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Identifying Emotional and Behavioral Difficulties Among English Language Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Identifying Emotional and Behavioral Difficulties Among English Language Learners./
Author:	Murrieta, Imelda Guadalupe.
Description:	1 online resource (84 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9780355119633

Identifying Emotional and Behavioral Difficulties Among English Language Learners.
Murrieta, Imelda Guadalupe.

Identifying Emotional and Behavioral Difficulties Among English Language Learners. - 1 online resource (84 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

English Language Learners (ELLs) are considered to be at higher risk for developing emotional and behavioral difficulties due to their limited English proficiency. As a result, the present study examined the identification of emotional and behavioral risk (EBR) among ELLs and non-ELLs through the use of universal behavior screening measures. The study consisted of 395 students enrolled in kindergarten through 5th grades, ranging in age from 5 years, 6 months to 12 years, 4 months. Over half of participants (52.4%) were male and a majority (42.8%) identified as Hispanic/Latino(a). Approximately one-fifth (19.7%) of students were classified as ELLs. Teachers completed the electronic version of the BASC-2 Behavioral and Emotional Screening System-Teacher Form (BESS) for each student in their classroom. Demographic student data was provided by the school via the school's electronic database.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355119633Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Identifying Emotional and Behavioral Difficulties Among English Language Learners.
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100 1 $a Murrieta, Imelda Guadalupe. $3 1181719
245 1 0 $a Identifying Emotional and Behavioral Difficulties Among English Language Learners.
264 0 $c 2017
300 $a 1 online resource (84 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Katie Eklund.
502 $a Thesis (Ph.D.) $c The University of Arizona $d 2017.
504 $a Includes bibliographical references
520 $a English Language Learners (ELLs) are considered to be at higher risk for developing emotional and behavioral difficulties due to their limited English proficiency. As a result, the present study examined the identification of emotional and behavioral risk (EBR) among ELLs and non-ELLs through the use of universal behavior screening measures. The study consisted of 395 students enrolled in kindergarten through 5th grades, ranging in age from 5 years, 6 months to 12 years, 4 months. Over half of participants (52.4%) were male and a majority (42.8%) identified as Hispanic/Latino(a). Approximately one-fifth (19.7%) of students were classified as ELLs. Teachers completed the electronic version of the BASC-2 Behavioral and Emotional Screening System-Teacher Form (BESS) for each student in their classroom. Demographic student data was provided by the school via the school's electronic database.
520 $a Results showed no relationship between ELL status and EBR. However, there was a relationship between gender and the identification of EBR among ELL students, where males demonstrated increased risk levels. In addition, students' reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavior problems.
520 $a Although results did not show a relationship between language proficiency and EBR, ELLs remain a group vulnerable for being identified as at-risk for emotional and behavioral difficulties, due to academic and/or social-emotional problems that they may experience. In practice, schools may want to consider using an integrated approach to conducting universal screening, where schools screen for reading difficulties and behavior concerns, thus allowing them to address a broader range of concerns through early intervention programs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Arizona. $b School Psychology. $3 1181720
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10272714 $z click for full text (PQDT)