Intellectual, Academic, and Behavioral Functioning of Students with High-Incidence Disabilities: A Cross-Categorical Meta-Analysis
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...
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| Veröffentlicht in: | Exceptional children 2005-10, Vol.72 (1), p.47-63 |
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| creator | Sabornie, Edward J. Cullinan, Douglas Osborne, Susan S. Brock, Lynne B. |
| description | 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. |
| doi_str_mv | 10.1177/001440290507200103 |
| format | Article |
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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. 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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.</description><subject>Academic Achievement</subject><subject>Behavior Disorders</subject><subject>Behavior evolution</subject><subject>Biological and medical sciences</subject><subject>Child clinical studies</subject><subject>Developmental disorders</subject><subject>Disabled students</subject><subject>Education</subject><subject>Educational Environment</subject><subject>Effect Size</subject><subject>Emotional Problems</subject><subject>Exceptional children</subject><subject>Intellect</subject><subject>Intellectual deficiency</subject><subject>Intelligence</subject><subject>Intelligence levels</subject><subject>Intelligence Quotient</subject><subject>Learning Disabilities</subject><subject>Medical sciences</subject><subject>Mental Retardation</subject><subject>Meta Analysis</subject><subject>Noncategorical Education</subject><subject>Psychology. Psychoanalysis. 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| source | Education Source; SAGE Complete |
| subjects | Academic Achievement Behavior Disorders Behavior evolution Biological and medical sciences Child clinical studies Developmental disorders Disabled students Education Educational Environment Effect Size Emotional Problems Exceptional children Intellect Intellectual deficiency Intelligence Intelligence levels Intelligence Quotient Learning Disabilities Medical sciences Mental Retardation Meta Analysis Noncategorical Education Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Special Education Students with Disabilities Systematic review |
| title | Intellectual, Academic, and Behavioral Functioning of Students with High-Incidence Disabilities: A Cross-Categorical Meta-Analysis |
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