A Comparative Analysis of Language, Suspension, and Academic Performance of Students with Emotional Disturbance and Students with Learning Disabilities

This study focused on the relationship among language, behavior, cognitive ability, and academic performance constructs for school-aged students identified with educational disabilities. The authors provide a review of research findings in regard to the language and academic deficits of students wit...

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Bibliographic Details
Published in:Education & treatment of children 2011-11, Vol.34 (4), p.469-488
Main Authors: Goran, Lisa G., Gage, Nicholas A.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic failure
Behavior
Behavior Problems
Behavioral disorders
Children & youth
Cognitive Ability
Cognitive models
Comparative Analysis
Correlation
Disabilities
Disability
Disabled students
Education
Emotional Disturbances
Integrated approach
Intervention
Language disorders
Language Impairments
Language Skills
Learning
Learning Disabilities
Mood disorders
Predictor Variables
Psychological aspects
Rating of
School districts
School suspension
Skills
Social research
Special needs students
Structural Equation Models
Students
Suspension
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Summary:This study focused on the relationship among language, behavior, cognitive ability, and academic performance constructs for school-aged students identified with educational disabilities. The authors provide a review of research findings in regard to the language and academic deficits of students with emotional disturbance (ED) and specific learning disabilities (LD). Using an extant school database and structural equation modeling, the interrelationship among the constructs were examined, finding language to be a significant predictor of cognitive ability and academic performance, but not behavior, and that no differences were evident between the disability groups except on the behavioral measure.
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2011.0035