Internalizing symptoms and affect of children with emotional and behavioral disorders: A comparative study with an urban African American sample

Sanders, Deanna E.; Merrell, Kenneth W.; Cobb, Harriet C.

doi:10.1002/(sici)1520-6807(199905)36:3<187::aid-pits2>3.3.co;2-j

Cited by 8 publications

(14 citation statements)

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“…For example, the increased likelihood of being reared in a female headed household (Finkelstein, Donenberg, & Martinovich, 2001;Garbarino, Dubrow, Kostelny, & Pardo, 1992;McLoyd, Jayaratne, Epstein, Ceballo, & Borquez, 1994) may reduce the degree to which low-income urban males express symptoms exclusively in stereotypically masculine ways (at least during early adolescence). Second, the dangerous living conditions in lowincome urban settings may reduce gender differences in internalizing and externalizing symptoms by decreasing the expression of internalizing and by increasing the expression of externalizing symptoms in adolescent girls (if, for example, expression of internalizing symptoms makes youth more vulnerable to victimization) (Fishkin, Rohrbach, & Johnson, 1997;Sanders, Merrell, & Cobb, 1999;Thomas, 2001).…”

Section: Discussionmentioning

confidence: 99%

Psychological Symptoms Affecting Low-Income Urban Youth

Grant¹,

Katz²,

Thomas³

et al. 2004

Journal of Adolescent Research

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Rates and cooccurrence of internalizing and externalizing syndromes were examined in a sample of 1,520 low-income urban early adolescents. Results indicate higher rates of clinically elevated internalizing and externalizing symptoms in this sample relative to normative data. In particular, both boys and girls were more likely to score in the clinical range on the broad-band internalizing and externalizing subscales of the Youth SelfReport and on the anxious-depressed, withdrawn, somatic, delinquency, and aggression narrow-band subscales. Girls reported higher rates of internalizing symptoms on the broad-band internalizing subscale and on narrow-band anxious-depressed, withdrawn, and somatic complaints subscales. Contrary to expected, boys did not report higher rates of externalizing symptoms on any of the externalizing subscales. Results of bidirectional comorbidity analyses indicate that cooccurrence of aggressive with somatic symptoms and cooccurrence of aggressive with delinquency symptoms were significantly more common in this sample than in normative samples.A central focus of research in developmental psychopathology is identification of sources of risk for psychological distress and disorder across the life span. A consistent finding emanating from this research is that specific 613

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Section: Discussionmentioning

confidence: 99%

Psychological Symptoms Affecting Low-Income Urban Youth

Grant¹,

Katz²,

Thomas³

et al. 2004

Journal of Adolescent Research

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“…It is well documented that children who exhibit externalizing behavior and/or conduct disorders share characteristics similar to children who demonstrate internalizing behavior and/or affective disorders (Heathfield & Clark, ; McConaughy & Skiba, ). Moreover, although SM serves as an exclusionary factor and has been equated with externalizing‐based psychiatric disorders, such as conduct disorder (e.g., Slenkovich, ; Theodore et al., ), research suggests that those who are entrusted with making ED eligibility decisions are most likely to focus their attention on students with externalizing problems (e.g., Skiba & Grizzle, ) because they are easily observable and, more importantly, have the potential to pose an immediate threat to persons within close proximity (Sanders, Merrell, & Cobb, ). Meanwhile, internalizing disorders tend to be directed inwardly and are marked by predominantly covert symptoms.…”

Section: Epidemiology and Current Trends In Ed Identificationmentioning

confidence: 99%

“…Thus, in many instances, these children are overlooked and do not receive the special education or related services they require (e.g., Kauffman, ) because their symptoms are not readily apparent to others. Also, in many instances, they are able to maintain passing grades such that they do not demonstrate “adverse” educational impact (Stark, ; Sanders et al., ).…”

Section: Epidemiology and Current Trends In Ed Identificationmentioning

confidence: 99%

Identifying Students With Emotional Disturbance: School Psychologists’ Practices and Perceptions

Hanchon

Allen

2012

Psychology in the Schools

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From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment practices and decision making are almost inevitable. In this study, we examined school psychologists’ (N = 214) assessment practices when determining initial eligibility for ED, as well as their perceptions regarding the language contained within the federal ED definition. Findings indicated that although school psychologists recognize the need for a multimethod, multisource assessment model when ED is a classification consideration, in many instances, their actual assessments are missing commonly recommended sources of data for making eligibility decisions, including classroom observations; parent, teacher, and student interviews; and behavior rating scales. The results from the study provide a useful overview of school psychologists’ assessment practices and are couched within the questions and confusion that have surrounded the federal ED definition since its codification into law.

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“…As our field moves forward, two salient and daunting challenges are evident, both of which relate to the representation of students that comprise the ED category. The first challenge pertains to the disproportionate underidentification of students whose symptoms and/or conditions fall along the internalizing continuum (e.g., Kauffman, ; Sanders et al., ). Using data obtained from the Special Education Elementary Longitudinal Study, Gage () estimated that approximately 7% of students who received special education services under the ED category manifested internalizing behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…Concerns have also been raised that students who exhibit externalizing symptoms are more easily recognized by school personnel and, thus, are disproportionately identified for ED services relative to children/youth who are experiencing internalizing disorders and suffering in silence (e.g., Gage, ; Sanders, Merrell, & Cobb, ). Because internalizing symptoms, by their nature, are directed inwardly and are reflective of overcontrolled expressions of emotion/behavior, they oftentimes remain shrouded and unobservable to third parties (Merrell, ).…”

Section: Implications Of the Current Ed Definition For Studentsmentioning

confidence: 99%

The identification of students with emotional disturbance: Moving the field toward responsible assessment practices

Hanchon

Allen

2017

Psychology in the Schools

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For over 40 years, the special education category Emotional Disturbance (ED) has elicited considerable confusion and controversy for educators. Perhaps most notably, the federal ED definition has been assailed for its inclusion of vague, construct‐laden terminology, coupled with a general lack of clarity or guidance. In this article, we review the salient issues that have surrounded ED since it was first recognized as a disability category under P.L. 94–142 (i.e., the Education for All Handicapped Children Act). Additionally, we offer guidance that is intended to promote responsible and defensible assessment practices, as well as assist school psychologists and other educational professionals to avoid potential clinical judgment errors that may otherwise cloud the eligibility determination process. To conclude, we advocate for comprehensive assessment practices that are conducted in accordance with ethical standards that govern the field of school psychology, and are underpinned by scientific principles with the intent of accurately identifying as well as optimally serving students who are considered for the ED category.

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Internalizing symptoms and affect of children with emotional and behavioral disorders: A comparative study with an urban African American sample

Cited by 8 publications

References 0 publications

Psychological Symptoms Affecting Low-Income Urban Youth

Psychological Symptoms Affecting Low-Income Urban Youth

Identifying Students With Emotional Disturbance: School Psychologists’ Practices and Perceptions

The identification of students with emotional disturbance: Moving the field toward responsible assessment practices

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