Intellectual, Academic, and Behavioral Functioning of Students with High-Incidence Disabilities: A Cross-Categorical Meta-Analysis
Tóm tắt
A meta-analysis of 58 studies was performed in which IQ, academic achievement, and behavior characteristics were examined across students with learning disabilities (LD), mild intellectual disabilities (MID), and emotional/behavioral disabilities (E/BD). The effect sizes between students with LD and MID were the largest in the domains of IQ and academic achievement, and the differences involving pupils with E/BD versus those with LD and MID were largest in the behavior realm. Very little disparity was found when comparing (a) those with LD and students with E/BD on IQ measures, and (b) pupils with LD and those with MID in behavior. Implications for cross-categorical and noncategorical special education are discussed.
Từ khóa
Tài liệu tham khảo
Consortium for Citizens with Disabilities, 2002, Comments on the recommendations of the President's Commission on Excellence in Special Education
Cooper H., 1994, The handbook of research synthesis
Cunningham S., 1988, Journal of Industrial Teacher Education, 25, 49
Davies H. T. O., 2003, What is series, 1
Denning C. B., 2000, Education and Training in Mental Retardation and Developmental Disabilities, 35, 119
Kauffman J. K., 2006, A brief history of special education for students with emotional and behavioral disorders
Lipsey M. W., 2001, Practical meta-analysis
Lopez M. F., 1996, Education and Treatment of Children, 19, 286
President's Commission on Excellence in Special Education, 2002, A new era: Revitalizing special education for children and their families
Reschly D. J., 1999, Special education in transition: Functional assessment and noncategorical programming, 19
Reschly D. J., 1999, Special education in transition: Functional assessment and noncategorical programming
Reynolds M. C., 1977, Teaching exceptional children in all America's schools
Sabornie E. J., Remedial and Special Education
Sabornie E. J., 1988, Monograph in Behavior Disorders: Severe Behavior Disorders of Children and Youth, 11, 32
SAS Institute, 2001, JMP (Version 4.0) [Computer software and manual]
Shadish W. R., 1999, ES: A computer program and manual for effect size calculation (Version 1.0) [Computer software and manual]
Tilly W. D., 1999, Special education in transition: Functional assessment and noncategorical programming, 285
Wortman P. M., 1994, The handbook of research synthesis, 97
Ysseldyke J., 1999, Special education in transition: Functional assessment and noncategorical programming, 1