Academic processing speed mediates the influence of both externalizing behavior and language skills on the academic skills of students with emotional disturbance
Document Type
Article
Publication Date
3-1-2008
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. © 2007 Springer Science+Business Media, LLC.
Publication Source (Journal or Book title)
Journal of Behavioral Education
First Page
63
Last Page
78
Recommended Citation
Benner, G., Nelson, J., Allor, J., Mooney, P., & Dai, T. (2008). Academic processing speed mediates the influence of both externalizing behavior and language skills on the academic skills of students with emotional disturbance. Journal of Behavioral Education, 17 (1), 63-78. https://doi.org/10.1007/s10864-007-9057-7