A National Perspective on Children with Emotional Disorders

Abstract

Improving the services for children with emotional or behavioral problems has been one of the priorities of the Department of Education for the last four decades. Since its implementation, the Office of Special Education Programs has been dedicated to funding and supporting research in the area of emotional disorders. Despite increased attention to students with emotional disorders, their educational, behavioral, and social outcomes continue to be the worst of any disability group. This article provides a national perspective on children with emotional disorders by looking at data provided by three federally funded studies, descriptions of current supported research and development activities, and future directions for investigation.

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

“…First, there is a plethora of evidence regarding EBD students' underperformance with respect to academic achievement (Kauffman & Landrum, 2013;Lane, Carter, Pierson, & Glaeser, 2006;Nelson, Benner, Lane, & Smith, 2004;Reid, Gonzalez, Nordness, Trout, & Epstein, 2004;Trout, Nordness, Pierce, & Epstein, 2003) and socio-emotional skills (Bowers, 2006;Cullinan & Sabornie, 2004;Kauffman & Landrum, 2013;Quinn, Kavale, Mathur, Rutherford, & Forness, 1999). Second, it is well known that in the worst-case scenario, EBD can have many long-term consequences for students' lives, for example, ongoing problems with social life and education and difficulties in employment (Bradley et al, 2008;Bradley, Henderson, & Monfore, 2004;Hotulainen & Lappalainen, 2011;Kauffman & Landrum, 2013;Lappalainen & Hotulainen, 2012). Within this frame, it is important to examine the associations between student-teacher relationships, behavior and emotional adjustment and academic achievement.…”

Elementary Pre-service Teacher Preparation in the Area of Social, Emotional, and Behavioral Problems

“…For students labeled by schools as having an emotional and/or behavioral disorder (EBD), approximately 50% drop out of school (Wagner, 1995). A larger percentage of those with EBD fails to become productive and well adult-adjusted members of society (Bradley et al, 2004), evidenced by problems such as substance abuse, antisocial and aggressive behavior, involvement with the penal system, marital and interpersonal problems, and difficulties finding and maintaining employment (Patterson, DeBaryshe, & Ramsey, 1989).…”

School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance

“…1 Male students (84%) were overrepresented in the sample relative to the percentage of the total school population who were male (51%). Nationally, boys outnumber girls in the ED category by almost four to one (Bradley et al 2004;Coutinho and Oswald 2005). Based on the Office of Special Education 2007 Child Count data, there were some differences in ethnicity for our sample versus students with ED nationally (Caucasian, 59 vs. 57%; African American, 19 vs. 28%; Hispanic, 17 vs. 12%; Other, 5 vs. 3%).…”

“…Excesses in problem behavior and deficits in social skills place students with ED at a uniquely high risk for a host of negative developmental outcomes, including school failure, relationship problems, drug and alcohol abuse, involvement with the criminal justice system, unemployment, poor community adjustment, and mental health problems as adults (e.g., Bradley et al 2004;Carson et al 1995;Carter and Wehby 2003;Fergusson and Horwood 1995;Frank et al 1995;Greenbaum et al 1996;Walker et al 2004). These harmful outcomes impact not only the students with ED, but also their families, schools, communities, and society as a whole.…”