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A Comparison of the Academic Progress of Students with EBD and Students with LD

Indiana University Purdue University Indianapolis, ES3124, 902 West New York, Indianapolis, IN 46202

Krista Kutash

Research and Training Center for Children's Mental Health, Department of Child and Family Studies, Louis de la Parte Mental Health Institute, University of South Florida

Albert J. Duchnowski

departments of Child and Family Studies and Special Education at the University of South Florida and deputy director of the Research and Training Center for Children's Mental Health

In this article, we present findings from a study that compared academic progress over 5 years for students with emotional and behavioral disorders (EBD) and students with learning disabilities (LD). Additionally, a set of factors related to academic achievement (attendance, behavior offenses, type of special education setting, school mobility, and early retention) were examined as to their contribution to achievement over time for these two groups of students. Findings indicated that students with LD made significant progress over time in reading, and this progress was associated with receiving less full-time special education services. Similar findings, however, were not found for students with EBD. For both groups of students, early retention was associated with lower achievement over time.

Journal of Emotional and Behavioral Disorders, Vol. 9, No. 2, 106-115 (2001)
DOI: 10.1177/106342660100900205


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