The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study: Study designs and implications for children and youth with emotional disturbance
The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study: Study designs and implications for children and youth with emotional disturbance
复制标题
DOI：
10.1177/10634266050130010301
复制
发表时间：
2005-03-01
影响因子：
1.9
通讯作者：
Epstein, MH
中科院分区：
文献类型：
--
作者：
Wagner, M;Kutash, K;Epstein, MH
本文的目的是 (a) 描述两项纵向研究的设计特征，即特殊教育初级纵向研究 (SEELS) 和国家纵向过渡研究 2 (NLTS2)，以及 (b) 概述它们对患有情绪障碍的儿童和青少年 (ED) 的政策、实践、研究、宣传和系统开发的潜在影响。我们首先回顾纵向研究的作用及其在建立有关这些儿童和青少年的知识库方面的重要性。对患有 ED 的儿童和青少年进行的说明性纵向研究的回顾指出了纵向设计在提供急需信息方面的潜力，但也揭示了现有研究的样本和方法的局限性和不一致，这些限制和不一致阻碍了政策和实践的制定。 SEELS 和 NLTS2 是向该领域提供关键信息所需的研究类型的范例。我们描述了这些研究的主要特征以及它们将如何扩展研究知识库。最后，我们概述了这两项研究对改善 ED 儿童和青少年预后的关键问题的影响。
The purposes of this article are to (a) describe the design features of two longitudinal studies, the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2) and (b) outline their potential implications for policy, practice, research, advocacy, and system development for children and youth with emotional disturbances (ED). We begin by reviewing the role of longitudinal research and its importance in building the knowledge base regarding these children and youth. A review of illustrative longitudinal studies conducted on children and youth with ED points to the potential of a longitudinal design for providing much needed information but also reveals the limitations and inconsistencies in both the samples and methods of existing studies that hamper development of policy and practice. SEELS and NLTS2 are offered as exemplars of the type of studies needed to supply critical information to the field. We describe key features of these studies and how they will extend the research knowledge base. We conclude by outlining the implications of the two studies for key issues in improving outcomes for children and youth with ED.