| Title: |
An Evaluation of IEP Accommodations for Secondary Students with Emotional and Behavioral Problems |
| Language: |
English |
| Authors: |
Kern, Lee; Hetrick, Allyse A.; Custer, Beth A.; Commisso, Colleen E. |
| Source: |
Journal of Emotional and Behavioral Disorders. Sep 2019 27(3):178-192. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2019 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324C080006 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education; High Schools |
| Descriptors: |
Individualized Education Programs; Academic Accommodations (Disabilities); Emotional Disturbances; Behavior Disorders; High Stakes Tests; Students with Disabilities; High School Students; Child Behavior; Rating Scales; Achievement Tests; Anxiety; Depression (Psychology); Symptoms (Individual Disorders); Measures (Individuals) |
| Geographic Terms: |
Kansas; Missouri; Ohio; South Carolina; Pennsylvania |
| Assessment and Survey Identifiers: |
Behavior Assessment System for Children; Woodcock Johnson Tests of Achievement |
| DOI: |
10.1177/1063426618763108 |
| ISSN: |
1538-4799 |
| Abstract: |
Accommodations are intended to address student academic and behavioral deficits by reducing obstacles that impede learning and accurately measuring skills. There is limited research, however, pertaining to the types of accommodations students receive and their selection, particularly among those with emotional and behavioral problems. This is a significant concern for secondary age students who spend the majority of their day in regular education settings and must participate in high-stakes testing. We examined types of accommodations provided to 222 secondary students with emotional and behavioral problems, their use (i.e., classroom or standardized assessments), and variables related to their selection. Analyses indicated (a) students received a wide array of accommodations with some differences depending on disability type, (b) more accommodations were provided in the classroom than on standardized testing, (c) few demographic variables were associated with type or number of accommodations, and (d) with a single exception, academic and behavioral functioning did not explain type of accommodation received. The findings suggest that accommodation selection is highly imprecise and point to the critical need for further research in this area. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2019 |
| Accession Number: |
EJ1224455 |
| Database: |
ERIC |