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

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dc.contributor.advisorKeith, Timothy, 1952-en
dc.contributor.committeeMemberCawthon, Stephanie W.en
dc.creatorKaye, Alyssa Dianeen
dc.date.accessioned2011-11-04T17:44:35Zen
dc.date.accessioned2017-05-11T22:23:40Z
dc.date.available2011-11-04T17:44:35Zen
dc.date.available2017-05-11T22:23:40Z
dc.date.issued2011-08en
dc.date.submittedAugust 2011en
dc.date.updated2011-11-04T17:44:44Zen
dc.descriptiontexten
dc.description.abstractWithin 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.en
dc.description.departmentEducational Psychologyen
dc.format.mimetypeapplication/pdfen
dc.identifier.slug2152/ETD-UT-2011-08-3745en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-08-3745en
dc.language.isoengen
dc.subjectLearning disabilitiesen
dc.subjectEarly identificationen
dc.subjectLong-term outcomes of educationen
dc.titleEvaluating long term outcomes for students with learning disabilities : does age of first services matter?en
dc.type.genrethesisen

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