TY - JOUR
T1 - Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology
AU - Chen, Chin Chih
AU - Farmer, Thomas W.
AU - Hamm, Jill V.
AU - Brooks, Debbie S.
AU - Lee, David
AU - Norwalk, Kate
AU - Lambert, Kerrylin
AU - Dawes, Molly
AU - Sterrett, Brittany
AU - Rizzo, Karen
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by research grants (R305A120812; R305A160398) from the Institute of Education Sciences. The views expressed in this article are ours and do not represent the granting agency.
Publisher Copyright:
© Hammill Institute on Disabilities 2019.
PY - 2020/9/1
Y1 - 2020/9/1
N2 - Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students’ academic competence, externalizing and internalizing behavior, popularity, physical attractiveness/athletic ability, and friendliness are used to determine students’ ICPs. Using latent profile analyses, distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively. Although students with disabilities are overrepresented in Passive and Troubled ICPs and underrepresented in the Model ICP, 804 students without disabilities (367 boys) were identified in risk ICPs (i.e., Passive, Tough, Troubled) compared with 197 students with disabilities (128 boys). Risk ICPs are differentially associated with students’ perceptions of the school ecology and the transition experience of students with disabilities. Implications for Multitiered Systems of Support and the tailoring of interventions are considered.
AB - Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students’ academic competence, externalizing and internalizing behavior, popularity, physical attractiveness/athletic ability, and friendliness are used to determine students’ ICPs. Using latent profile analyses, distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively. Although students with disabilities are overrepresented in Passive and Troubled ICPs and underrepresented in the Model ICP, 804 students without disabilities (367 boys) were identified in risk ICPs (i.e., Passive, Tough, Troubled) compared with 197 students with disabilities (128 boys). Risk ICPs are differentially associated with students’ perceptions of the school ecology and the transition experience of students with disabilities. Implications for Multitiered Systems of Support and the tailoring of interventions are considered.
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U2 - 10.1177/1063426619866829
DO - 10.1177/1063426619866829
M3 - Article
AN - SCOPUS:85071510612
SN - 1063-4266
VL - 28
SP - 180
EP - 192
JO - Journal of Emotional and Behavioral Disorders
JF - Journal of Emotional and Behavioral Disorders
IS - 3
ER -
