The Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study (NLTS2): Study Designs and Implications for Youth With Emotional Disturbance
FMHI Publication ID:
3201
Keywords:
SEELS, NLTS2, emotional disturbance, EH, ESE, school, school-based
Contact:
Abstract
The purpose of this article is to describe design features of two longitudinal studies, the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study (NLTS2), and to outline their potential implicatios for policy, practice, research, advocacy, and system development for children and youth with emotional disturbances (ED). We begin by reviewing the role of 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 samples and methods of existing studies that hamper development of policy and practice. We describe key features of SEELS and NLTS2 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.
Citation
Wagner, M., Kutash, K., Duchnowski, A. J., & Epstein, M. H. (2005). The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study: Study designs and implications for youth with emotional disturbance. Journal of Emotional and Behavioral Disorders, 13(1),25-41.