TY - JOUR
T1 - The School Adjustment of Rural Adolescents with and Without Disabilities
T2 - Variable and Person-Centered Approaches
AU - Farmer, Thomas W.
AU - Hall, Cristin M.
AU - Weiss, Margaret P.
AU - Petrin, Robert A.
AU - Meece, Judith L.
AU - Moohr, Michele
N1 - Funding Information:
Acknowledgments This work was supported by grant #R305A 04056 from the Institute of Education Sciences. The views expressed in this article are ours and do not represent the granting agency.
PY - 2011/2
Y1 - 2011/2
N2 - This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students' adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in both the Multi-risk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were overrepresented in Disengaged configurations.
AB - This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students' adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in both the Multi-risk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were overrepresented in Disengaged configurations.
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U2 - 10.1007/s10826-010-9379-2
DO - 10.1007/s10826-010-9379-2
M3 - Article
AN - SCOPUS:78751575992
SN - 1062-1024
VL - 20
SP - 78
EP - 88
JO - Journal of Child and Family Studies
JF - Journal of Child and Family Studies
IS - 1
ER -