Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents

Abstract

Teachers rated the achievement levels of behaviorally disordered, learning disabled, and nonhandicapped adolescents in four different academic areas: reading recognition, reading comprehension, arithmetic, and written expression. Comparisons across the three groups revealed that behaviorally disordered and learning disabled adolescents were seen as performing significantly below expected levels of achievement. Differences found between behaviorally disordered and learning disabled students' rated achievement appeared to depend upon particular age levels. Results are discussed in terms of the instructional needs of behaviorally disordered and learning disabled students.

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

“…In this study, we have extended previous research by comparing the academic progress of students with LD and EBD longitudinally, instead of cross-sectionally. Findings differ from past studies in which students with behavioral disorders demonstrated significantly higher academic achievement than students with LD (e.g., Epstein & Cullinan, 1983;Luebke et al, 1989). …”

“…For example, a study by Scruggs and Mastropieri (1986), investigating academic achievement using Stanford Achievement Test (SAT; Harcourt Brace Educational Measurement, 1996) scores, did not uncover substantive differences in the academic functioning of these two groups. On the other hand, studies by Luebke et al (1989) and Epstein and Cullinan (1983) found that students with EBD demonstrated higher academic performance than students with LD. Conversely, Gajar (1980) found that students with LD were underachieving in reading to a lesser extent than students with EBD.…”

“…Concern about appropriate placements for students with mild disabilities has prompted research exploring similarities and differences among the various special education classifications (Luebke, Epstein, & Cullinan, 1989). Such information is valuable to the field because it can provide insight into which types of special needs are better served in inclusive environments.…”

“…In another study, Gajar (1979) reported mixed results, in which, compared to students with LD, students with EBD performed higher in math, lower in reading, and the same in spelling. Although now dated, collectively, the research comparing the academic achievement of these two groups of students has provided equivocal findings, and several researchers have stated that the available evidence is inconclusive (Luebke et al, 1989;Scruggs & Mastropieri, 1986). Moreover, the available research has tended to focus on achievement at a single point in time, and there is a paucity of information comparing academic progress over time for these two groups of students.…”

State-Level Variability of Educational Outcomes of Students with Emotional Disturbance

“…For example, investigations have found that students that exhibit more severe behavior problems, both externalizing and internalizing, are more likely to be placed in more restrictive environments (Kauffman et al, 1987;McClure, Ferguson, Boodoosingh, Turgay, & Stavrakaki, 1989). Likewise, students with lower intellectual ability scores and lower levels of academic achievement are more likely to be placed in more restrictive environments (Glassberg, 1994;Kauffman et al, 1987;Lane, Barton-Atwood, Nelson, & Wehby, 2008;Luebke, Epstein, & Cullinan, 1989).…”