Behavioral and Emotional Problems of Students with Learning Disabilities, Serious Emotional Disturbance, or Both Conditions

Abstract

This study investigates the behavioral and emotional problems of children with learning disabilities (LD), serious emotional disturbance (SED), and LD/SED, using the Teacher Report Form (TRF) and Child Behavior Checklist (CBCL). The sample consisted of 217 students with LD, 72 with SED, and 68 with SED/LD, ages 6 to 18 (mean age = 11.5). The students with SED were rated more impaired than the students with LD on all TRF scales except Attention Problems, and on three of the eight CBCL syndrome scales. The children with LD differed from those with SED mainly in terms of severity of problems, not with respect to type of problem. It is concluded that students with co-morbid LD and SED are underidentified and underserved in special education systems.

Eligibility, Assessment, and Educational Placement Issues for Students Classified with Emotional Disturbance: Federal and State-Level Analyses

“…Disaggregated data by grade in school would be helpful in providing insights related to risk factors for educational placement in increasingly restrictive settings. In addition, while this paper clearly highlights the need for additional research on definition, eligibility, assessment, and placement issues pertaining to ED, there is also a need for similar research on other categories of disability (e.g., learning disabilities) (see Handwerk & Marshall, 1998). This would build a context for identifying the unique challenges for youth who receive the ED label in special education.…”

“…In fact, there are no widely accepted, standardized measures to assess the five criteria of the federal definition for ED (Handwerk & Marshall, 1998). In contrast, informal observations, idiosyncratic descriptions, and arbitrary assessment procedures often form the basis for an ED classification within the educational system (Handwerk & Marshall, 1998), and the differentiation between a classification of ED with and without social maladjustment ''turns largely on chance factors'' (Walker et al, 2000, p. 35). Tharinger, Laurent, and Best (1986) provided compelling evidence that classification rates for ED vary dramatically depending on the classification criteria being used.…”

Language in pediatric epilepsy

“…Filling in the gap in our knowledge about language in pediatric epilepsy and its correlates is important for clinical, academic, and theoretical reasons. From the clinical perspective, this topic deserves attention because children with poor academic achievement and cognitive problems frequently have undiagnosed language difficulties (Im‐Bolter & Cohen, 2007) as well as behavioral and emotional problems (Cohen et al., 1993; Handwerk & Marshall, 1998; Vallance et al., 1999; Fujiki et al., 2002; Gilmour et al., 2004; Corapci et al., 2006). In fact, children presenting to psychiatric clinics for both internalizing and externalizing behavior problems (Cohen et al., 1993; Vallance et al., 1999) and conduct disorders (Gilmour et al., 2004) often have undiagnosed language and social pragmatic problems.…”

Η Σχέση Μεταξύ Των Γλωσσικών Και Των Ψυχοκοινωνικών Δεξιοτήτων Των Μαθητών: Εκπαιδευτικές Προεκτάσεις

“…και βασίζεται εν μέρει στο θεωρητικό μοντέλο των Bar-On & Parker (2000), το οποίο αποτελείται από τις πέντε παραπάνω υποκλίμακες. Η υποκλίμακα των προβλημάτων συμπεριφοράς περιλαμβάνει διαπροσωπικές και ενδοπροσωπικές δεξιότητες, στην ύπαρξη των οποίων έχουν αναφερθεί οι Handwerk and Marshall (1998), καθώς και υπερκινητικότητα και δυσκολίες συγκέντρωσης (Ferguson & Horwood, 1992). Η Κλίμακα εκπαιδευτικών για την ψυχοκοινωνική προσαρμογή (Χατζηχρήστου κ. ά., 2008), δόθηκε στους εκπαιδευτικούς των αντίστοιχων παιδιών για να τη συμπληρώσουν.…”