Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance

Authors

Gregory J. Benner, University of Washington–TacomaFollow
J. Ron Nelson, University of Nebraska - LincolnFollow
Jill H. Allor, Southern Methodist UniversityFollow
Paul Mooney, Louisiana State UniversityFollow
Tao Dai, University of Washington–TacomaFollow

Date of this Version

3-2008

Comments

Published in Journal of Behavioral Education 17:1 (March 2008), pp. 63–78; doi: 10.1007/s10864-007-9057-7 Copyright © 2007 Springer Science+Business Media, LLC. Used by permission.

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.