Among students with an IEP, youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability groups¶

Claim · All claims
Evidence · 2 studies · 2 associational r? · q2
Currency · newest study 2018 · checked against its sources 2026-10-18 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? Youth with emotional disturbance or an intellectual disability showed more positive changes over 2003–2012 than youth in other disability groups. → Johanna Lacoe 2018

q2 i? Youth with emotional disturbance or an intellectual disability showed more positive changes over the decade than youth in other disability groups. → Albert Y. Liu 2018

Evidence¶

Johanna Lacoe 2018¶

Johanna Lacoe, Stephen Lipscomb, Joshua Haimson. (2018). Preparing Youth in Special Education for Life After High School (Fact Sheet). Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/preparing-youth-in-special-education-for-life-after-high-school-in-focus-brief

q2 · i? · associational · r?

The fact sheet reports a subgroup comparison from NLTS 2012: "youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability groups." No effect sizes are printed.

"Among students with an IEP, youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability groups."

Albert Y. Liu 2018¶

Albert Y. Liu, Johanna Lacoe, Stephen Lipscomb, Joshua Haimson, David R. Johnson, Martha L. Thurlow. (2018). Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education, Volume 3: Comparisons Over Time. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://www.mathematica.org/publications/preparing-for-life-after-high-school-the-characteristics-and-experiences-of-youth-vol-3

q2 · i? · associational · r?

The key findings compare disability groups: "youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability groups"; no effect size is printed.

"Among students with an IEP, youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability groups."

Discussion¶

Learner Variables¶

• Access — predictor: learners who differ on it differ in outcomes
• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Youth with an IEP became more engaged in school and extracurricular activities over the past decade, with little change in grade retention, suspensions, and expulsions — related
• Over the past decade (2003–2012), high school youth with an IEP became more engaged in school and extracurricular activities — related
• Among 2012 disability groups, youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were most at-risk in preparation for life after high school — related
• From 2003 to 2012, youth with disabilities showed greater school engagement and support use but became less likely to participate in some key transition activities — a broader claim this one bears on
• Grade retention, suspensions, and expulsions among youth with an IEP showed little change over the past decade — a broader claim this one bears on
• Participation in key transition activities, including discussing transition plans with school staff and student employment during high school, declined over the decade — a broader claim this one bears on
• Youth with an IEP are more likely than a decade ago to live in households facing economic challenges — a broader claim this one bears on