Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology
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, exte...
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| Veröffentlicht in: | Journal of emotional and behavioral disorders 2020-09, Vol.28 (3), p.180-192 |
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| container_title | Journal of emotional and behavioral disorders |
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| creator | Chen, Chin-Chih Farmer, Thomas W. Hamm, Jill V. Brooks, Debbie S. Lee, David Norwalk, Kate Lambert, Kerrylin Dawes, Molly Sterrett, Brittany Rizzo, Karen |
| description | 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distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively.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. |
| doi_str_mv | 10.1177/1063426619866829 |
| format | Article |
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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.</description><identifier>ISSN: 1063-4266</identifier><identifier>ISSN: 1538-4799</identifier><identifier>EISSN: 1538-4799</identifier><identifier>DOI: 10.1177/1063426619866829</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Ability ; Academic Achievement ; At Risk Students ; Athletics ; Bullying ; Competence ; Ecology ; Grade 6 ; Internalization ; Interpersonal Attraction ; Interpersonal Competence ; Kindness ; Males ; Middle School Students ; Middle schools ; Peer Acceptance ; Perceptions ; Physical attractiveness ; Popularity ; Positive Behavior Supports ; Prosocial Behavior ; Risk behavior ; Student Adjustment ; Student Characteristics ; Student School Relationship ; Students with Disabilities ; Teacher Evaluation ; Teachers</subject><ispartof>Journal of emotional and behavioral disorders, 2020-09, Vol.28 (3), p.180-192</ispartof><rights>Hammill Institute on Disabilities 2019</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c331t-d8419521e79ccc11c05a2f17d0f7c5f5fe762c39844a0c5d13e5f7c14a14e6ed3</citedby><cites>FETCH-LOGICAL-c331t-d8419521e79ccc11c05a2f17d0f7c5f5fe762c39844a0c5d13e5f7c14a14e6ed3</cites><orcidid>0000-0002-6029-0420</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/1063426619866829$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/1063426619866829$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>230,314,690,780,784,885,21819,27924,27925,30999,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1263372$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Chen, Chin-Chih</creatorcontrib><creatorcontrib>Farmer, Thomas W.</creatorcontrib><creatorcontrib>Hamm, Jill V.</creatorcontrib><creatorcontrib>Brooks, Debbie S.</creatorcontrib><creatorcontrib>Lee, David</creatorcontrib><creatorcontrib>Norwalk, Kate</creatorcontrib><creatorcontrib>Lambert, Kerrylin</creatorcontrib><creatorcontrib>Dawes, Molly</creatorcontrib><creatorcontrib>Sterrett, Brittany</creatorcontrib><creatorcontrib>Rizzo, Karen</creatorcontrib><title>Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology</title><title>Journal of emotional and behavioral disorders</title><description>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.</description><subject>Ability</subject><subject>Academic Achievement</subject><subject>At Risk Students</subject><subject>Athletics</subject><subject>Bullying</subject><subject>Competence</subject><subject>Ecology</subject><subject>Grade 6</subject><subject>Internalization</subject><subject>Interpersonal Attraction</subject><subject>Interpersonal Competence</subject><subject>Kindness</subject><subject>Males</subject><subject>Middle School Students</subject><subject>Middle schools</subject><subject>Peer Acceptance</subject><subject>Perceptions</subject><subject>Physical attractiveness</subject><subject>Popularity</subject><subject>Positive Behavior Supports</subject><subject>Prosocial Behavior</subject><subject>Risk behavior</subject><subject>Student Adjustment</subject><subject>Student Characteristics</subject><subject>Student School Relationship</subject><subject>Students with Disabilities</subject><subject>Teacher Evaluation</subject><subject>Teachers</subject><issn>1063-4266</issn><issn>1538-4799</issn><issn>1538-4799</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>GA5</sourceid><recordid>eNp1kM9LwzAYhosoOKd3L0LAq9V8SZq2R53zFxPFKR5LTL9umd0yk26w_97UioLgKV94nvc9vFF0CPQUIE3PgEoumJSQZ1JmLN-KepDwLBZpnm-HO-C45bvRnvczSinjgvai9XBuG2MXqiZqUZILnKq1sS58n4x_JwO7qMxk5VTr-BMyblYlLhpPXk0zJZfGqzdTm8ZgYG3-EZ3G5ZdMbEWaKZJ7U5Y1krGeWluToba1nWz2o51K1R4Pvt9-9HI1fB7cxKOH69vB-SjWnEMTl5mAPGGAaa61BtA0UayCtKRVqpMqqTCVTPM8E0JRnZTAMQkEhAKBEkvej466XnRGF0tn5sptiuEdMMl5ygI_7vjS2Y8V-qaY2ZULa_iCCQ6QgcxEsGhnaWe9d1j9NAEt2vWLv-uHSNxFvJrgb-m__ifHzYOv</recordid><startdate>202009</startdate><enddate>202009</enddate><creator>Chen, Chin-Chih</creator><creator>Farmer, Thomas W.</creator><creator>Hamm, Jill V.</creator><creator>Brooks, Debbie S.</creator><creator>Lee, David</creator><creator>Norwalk, Kate</creator><creator>Lambert, Kerrylin</creator><creator>Dawes, Molly</creator><creator>Sterrett, Brittany</creator><creator>Rizzo, Karen</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><general>SAGE Publications and Hammill Institute on Disabilities</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K7.</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>ERI</scope><scope>GA5</scope><orcidid>https://orcid.org/0000-0002-6029-0420</orcidid></search><sort><creationdate>202009</creationdate><title>Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology</title><author>Chen, Chin-Chih ; 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| subjects | Ability Academic Achievement At Risk Students Athletics Bullying Competence Ecology Grade 6 Internalization Interpersonal Attraction Interpersonal Competence Kindness Males Middle School Students Middle schools Peer Acceptance Perceptions Physical attractiveness Popularity Positive Behavior Supports Prosocial Behavior Risk behavior Student Adjustment Student Characteristics Student School Relationship Students with Disabilities Teacher Evaluation Teachers |
| title | Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology |
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