Disproportionality and Acting-Out Behaviors Among African American Children in Special Education

Abstract

African American children are more likely to be diagnosed with behavioral disorders and are overrepresented in special education. This may be due to misdiagnosis. If diagnoses are accurate, prevention and intervention efforts should be targeted to improve African American children’s behavior and long-term outcomes. This study aimed to see if teachers, mothers, and African American children in special education rate children’s externalizing behaviors differently and to understand what factors impact the externalizing behaviors of African American children in special education. A secondary data analysis of African American children in special education (n = 126) found that teachers’ scores were similar to mothers’ scores of externalizing behaviors and that mothers’ ratings of their children’s acting-out behaviors were significantly higher than children’s self-report. African American boys are more likely to experience acting-out behaviors than girls. Children’s environment, efficacy beliefs, and the Nurse-Family Partnership intervention were not significantly associated with their acting-out behaviors.