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|a LC4031.C65 2007_Collado-AcebalChristine |2 BU-Local |
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|a LC4031.C65 2007 |
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|a Collado-Acebal, Christine P.. |
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|a Relationship among personal adjustment, internalizing problems, and social skills in students with learning disabilities, students with emotional and behavioral disorders, and students without disabilities |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2007. |
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|a xi, 121 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2007. |
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|a Includes bibliographical references (leaves 89-109). |
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|a Copyright Christine P. Collado-Acebal. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The purpose of this study was to determine whether a relationship existed among internalizing problems, personal adjustment, and social skills for students with learning disabilities (LD), students with emotional and behavioral disorders (EBD), and students without disabilities. The sample consisted of 84 elementary school students attending 3rd, 4th, and 5th grades in five elementary schools in southeast Florida. The sample was comprised of thirty students without disabilities (general education), twenty-nine students with learning disabilities (LD), and twenty-five students with an emotional and behavioral disorder (EBD). Guided by Lazarus and Folkman’s transactional model of stress (1987) and resilience theory, this study used a correlational design. Four instruments were utilized in this study: the Behavioral Assessment Scale for Children-2: Self Report Form-Child (BASC-2: SRP-C); the Social Skills Rating System (SSRS); a survey completed by the teachers; and a survey completed by the students. Data gathered from the instruments was analyzed using univariate and multivariate statistics. The results of this study indicated that students with emotional and behavioral disorders had significantly lower social skills scores than the other two groups of students. Social skills were positively correlated with personal adjustment for students with learning disabilities and those with no disabilities. Personal adjustment was negatively related to internalizing problems for all three groups of students. Multiple regression analyses showed different predictor variables for internalizing problems, personal adjustment, and social skills for the three groups combined. Interpersonal relations and relations with parents predicted internalizing problems. Social stress, cooperation, and empathy predicted the variance in personal adjustment. Relations with parents, having an emotional and behavioral disorder, and having a learning disability predicted social skills. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Students with disabilities |x Education (Elementary) |x United States. |
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|a Students with social disabilities |x Education (Elementary) |x United States. |
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|a Students with disabilities |x Education. |
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|a Education, Elementary |x Florida. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001397/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/97/00001/LC4031_C65 2007_Collado-AcebalChristinethm.jpg |
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|a Theses and Dissertations |
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