Date of Award

1-1-2012

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (vi, 51 pages) : illustrations

Dissertation/Thesis Chair

Kevin Quinn

Committee Members

Deborah May, Kathryn Schiller

Keywords

Problem children, Learning disabled children, Behavior disorders in children

Subject Categories

Early Childhood Education | Educational Psychology | Special Education and Teaching

Abstract

Given the negative outcomes associated with problem behavior and the heightened risk for children with disabilities to display problematic behavior, the current study implemented hierarchical linear modeling to explore the growth trajectories of problem behavior in a nationally representative sample of preschool children with disabilities. Results indicated child and contextual risk factors were associated with varying levels of problem behavior at 5.5-years-old. Further, cross-level interactions between age and disability classification and age and gender were found to be significant, indicating variations in the trajectories of problem behavior from 3- to 8-years-old can partially be explained by child disability and gender.

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