Academic Processing Speed Mediates the Influenceof Both Externalizing Behavior and Language Skillson the Academic Skills of Students with EmotionalDisturbance

摘要

The results from previous research suggest that there is a relativelysmall (albeit statistically significant) relationship between the externalizing behaviorand academic skills of students with emotional disturbance (ED). Researchers havealso found that the majority of these students have language deficits that hinder theiracademic performance. The purposes of this study were to investigate the mediatingrole of academic processing speed (i.e., academic fluency) on the relationshipbetween: (a) The externalizing behavior and academic skills of K-12 students withED; and (b) language skills and academic skills of students with ED. Resultsindicate that academic processing speed mediated the influence of both languageskills and externalizing behavior on academic skills of this population. The findings,limitations, and implications were discussed.