Research on the Academic Status of Children with Emotional and Behavioral Disorders: A Review of the Literature from 1961 to 2000

Journal of Emotional and Behavioral Disorders

Volumn 11, Issue 4, 2003, Pages 198-210

  Trout, Alexandra L ^a   Nordness, Philip D ^b   Pierce, Corey D ^c   Epstein, Michael H ^c,d  

^a UNIVERSITY OF IOWA   (United States)

^b WESTERN ILLINOIS UNIVERSITY   (United States)

^c UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^d Center for At Risk Children's Services   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0348207546     PISSN: 10634266     EISSN: None     Source Type: Journal    
DOI: 10.1177/10634266030110040201     Document Type: Review

References (42)

1. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., Text rev.). Washington, DC: Author.
2. Bower, B. (1995). Criminal intellects: Researchers look at why lawbreakers often brandish low IQs. Science News, 147, 232-233, 239.
3. California achievement tests (5th ed.). (1992). Monterey, CA: CTB/McGraw-Hill.
4. Coutinho, M. J. (1986). Reading achievement of students identified as behaviorally disordered at the secondary level. Behavioral Disorders, 11, 200-207.
5. Comprehensive tests of basic skills. (1981). Monterey, CA: McGraw-Hill.
6. Cullinan, D., & Epstein, M. H. (2001). Comorbidity among students with emotional disturbance. Behavioral Disorders, 26, 200-213.
7. Cullinan, D., Epstein, M. H., & Lloyd, J. W. (1991). Evaluation of conceptual models of behavior disorders. Behavioral Disorders, 16, 148-157.
8. Dixon-Floyd, I., & Johnson, S. W. (1998). Variables associated with assigning students to behavioral classrooms. Journal of Educational Research, 91, 123-127.
9. Duncan, G. (1961). A socioeconomic index for all occupations. In A. J. Reiss, Jr. (Ed.), Occupations and Social Status (pp. 109-138). New York: Free Press.
10. Elliott, S. N., & Fuchs, L. S. (1997). The utility of curriculum-based measurement and performance assessment as alternatives to traditional intelligence and achievement tests. School Psychology Review, 26, 224-233.
11. Epstein, M. H., & Cullinan, D. (1983). Academic performance of behaviorally disordered and learning-disabled pupils. The Journal of Special Education, 17, 303-307.
12. Epstein, M. H., Kinder, D., & Bursuck, B. (1989). The academic status of adolescents with behavioral disorders. Behavioral Disorders, 14, 157-165.
13. Forness, S. R., Youpa, D., Hanna, G. L., Cantwell, D. P., & Swanson, J. M. (1992). Classroom instructional characteristics in attention deficit hyperactivity disorder: Comparison of pure and mixed subgroups. Behavioral Disorders, 17, 115-125.
14. Grizenko, N., Papineau, D., & Sayegh, L. (1993). Effectiveness of a multimodal day treatment program for children with disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 127-134.
15. Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
16. Hollingshed, A., & Redlich, F. (1958). Social class and mental illness: A community study. New York: Wiley.
17. Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1400 (26)
18. Iowa tests of basic skills. (1996). Itasca, IL: Riverside.
19. Jastak, J. F., & Jastak, S. R. (1978). Wide range achievement test. Wilmington, DE: Jastak Assoc.
20. Kataoka, S. H., Zima, B. T., & Dupre, D. A. (2001). Mental health problems and service use among female juvenile offenders: Their relationship to criminal history. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 549-555.
21. Keogh, B. K., Major-Kingsley, S., Omori-Gordon, H., & Reid, H. R. (1982). A system of marker variables for the field of learning disabilities. New York: Syracuse University Press.
22. Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders in children and youth (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hill.
23. Kauffman, J. M., Cullinan, D., & Epstein, M. H. (1987). Characteristics of students placed in special programs for the seriously emotionally disturbed. Behavioral Disorders, 12, 175-184.
24. Lee, S. W., Elliott, J., & Barbour, J. D. (1994). A comparison of cross-informant behavior ratings in school-based diagnosis. Behavioral disorders, 19, 87-97.
25. Levy, F., & Hobbs, G. (1989). Reading, spelling, and vigilance in attention deficit and conduct disorder. Journal of Abnormal Child Psychology, 17, 291-298.
26. Lopez, M. F., Forness, S. R., MacMillan, D. L., Bocian, K. M., & Gresham, F. M. (1996). Children with attention deficit hyperactivity disorder and emotional or behavioral disorders in primary grades: Inappropriate placement in the learning disorder category. Education and Treatment of Children, 19, 286-299.
27. Madden, R., & Gardner, E. F. (1972). Stanford achievement test. New York: Harcourt Brace Jovanovich.
28. Markwardt, F. C. (1970). Peabody individual achievement test. Circle Pines, MN: American Guidance Service.
29. Mattison, R. E., Spitznagel, E. L., & Felix, B. C. (1998). Enrollment predictors of the special education outcome for students with SED. Behavioral Disorders, 23, 243-256.
30. Meadows, N. B., Neel, R. S., Scott, C. M., & Parker, G. (1994). Academic performance, social competence, and mainstream and nonmainstreamed students with serious behavioral disorders. Behavioral Disorders, 19, 170-180.
31. Meece, J. L., & Kurtz-Costes, B. (2001). Introduction: The schooling of ethnic minority children and youth. Educational Psychologist, 36, 1-7.
32. Naylor, M. W., Staskowski, M., Kenney, M. C., & King, C. A. (1994). Language disorders and learning disabilities in school-refusing adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 1331-1337.
33. O'Brien, J. D., Halperin, J. M., Newcorn, J. H., Sharma, V., Wolf, L., & Morganstein, A. (1992). Psychometric differentiation of conduct disorder and attention deficit disorder with hyperactivity. Developmental and Behavioral Pediatrics, 13, 274-277.
34. Scruggs, T. E., & Mastropieri, M. A. (1986). Academic characteristics of behaviorally disordered and learning disabled students. Behavioral Disorders, 11, 184-190.
35. Sullivan, E. B. (1927). Age, intelligence, and educational achievement of boys entering Whittier State School. Journal of Delinquency, 11, 23-38.
36. Tamkin, A. S. (1960). A survey of educational disability in emotionally disturbed children. Journal of Educational Research, 53, 313-315.
37. U.S. Department of Education. (2001). Twenty-third annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
38. U.S. Department of Health and Human Services. (1999). Mental health: A report of the Surgeon General. Washington, DC: Author.
39. VanDerHeyden, A. M., Witt, J. C., Naquin, G., & Noell, G. (2001). The reliability and validity of curriculum-based measurement readiness probes for kindergarten students. School Psychology Review, 30, 363-382.
40. Warner, W. L., Meekr, M., & Eells, K. (1949). Social class in America. Chicago: Science Research Associates.
41. Wechsler, D. (1974). Wechsler intelligence scales for children-Revised, San Antonio, TX: Psychological Corp.
42. Woodcock, R., & Johnson, M. (1989).Woodcock-Johnson psycho-educational battery-Revised. Allen, TX: DLM Teaching Resources.