Predictors of Social Problems in Fifth Graders with Individualized Education Plans

Background: Many students in United States public schools are recipients of special education services each year.  These students receive a variety of services, including social emotional and behavioral services.  With the rising number of students with disabilities being included in general education settings, it is important for social workers to understand how disabilities impact student successes in social functioning at school.  Students with intellectual and developmental disabilities (ID and DD) struggle with adaptive functioning in social situations and in peer relationships that lead to maladaptive behaviors.  Students with ID and DD are more likely to show aggressive behaviors, mental health issues, and poor social skills.  Each student can present with different issues, which makes it difficult to tailor interventions specifically to the student.  By examining the history and background of each student and understanding how they predict social problems, social workers may be able to better tailor interventions to help improve social functioning at school.

The purpose of this study is to examine predictors of social problems in students with ID or DD. The predictors include gender, race, participation in early intervention services, an ADD/ADHD diagnosis, problems in peer relationships, aggressive behavior, and conflict in the home.

Methods

Data and Sample:  The sample is a subsection of a larger sample used for the Early Head Start Research and Evaluation (EHSRE) dataset (1996-2010).  The original sample of 2, 977 children was narrowed down to 269 by filtering the sample, looking only at students who had an Individualized Education Plan (IEP) at the final sampling point (fifth grade).  The purpose in filtering by IEP is to look specifically at students that have a diagnosed disability that impacts school functioning. 

Measures: Fifth grade data was collected between 2007-2009, utilizing demographic data provided by the parents, as well as scales completed by parents and teachers assessing behavior and other family life factors. All scales used to measure variables in this study were found to be reliable and valid.

Results: Descriptive and bivariate analysis was completed on the data prior to multiple regression analysis being run.  Analysis of the multiple regression showed that gender, aggressive behavior and participation in early intervention services were the only significant variables in the equation (F (df=4, 181)= 32.01, p<.001).  The analysis shows that being female is a predictor of social problems, as is higher aggression scores and participation in early intervention. Approximately 40% of the variance can be explained by this model.

Conclusions/Implications: For school social workers, it is important to recognize which factors predict social problems on an individual level and to tailor interventions to the specific needs a child may present with at school.  The provisions within the Individuals with Disabilities Education Act (IDEA) already have set structures in place to provide social-emotional supports and accommodations for students with disabilities.  Knowing what predictors may impact potential social problems is extremely helpful in assessing students and providing supports in the school setting.