Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology

Chin Chih Chen, Thomas W. Farmer, Jill V. Hamm, Debbie A. Brooks, David Lee, Kate Norwalk, Kerrylin Lambert, Molly Dawes, Brittany Sterrett, Karen Rizzo

Research output: Contribution to journalArticle

Abstract

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distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively.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.

Original languageEnglish (US)
JournalJournal of Emotional and Behavioral Disorders
DOIs
StateAccepted/In press - Jan 1 2019

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Ecology
Mental Competency
ecology
disability
Students
student
school transition
Aptitude
teacher rating
Interpersonal Relations
social attraction
school
Sports
popularity
ability
experience

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

Cite this

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title = "Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology",
abstract = "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.",
author = "Chen, {Chin Chih} and Farmer, {Thomas W.} and Hamm, {Jill V.} and Brooks, {Debbie A.} and David Lee and Kate Norwalk and Kerrylin Lambert and Molly Dawes and Brittany Sterrett and Karen Rizzo",
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Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology. / Chen, Chin Chih; Farmer, Thomas W.; Hamm, Jill V.; Brooks, Debbie A.; Lee, David; Norwalk, Kate; Lambert, Kerrylin; Dawes, Molly; Sterrett, Brittany; Rizzo, Karen.

In: Journal of Emotional and Behavioral Disorders, 01.01.2019.

Research output: Contribution to journalArticle

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AU - Lee, David

AU - Norwalk, Kate

AU - Lambert, Kerrylin

AU - Dawes, Molly

AU - Sterrett, Brittany

AU - Rizzo, Karen

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