Profiles of Behavioral, Academic, and Demographic Characteristics of Middle School Students With Emotional or Behavioral Needs

Often the characteristics of students with emotional and behavioral disturbances (EBDs) are described in terms of how they compare to students with and without other disabilities. However, such a conceptualization or categorization may overshadow differences that exist among these youth, and few stu...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 2023-09, Vol.31 (3), p.171-183
Main Authors: Farley, Jennifer, Duppong Hurley, Kristin, Lambert, Matthew C., Gross, Thomas J.
Format: Article
Language:English
Subjects:
Academic Achievement
Alternative approaches
Behavior
Behavior Disorders
Caregiver burden
Caregivers
Child Caregivers
Demography
Emotional Disturbances
Emotions
Empowerment
Mental Health
Mental Health Programs
Mental health services
Middle School Students
Middle schools
Nontraditional Education
Parent Attitudes
Parent Participation
Parents
Parents & parenting
Profiles
Satisfaction
Services
Special Education
Stress Variables
Student Behavior
Student Characteristics
Students
Students with Disabilities
Suspension
Teacher Evaluation
Teachers
Variables
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Summary:Often the characteristics of students with emotional and behavioral disturbances (EBDs) are described in terms of how they compare to students with and without other disabilities. However, such a conceptualization or categorization may overshadow differences that exist among these youth, and few studies examine unique subpopulations within this group. To explore meaningful differences and similarities among students with EBD, which could help to facilitate customization of interventions and supports, we conducted a latent profile analysis of over 300 middle school students receiving special education services for emotional or behavioral needs. Results identified four profiles using demographic variables, school setting (alternative school or not), teacher ratings of behavior and academic competence, and parent report on child suspensions. Criterion variables were then tested, with significant differences identified in use of mental health services, parent empowerment, and caregiver strain. However, significant differences were not found in parent satisfaction with school. Limitations, implications, and the need for additional research are discussed.
ISSN:1063-4266
1538-4799
DOI:10.1177/10634266221099241