Special Education... an Intervention? the Development of Aggression and Beyond

Aggressive trajectories in youth herald deleterious outcomes.  Research has shown that poor academic performance, which is recognized in most students receiving special education services, may be a predictor of aggressive behaviors in youth. Additional research indicates that the presence of aggression increases the odds of receiving special education services. As special education requires an individualized approach to administering evidence-based interventions, it is of interest to evaluate the relationship of special education with the developmental trajectory of aggression.

This presentation will provide participants with findings from a current study investigating this relationship and a discussion about implications and directions for further research.  A longitudinal latent class growth model was utilized to examine the aggressive trajectories of participants in middle through high school.  Predictors of the latent class trajectories included demographic variables as well as special education status in elementary school. Distal outcomes were included to evaluate the validity of the classes. Participants included 578 students (53.4% male, 86.3% African American, 69% receiving free and reduced lunch [FRL]).  Covariates were measured in first grade (with the exception of special education status which was measured in first through fifth grades), aggressive-disruptive behavior indicators were measured in sixth through twelfth grades, and distal outcomes were assessed through young adulthood (i.e., 22-23 years old).

Results illuminated two latent class trajectories. The lower aggressive trajectory class was more likely female with a special education history.  The higher aggressive trajectory class was more likely male, received FRL, demonstrated lifetime drug abuse and dependence disorders and criminal histories, and was less likely to graduate from high school.  Findings indicate that despite controlling for aggressive behaviors in first grade, students receiving special education support in elementary school were more likely to evidence lower levels of aggression in middle and high school. Further, direct relationships were demonstrated between special education services and these outcomes.  That is, students who received special education services at some point in elementary school were more likely to have graduated on-time, and less likely to have a lifetime drug use dependence disorder, to have been incarcerated or to have reported a lifetime suicide attempt.

As special education is typically viewed as a risk factor for students, these findings illuminate a potential protective function of special education services and prompts the need for further investigation into the types of individualized education plans targeting aggressive behaviors.