Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School

Nicholas A Gage,Kristin Lierheimer

doi:10.1155/2012/871984

Abstract

Although significant research has been conducted around assessment and intervention for students with emotional and/or behavioral disorders (EBDs), few have investigated specifically how students with EBD self-report on their academic and social competence, or self-concept. Using a national longitudinal database, this study explored how students with EBD reported their self-concept in elementary school, how their reported self-concept changed as they transitioned to middle and high school, and, what factors influenced this change. Using latent growth modeling procedures, the study found that students with EBD reported high self-concept across time and that reported self-concept was most impacted by ethnicity (β=−.174) and urbanicity (β=−.113).

Highlights

Students with emotional and/or behavioral disorders (EBDs) present many challenges for schools, displaying elevated levels of problem behaviors resulting in increased placement in segregated settings [1] and bleak short- and longterm outcomes [2]
In U.S schools, these students are identified for special education services based on the Emotional Disturbance disability category definition outlined as follows by the Individuals with Disabilities Education Act of 2004
Special Education Elementary Longitudinal Survey (SEELS) is a national policy study of elementary and middle school students with disabilities mandated by the U.S Department of Education and developed and implemented by Stanford Research Institute (SRI) International, a U.S.-based nonprofit organization specializing in educational research

Summary

Introduction

Students with emotional and/or behavioral disorders (EBDs) present many challenges for schools, displaying elevated levels of problem behaviors resulting in increased placement in segregated settings [1] and bleak short- and longterm outcomes [2]. Longitudinal research shows troubling academic and behavioral trajectories for students with and at-risk for EBD, including that they maintain elevated levels of problem behaviors and academic deficits as they transition from elementary to middle and high school [3]. Targeted interventions have been identified as necessary to break the cycle of academic and behavioral deficits for students with EBD [4]. Students with EBD are generally presented as unable to make or sustain healthy friendships and are isolated during their elementary years because of their behavior problems [6]. In U.S schools, these students are identified for special education services based on the Emotional Disturbance disability category definition outlined as follows by the Individuals with Disabilities Education Act of 2004

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