Children with emotional and behavioral disorders in special education: Placement, progress, and family functioning

Stoutjesdijk, R. (2014)

Doctoral Thesis

The studies described in this dissertation focus on children with emotional and behavioral disorders (EBD) in special education. It was found that poor academic performance, relational problems between children and caregivers, and the age at which youth care was involved for the first time predicted placement in a more restrictive special educational setting over placement in a regular school. No differences in progress outcomes regarding behavioral functioning and academic performance of children with autism spectrum disorders (ASD) and attention deficit hyperactivity disorder (ADHD) in special schools and regular schools were found. Providing emotional support to children with ADHD and ASD proved to be related to positive behavioral outcomes. Poor family functioning was associated with continuity of internalizing problem behavior of children with EBD in the classroom. On the other hand, externalizing problem beh avior in the classroom was associated with continuity of poor family functioning

• Emotional and behavioral disorders
• Special education
• Family functioning
• Autism spectrum disorders
• Attention deficit hyperactivity disorder
• Inclusive education

• All authors: Stoutjesdijk, R.
• Supervisor: Scholte, E.M.; Swaab, H.
• Committee: Van Berckelaer-Onnes, I.A.; van den Broek, P.; Espin, C.; Rieffe, C.; Veerman, J.
• Qualification: Doctor (dr.)
• Awarding Institution: Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University
• Date: 2014-01-16
• Publisher: Ridderkerk: Ridderprint B.V.
• ISBN (print): 9789053357767
• Sponsorship: Stichting Horizon, Rotterdam