Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Emotional and Behavioral Disorders
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Mattison, R. E.
Right arrow Articles by Spitznagel, E. L.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Longitudinal Use of the Teacher's Report Form in Tracking Outcome for Students with SED

Richard E. Mattison

Putnam HallSouth Campus, SUNY at Stony Brook, Stony Brook, NY 11794-8790

Edward L. Spitznagel

Department of Mathematics and Division of Biostatistics at Washington University in St. Louis, MO

The Teacher's Report Form (TRF) was investigated over 3 years for its practical ability to track the outcome in 89 elementary school students with serious emotional disturbance (SED). The pupils who remained in SED programming the entire time were characterized as unchanged by serial TRF's.The students whose placement was changed over the course of the study to less restrictive settings by school staff unaware ofTRF findings demonstrated significant improvement on consecutive TRF's in academic performance, classroom functioning, and aggressive behaviors.Those students who were placed in more intensive SED settings over time had TRF results that indicated significant generalized worsening without academic or classroom improvement. Overall, the TRF shows promise as an empirical supplement to the current less objective approaches used by school teams during their yearly individualized education program (IEP) assessment and subsequent placement and treatment planning for students with SED.

Journal of Emotional and Behavioral Disorders, Vol. 9, No. 2, 86-93 (2001)
DOI: 10.1177/106342660100900203
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
A. V. Souroulla, G. Panayiotou, and C. M. Kokkinos
The Role of the Teacher in Identifying Learning Disabilities: A Study Using the McCarney Learning Disability Evaluation Scale (LDES)
J Learn Disabil, November 1, 2009; 42(6): 483 - 493.
[Abstract] [PDF]

Home page
 Journal of Special EducationHome page
J. Ron Nelson, G. J. Benner, and D. Cheney
An Investigation of the Language Skills of Students With Emotional Disturbance Served in Public School Settings
Journal of Special Education, August 1, 2005; 39(2): 97 - 105.
[Abstract] [PDF]