10.1177/00224669221109172

M. Epstein, D. Cullinan, M. Lambert, J. Kauffman, Antonis Katsiyannis, W. A. Mason

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引用次数: 1

摘要

本研究旨在确定美国学校认定的情绪障碍(ED)学生的问题特征在过去二十年中是否发生了变化。我们使用的数据来自一个教师评级工具，该工具旨在衡量ED的五个问题特征，正如其《残疾人教育法》(IDEA)定义中所述。这些数据是在1998年和2020年对仪器进行规范的过程中收集的。1998年和2020年的ED学生的比较表明，1998年的学生在关系问题和不当行为两个特征上有明显更多的问题功能，但在学习能力不足、不快乐或抑郁、身体症状或恐惧方面没有更多的问题差异。此外，对选定项目的分析为主要结果提供了更多的背景。本文讨论了研究的局限性、未来的研究和意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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A 22-Year Cross-Sectional Cohort Study of the Emotional and Behavioral Characteristics of Students With Emotional Disturbance

The present study was conducted to determine whether the problem characteristics of U.S. students school-identified with emotional disturbance (ED) have changed over two decades. We used data from a teacher rating instrument designed to measure the five problem characteristics of ED, as stated in its Individuals with Disabilities Education Act (IDEA) definition. These data were collected in the process of norming the instrument for 1998 and again for 2020. Comparison of the 1998 and 2020 students school-identified with ED showed that the 1998 group had significantly more problematic functioning on two characteristics, namely, Relationship Problems and Inappropriate Behavior, but no more problematic differences on Inability to Learn, Unhappiness or Depression, and Physical Symptoms or Fears. In addition, analyses of selected items gave more context to the main results. Study limitations, future research, and implications are discussed.

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来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.