Abstract
As special education provides the context for delivery of an individualized approach to administering evidence-based interventions, regardless of disability category, we were interested in whether the provision of special education impacts the developmental trajectory of aggression. A longitudinal latent class growth model was utilized to examine the aggressive trajectories of participants in middle through high school and further analyses explored the relationship of special education variables with important variables. Participants included 578 students (53.4% male, 86.3% African American, 69% receiving free and reduced lunch [FRL]). Covariates were measured in first grade, aggressive-disruptive behavior indicators were measured in sixth through twelfth grades, and distal outcomes were assessed through young adulthood (i.e., 22–23 years old). Results identified two latent class trajectories. The lower aggressive trajectory class was more likely female with a special education history. The higher aggressive trajectory class was more likely male, received FRL, demonstrated lifetime drug abuse and dependence disorders (DUD) and criminal histories, and was less likely to graduate from high school. Further, students who received special education in elementary school were more likely to have graduated on-time, and less likely to have a DUD, to have been incarcerated, or to have reported a lifetime suicide attempt. Interestingly, further exploration of special education variables revealed few statistically significant differences. As special education is typically viewed as a risk factor for students, these findings illuminate a potential protective function of special education and prompt the need for further investigation into the types of individualized education plans targeting aggressive behaviors.
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Acknowledgements
We thank the Baltimore City Public Schools for the collaborative efforts and the parents, children, teachers, principals, school psychologists, and social workers who participated.
Funding
This study was funded by the National Institute of Mental Health (R01MH057005, T-32MH018834, and T-32MH014592) and the National Institute on Drug Abuse (R37DA11796).
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants included in the study.
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Hart, S.R., Musci, R.J., Slemrod, T. et al. A Longitudinal, Latent Class Growth Analysis of the Association of Aggression and Special Education in an Urban Sample. Contemp School Psychol 22, 135–147 (2018). https://doi.org/10.1007/s40688-017-0160-z
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DOI: https://doi.org/10.1007/s40688-017-0160-z