Often the characteristics of students with emotional and behavioral disturbances (EBDs) are described in terms of how they compare to students with and without other disabilities. However, such a conceptualization or categorization may overshadow differences that exist among these youth, and few studies examine unique subpopulations within this group. To explore meaningful differences and similarities among students with EBD, which could help to facilitate customization of interventions and supports, we conducted a latent profile analysis of over 300 middle school student receiving special education services for emotional or behavioral needs. Results identified four profiles using demographic variables, school setting (alternative school or not), teacher ratings of behavior and academic competence, and parent report on child suspensions. Criterion variables were then tested, with significant differences identified in use of mental health services, parent empowerment, and caregiver strain. However, significant differences were not found in parent satisfaction with school. Limitations, implications, and the need for additional research are discussed.

中文翻译：

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具有情感或行为需求的中学生的行为、学业和人口学特征概况

通常，有情绪和行为障碍 (EBD) 的学生的特征是根据他们与有和没有其他残疾的学生的比较来描述的。然而，这样的概念化或分类可能会掩盖这些年轻人之间存在的差异，很少有研究检查这一群体中的独特亚群。为了探索 EBD 学生之间有意义的差异和相似之处，这有助于促进干预和支持的定制，我们对 300 多名接受特殊教育服务以满足情感或行为需求的中学生进行了潜在的档案分析。结果使用人口统计变量、学校环境（是否为替代学校）、教师对行为和学术能力的评级以及家长对儿童停学的报告确定了四个概况。然后对标准变量进行了测试，发现在使用心理健康服务、父母赋权和照顾者压力方面存在显着差异。然而，家长对学校的满意度并没有显着差异。讨论了局限性、影响和进一步研究的必要性。