Academic processing speed mediates the influence of both externalizing behavior and language skills on the academic skills of students with emotional disturbance

Gregory J. Benner, J. Ron Nelson, Jill H. Allor, Paul Mooney, Tao Dai

Research output: Contribution to journalArticle

6 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)63-78
Number of pages16
JournalJournal of Behavioral Education
Volume17
Issue number1
DOIs
Publication statusPublished - Mar 1 2008

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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