| The importance of quality of life has been increasingly recognized over the past 10-15 years in the field of special education. A number of research studies have examined quality of life with students with developmental disabilities. To date, however, there are no similar studies focusing exclusively on students with emotional and behavioral disorders (EBD). This dissertation sought to uncover key quality of life differences between students with emotional and behavioral disorders and their nondisabled peers in four domains: (a) general quality of life; (b) self; (c) relationships; and (d) environment. Two groups of students participated in this study. Group 1 was composed of students with EBD, in grades 6 through 12, in public and private schools. Group 2 was composed of students with no diagnoses, also in grades 6 through 12, in public schools. Research indicated that adolescents with EBD were significantly more dissatisfied with their quality of life in all domains than their non-EBD peers. Students with EBD in segregated private schools tended to have a more positive outlook about themselves and their environment than their peers in public school. No significant differences in quality of life were found between male and female students with EBD, or between middle and high school students with EBD. The parents of children with EBD rated their child's quality of life significantly lower than their children did, while parents of non-EBD children rated their child's quality of life as significantly higher than did their children. This study has several implications that could improve programming for students with EBD, as well as possibly improving their outcomes. |
