The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

Thomas W. Farmer, Cristin M. Hall, Margaret P. Weiss, Robert A. Petrin, Judith L. Meece, Michele Moohr

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students' adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in both the Multi-risk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were overrepresented in Disengaged configurations.

Original languageEnglish (US)
Pages (from-to)78-88
Number of pages11
JournalJournal of Child and Family Studies
Volume20
Issue number1
DOIs
StatePublished - Feb 2011

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

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