Evaluating long term outcomes for students with learning disabilities : does age of first services matter?

Evaluating long term outcomes for students with learning disabilities : does age of first services matter?

Within the last few decades there has been a push in the field of learning disabilities to identify students who have or who are at risk for learning disabilities as early as possible. Little to no research has been conducted on the long-term effects of age of first service provision for students wi...

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Bibliographic Details
Main Author: Kaye, Alyssa Diane
Format: Others
Language:English
Published: 2011
Subjects:
Learning disabilities
Early identification
Long-term outcomes of education
Online Access:http://hdl.handle.net/2152/ETD-UT-2011-08-3745
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spelling ndltd-UTEXAS-oai-repositories.lib.utexas.edu-2152-ETD-UT-2011-08-37452015-09-20T17:04:14ZEvaluating long term outcomes for students with learning disabilities : does age of first services matter?Kaye, Alyssa DianeLearning disabilitiesEarly identificationLong-term outcomes of educationWithin the last few decades there has been a push in the field of learning disabilities to identify students who have or who are at risk for learning disabilities as early as possible. Little to no research has been conducted on the long-term effects of age of first service provision for students with learning disabilities, however. Using multiple regression, this study will analyze data from the National Longitudinal Transition Study-2 (NLTS-2) to investigate the potential effects of age of first service provision on high school educational achievement and educational attainment in order to better understand the longer-term effects of the age of identification and age of intervention for students with learning disabilities.text2011-11-04T17:44:35Z2011-11-04T17:44:35Z2011-082011-11-04August 20112011-11-04T17:44:44Zthesisapplication/pdfhttp://hdl.handle.net/2152/ETD-UT-2011-08-37452152/ETD-UT-2011-08-3745eng
collection NDLTD
language English
format Others
sources NDLTD
topic Learning disabilities
Early identification
Long-term outcomes of education
spellingShingle Learning disabilities
Early identification
Long-term outcomes of education
Kaye, Alyssa Diane
Evaluating long term outcomes for students with learning disabilities : does age of first services matter?
description Within the last few decades there has been a push in the field of learning disabilities to identify students who have or who are at risk for learning disabilities as early as possible. Little to no research has been conducted on the long-term effects of age of first service provision for students with learning disabilities, however. Using multiple regression, this study will analyze data from the National Longitudinal Transition Study-2 (NLTS-2) to investigate the potential effects of age of first service provision on high school educational achievement and educational attainment in order to better understand the longer-term effects of the age of identification and age of intervention for students with learning disabilities. === text
author Kaye, Alyssa Diane
author_facet Kaye, Alyssa Diane
author_sort Kaye, Alyssa Diane
title Evaluating long term outcomes for students with learning disabilities : does age of first services matter?
title_short Evaluating long term outcomes for students with learning disabilities : does age of first services matter?
title_full Evaluating long term outcomes for students with learning disabilities : does age of first services matter?
title_fullStr Evaluating long term outcomes for students with learning disabilities : does age of first services matter?
title_full_unstemmed Evaluating long term outcomes for students with learning disabilities : does age of first services matter?
title_sort evaluating long term outcomes for students with learning disabilities : does age of first services matter?
publishDate 2011
url http://hdl.handle.net/2152/ETD-UT-2011-08-3745
work_keys_str_mv AT kayealyssadiane evaluatinglongtermoutcomesforstudentswithlearningdisabilitiesdoesageoffirstservicesmatter
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