Internalizing behaviors are not related to academic achievement in students with E/BD¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Internalizing problem behaviors were not found to be related to academic achievement, in contrast to externalizing behaviors. → Nelson 2004

Evidence¶

Nelson 2004¶

Nelson, J.R., Benner, G.J., Lane, K.L. & Smith, B.W. (2004) Academic Achievement of K-12 Students With Emotional and Behavioral Disorders. Exceptional Children, 71 (1), 59-73. https://hdl.handle.net/1808/10968

q3 · i? · associational · r2

Contrast between behavior types in the cross-sectional sample: externalizing behaviors "were related to reading, mathematics, and written language achievement; whereas, internalizing ones were not." No effect size for the internalizing null is printed.

"externalizing behaviors were related to reading, mathematics, and written language achievement; whereas, internalizing ones were not."

Discussion¶

Related Claims¶

• No gender differences appeared in the academic achievement deficits of students with E/BD — related
• Students with E/BD in K-12 public school settings show large academic achievement deficits across all content areas — related
• Externalizing behaviors are related to reading, mathematics, and written language achievement in students with E/BD — related
• Early Risers shows no discernible effects on emotional/internal behavior for children at risk of emotional disturbance classification — related
• Academic achievement deficits of students with E/BD appear stable across age, and worsen in the case of mathematics — related