Date

4-18-2025

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Treg Hopkins

Keywords

Special Education, Adverse Childhood Experiences, Emotional Disturbance, Early Intervention

Disciplines

Education | Special Education and Teaching

Abstract

This quantitative, correlational study examines whether the number of adverse childhood experiences can predict a special education diagnosis of emotional disturbance. Emotional disturbance is one of the 13 disability categories included in the Individuals with Disabilities Act. More than 335,000 students in the United States are diagnosed with emotional disturbance. If one can find a between ACEs and a diagnosis of emotional disturbance, schools and policymakers can set up early interventions for students and parents. This study aimed to determine if the number (three or more) of Adverse Childhood Experiences (ACE)s in early childhood could predict a special education diagnosis of emotional disturbance in high school-aged children. The criterion variable was the number of ACEs a child experienced. The instrument used included the Adverse Childhood Experiences Questionnaire. The predictor variable was a diagnosis of emotional disturbance. Logistical Regression was used to test the hypothesis. Determining if a number of three or more ACEs a child is potentially exposed to could predict a diagnosis of emotional disturbance, supports could be put in place, and early interventions could help children and their families at risk for developing emotional disturbance characteristics. The sample size will consist of 00 students in a rural community in Virginia who have had a diagnosis under the Individuals Disability Act (IDEA) of emotional disturbance between the ages of 13-18. Data will be collected from the Virginia Department of Aging and Rehabilitative Services. The participants for this study will be drawn from self-selection sampling.

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