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

By J. Anderson, K. Kutash, A. Duchnowski. 2001

227 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/e5dd2c0535bf2c9b1267c1c546592f420ff57821

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kathleen Lynne Lane
2. Paul L. Morgan
3. J. Wehby
4. Janine P. Stichter
5. K. Sutherland
6. Sally M. Barton-Arwood
7. R. Reid
8. J. Nelson

In Education

1. Kathleen Lynne Lane
2. Janine P. Stichter
3. K. Sutherland
4. J. Wehby
5. R. Reid
6. M. Epstein
7. T. Lewis-Palmer
8. Sally M. Barton-Arwood

In Safety Research

1. Kathleen Lynne Lane
2. J. Wehby
3. Sally M. Barton-Arwood
4. J. Nelson
5. Philip D. Nordness

Citations in the corpus

• A Review of Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders (2006, background): “Anderson et al. (2001) found that both students with LD and students with EBD performed signifi cantly lower than their nondisabled peers in math and reading, and their achievement remained below the national average after more than 5 years of special education services. Whereas Trout, Nordness, Pie”
• Academic Achievement of K-12 Students with Emotional and Behavioral Disorders (2004, result): “It is interesting to note that researchers of one study compared the academic achievement of students with E/BD and learning disabilities over time (Anderson et al., 2001).”
• A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance (2004, methodology): “one study reported longitudinal data using standard scores (Anderson et al., 2001), and this study did not find significant decreases over a 4-year time span.”
• Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, background): “Anderson, Kutash, and Duchnowski (2001) found that this held true even when students with EBD were provided specialized instruction in full-time special education programs for at least 5 years.”
• Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting (2008, background): “…functioning, students with EBD exhibit broad deficits including underachievement in math, reading, reading comprehension, vocabulary, and written language (Anderson et al. 2001; Coutinho 1986; Greenbaum et al. 1996; Lane et al. 2006; Nelson et al. 2003; Nelson et al. 2004; Trout et al. 2003).”
• Academic, Social, and Behavioral Profiles of Students with Emotional and Behavioral Disorders Educated in Self-Contained Classrooms and Self-Contained Schools: Part I—Are They More Alike than Different? (2005, background): “Further, the research community has established that students with EBD evidence greater academic defi cits relative to general education students, and possibly students with LD and MR (Anderson et al., 2001).”
• Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008, background): “Consequently, students with EBD make much less academic progress than either their nondisabled peers or those with learning disabilities ( Anderson, Kutash, & Duchnowski, 2001 ).”