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Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance |
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| Authors: | Gregory J Benner J Ron Nelson Jill H Allor Paul Mooney Tao Dai |
| Institution: | (1) University of Washington—Tacoma, 1900 Commerce St., WCG-324, Tacoma, WA 98402-3100, USA;(2) Department of Special Education and Communication Disorders, University of Nebraska—Lincoln, 301 Barkley Center, Lincoln, NE 68583-0738, USA;(3) The Institute for Reading Research, Southern Methodist University, PO Box 750381, Dallas, TX 75275-0381, USA;(4) Department of Curriculum and Instruction, Louisiana State University, 219A Peabody Hall, Baton Rouge, LA 70803-4728, USA |
| Abstract: | The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also found that the majority of these students have language deficits that hinder their academic performance. The purposes of this study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between: (a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of students with ED. Results indicate that academic processing speed mediated the influence of both language skills and externalizing behavior on academic skills of this population. The findings, limitations, and implications were discussed. |
| Keywords: | Emotional disturbance Academic fluency Language skills Emotional and behavioral disorders Academic skills Processing speed Externalizing behavior Language skills |
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