Eligibility for Students With Emotional or Behavioral Disorders

Abstract

Current estimates suggest that nearly 12% of the school population may be in need of mental health services (Forness, Freeman, Paparella, Kauffman, & Walker, 2011). Of these children, reasonable estimates of students with an emotional or behavioral disorder (E/BD) in need of special education and related services by experts range from 3% to 6% of the population (Costello, Egger, & Angold, 2005; Kauffman & Landrum, 2013; U.S. Department of Health and Human Services, 2001). The perplexing dilemma for many school systems across the nation is properly identifying those students who are in need of special education services. Unfortunately, determining eligibility for special education under the classification of emotional disturbance (ED) and ensuring the provision of a free appropriate public education in accordance with the Individuals With Disabilities Education Act (IDEA) has been persistently difficult given a host of controversial issues surrounding current eligibility criteria and the poor outcomes experienced by this population (

Pre-service Teachers’ Attitudes Toward Students With Behavioral Difficulties: Associations With Individual and Education Program Characteristics

“…Inclusion of students with special educational needs (SEN) in mainstream schools and placement in the least restrictive environment, which first refers to the regular classroom, are encouraged through legislation worldwide (Jackson et al, 2018). Even in this context, students with behavioral difficulties (BD) are more likely to be placed in special education when compared with other students with SEN (Smith et al, 2015). Still, in comparison with students with SEN in terms of learning difficulties, several studies over time have shown that in-service and pre-service teachers' (PT) attitudes toward students with BD are more negative (Haq and Mundia, 2012;O'Toole and Burke, 2013;Markova et al, 2016;Scanlon et al, 2020;Jury et al, 2021).…”

Definitions of and Evaluation Procedures for Emotional Disturbance: A Tale of 50 States

“…55). Disagreements and criticisms about eligibility language, processes, and services have not abated over time (e.g., Algozzine et al, 1978; Executive Committee of the Council for Children with Behavioral Disorders, 1987; Forness & Kavale, 2000; Forness & Knitzer, 1992; Smith et al, 2015), and many have advocated for alternative definitions (Forness & Kavale, 2000; Forness & Knitzer, 1992). Scholars in the field point to vague language (Cullinan et al, 1986; Hanchon & Allen, 2018), arbitrary exclusions (e.g., social maladjustment; Cloth et al, 2014), and circular and contradictory language (Epstein et al, 1977).…”

“…Scholars in the field point to vague language (Cullinan et al, 1986; Hanchon & Allen, 2018), arbitrary exclusions (e.g., social maladjustment; Cloth et al, 2014), and circular and contradictory language (Epstein et al, 1977). The social maladjustment exclusion clause is arguably one of the most criticized portions of the federal ED definition (Center, 1990; Cloth et al, 2014; Merrell & Walker, 2004; Skiba & Grizzle, 1991; Smith et al, 2015). The exclusionary clause indicates that students identified as “socially maladjusted” who do not also meet the previously described ED criteria are not eligible for special education services under this category.…”

“…The exclusionary clause indicates that students identified as “socially maladjusted” who do not also meet the previously described ED criteria are not eligible for special education services under this category. While a complete discussion of the complexity of the exclusionary clause is beyond the scope of what we can cover in this introduction (see Cloth et al, 2014; Smith et al, 2015), this is just one illustration of how vague language in the ED definition impacts the ability of school personnel to reliably and objectively differentiate between students that qualify for services and those that do not.…”

Seclusion Amongst Elementary and High School Students: An Analysis of the Role of Demographic Variables in the Use of Seclusion in Kansas Schools

“…Considering that students with emotional and behavioral disorders (EBD) often display high levels of both verbal and physical aggression, the need for aversive procedures such as seclusion continue to intensify (Pudelski, 2013). Thus, schools continue to examine more effective interventions designed to address behavioral crises that put others at risk (Smith, Katsiyannis, & Ryan, 2011).…”