Academic and behavioral outcomes for students at risk for emotional and behavioral disorders

Marjorie Montague, Craig Enders, Marcelo Castro

Research output: Contribution to journalArticle

31 Scopus citations

Abstract

The purpose of this study is to describe academic and behavioral outcomes for adolescents who were identified when they were in kindergarten and first grade as being at risk for developing emotional and behavioral disorders. Results indicated that primary school academic achievement and teacher ratings of academic competence were highly predictive of middle school reading achievement and moderately predictive of math achievement. Teacher ratings of behavior across time were consistent and reliable, and behavioral ratings by primary school teachers were predictive of students' behavioral ratings by middle school teachers. These findings suggest that young students with academic and behavioral problems continue to display problems into adolescence, placing them at serious risk for school failure and dropping out. Results have implications for early identification and prevention/intervention programs for at-risk students.

Original languageEnglish (US)
Pages (from-to)84-94
Number of pages11
JournalBehavioral Disorders
Volume31
Issue number1
DOIs
StatePublished - Nov 2005

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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