Neuropsychological characteristics of special education students with serious emotional/behavioral disorders

Richard Mattison, Stephen R. Hooper, Gabrielle A. Carlson

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Special education, elementary school students with emotional/behavioral disorders (EBD) were investigated for neuropsychological deficits with the NEPSY battery. Over half (54%) scored two or more standard deviations below the test mean on at least one of the four functional domains, especially Language and Attention/Executive Functions. The NEPSY components were not related to demographics or to most psychopathological scales of the Teacher's Report Form (TRF). They were significantly related (in particular the Language and Attention domains) to neurological risk factors, achievement tests, and teacher TRF ratings of academic performance and attention. Consequently, screening for neuropsychological deficits with a specific battery like NEPSY could prove valuable for intervention planning by EBD teachers for their students with serious academic dysfunction.

Original languageEnglish (US)
Pages (from-to)176-188
Number of pages13
JournalBehavioral Disorders
Volume31
Issue number2
StatePublished - Feb 1 2006

Fingerprint

Special Education
special education
Students
Language
teacher
deficit
student
Executive Function
achievement test
language
Demography
elementary school
rating
planning
performance

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

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Neuropsychological characteristics of special education students with serious emotional/behavioral disorders. / Mattison, Richard; Hooper, Stephen R.; Carlson, Gabrielle A.

In: Behavioral Disorders, Vol. 31, No. 2, 01.02.2006, p. 176-188.

Research output: Contribution to journalArticle

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