A Comparison of the Academic Progress of Students with EBD and Students with LD

Abstract

In this article, we present findings from a study that compared academic progress over 5 years for students with emotional and behavioral disorders (EBD) and students with learning disabilities (LD). Additionally, a set of factors related to academic achievement (attendance, behavior offenses, type of special education setting, school mobility, and early retention) were examined as to their contribution to achievement over time for these two groups of students. Findings indicated that students with LD made significant progress over time in reading, and this progress was associated with receiving less full-time special education services. Similar findings, however, were not found for students with EBD. For both groups of students, early retention was associated with lower achievement over time.

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

“…Despite the limitations noted above, findings from this study confirm earlier works that report substandard performance in academic, social, and behavioral domains; with patterns that remain stable (Anderson et al 2001;Nelson et al 2004) or even worsen (e.g., math, Nelson et al 2004) over time (Kazdin 1987;Walker et al 2004). Although results, particularly the findings related to the predictive utility of school adjustment, should be considered tentative at best, these outcomes do offer important considerations for educational programming.…”

“…In a meta-analysis of the academic status of students with EBD, Reid and colleagues reported a general academic functioning level at the 25th percentile with an overall effective size of −.69, indicating moderate to large differences in achievement as compared to students without disabilities. In terms of specific areas of academic functioning, students with EBD exhibit broad deficits including underachievement in math, reading, reading comprehension, vocabulary, and written language (Anderson et al 2001;Coutinho 1986;Greenbaum et al 1996;Nelson et al 2003;Nelson et al 2004;Trout et al 2003). Further, the limited information available suggests that boys and girls with EBD have comparable academic achievement deficits (Nelson et al).…”

“…Unfortunately, the literature consistently indicates that students with comorbid EBD and academic deficits do not improve over time (Anderson et al 2001;Nelson et al 2004). However, details on what actually occurs in the academic development of these students are inconsistent.…”

“…However, details on what actually occurs in the academic development of these students are inconsistent. Some studies have indicated that academic deficits remain stable over time (Anderson et al 2001;Mattison et al 2002;Reid et al 2004). For example, in a meta-analysis of the academic performance of students with EBD, Reid and colleagues reported no significant differences between children and adolescents.…”

Attribution style of adolescents with school-reported social, emotional and behavioural difficulties

“…With emphasis on the effects of such labelling rather than the emotional content or implications for the young people, schools can find themselves in a catch-twenty two, struggling to both manage classroom behaviour as well as nurture the students in their care. Research continues to illuminate the long-term effects of SEBDs, ranging from failing to progress as expected (Anderson, Kutash & Duchnowski, 2001), to lower levels of academic attainment (Reid, Gonzalez, Nordness, Trout & Epstein, 2004), co-morbidity with depression (Rowe, Maughan & Eley, 2006) and increased psychological distress in adulthood (Buchanan, Flouri & Ten Brinke, 2002). The short-term implications of risk to academic underachievement (McEvoy & Welker, 2000) coupled with the longer-term implications of mental health problems and societal costs, suggest a need to find a more comprehensive approach to such difficulties.…”