Issues in the Identification and Placement of Behaviorally Disordered Students

Smith, Carl R.; Wood, Frank H.

doi:10.1177/019874298501000307

Cited by 25 publications

(15 citation statements)

References 7 publications

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“…Currently, about 1% of schoolage children are classified as SED (Skiba et al, 1994). However, other estimates by the federal government have indicated that the prevalence of SED in school-age children is about 2% (Smith, Wood, & Grimes, 1988), and empirically derived prevalence estimates range from around 6% or 7% (Brandenburg, Friedman, & Silver, 1990;Kauffman, 1985) to 20% (Kelly, Bullock, & Dykes, 1977). P.L.…”

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confidence: 99%

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

Handwerk¹,

Marshall

1998

J Learn Disabil

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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.

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confidence: 99%

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

Handwerk¹,

Marshall

1998

J Learn Disabil

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“…However, it is unclear how reliable, strong, or generalizable such an effect is (Smith, Wood, & Grimes, 1988). Note that in the present study, potentially biasing effects of race and sex were partially controlled through balancing the comparison groups by race and through separate analyses by sex.…”

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confidence: 81%

Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance

1993

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We created a 40-item teacher rating scale to assess learning, social, and personal problems among students with serious emotional disturbance and no known handicaps. Special and regular educators completed ratings onChecklists and rating scales are widely used in schools and clinics for assessing students with behavioral and emotional problems (Edelbrock, 1988;O'Leary & Johnson, 1986). Although they possess drawbacks, checklists and rating scales also have several attractive characteristics (Kratochwill & Sheridan, 1990). A behavior rating scale, for example, can be implemented with economy of time and effort, address a wide range of problems and multiple students in one application, and assess the teacher, parent, or other rater's perception of a child's functioning, which is often important whether or not it is identical to that actual functioning. Rating scales generally possess relatively good reliability and validity, including the power, at least for some behavior problem patterns, to predict future adjustment (e.g., Walker, 1990). Research has consistently demonstrated that rating scale data can readily differentiate students classified as seriously emotionally disturbed from nondisabled peers (and those in other special education categories) at various ages (e.g., Achenbach & Edelbrock, 1981;Grossman, 1990;Sabornie, Thomas, & Coffman, 1989;Walker, Shinn, O'Neill, & Ramsey, 1987).Children's emotional and behavioral problems as measured by checklists and rating scales can be broadly summarized by two multivariate dimensions, sometimes termed externalizing and internalizing (Achenbach & Edelbrock, 1989; Quay, 1986). These two dimensions are clearly characteristic of students with serious emotional disturbance (Luebke, Epstein, & Cullinan, 1987); but such pupils also generally experience considerable problems of learning, as manifested in lower intellectual ability, academic achievement, and other indices of unsatisfactory learning performance (e.g., Epstein, Kinder, & Bursuck, 1989). However, the literature on students with emotional disturbance and, generally, childhood psychopathology has tended to focus more on externalizing and internalizing disorders than on learning problems. Our first purpose in the present study was to develop and evaluate a brief teacher-completed rating scale consisting of items that address the three principal areas of school problems of adolescents with serious emotional disturbance, as noted above.Although there have been numerous studies of the characteristics of students with emotional disturbance in school (for reviews see, Cullinan, Epstein, & Lloyd, 1983;Kauffman, 1989), relatively little is known about how behavioral and emotional characteristics are related to other important traits of such pupils and their education, such as race, family status, placement, teacher experience, and so on. In addition to filling in some rather basic gaps in knowledge about students with emotional disturbance, such information could be important in pointing the way to more responsive, approp...

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“…Both behavioral excesses (e.g., physical aggression) and behavioral deficits (e.g., social withdrawal) should be considered disabling if the student's educational performance is compromised. Many now advocate for concentrating on how to best meet the complex educational and mental health needs of these students (Costenbader, 1999;Smith et al, 1988). At present, the majority of public schools provide services only at the point of demonstrable mental illness or disorder rather than promoting healthy social-emotional development (Adelman & Taylor, 2003).…”

Section: The Mental Health Needs Of Students With Emotional Disturbanmentioning

confidence: 99%

“…Arguments have centered on the terminology itself (see Smith, Wood, & Grimes, 1988) and the apparent exclusion of students with Social Maladjustment (SM) within the definition of SED (see Weinberg & Weinberg, 1990). Over the years, subsequent amendments of PL 94-142 have resulted in the current federal regulation of PL 105-17, known as the reauthorization of the Individuals with Disabilities Education Act (IDEA;1997).…”

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confidence: 99%

Shifting from categories to services: Comprehensive school‐based mental health for children with emotional disturbance and social maladjustment

Heathfield

Clark

2004

Psychology in the Schools

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To meet the present and future educational and mental health needs of our nation's youth, current models of mental health service delivery need to be reformed. Any more time spent arguing the differences between categories such as Emotional Disturbance (ED) and Social Maladjustment (SM) will only delay much needed services and deplete our already limited resources. Children's mental health needs are not being met in the current model of service delivery. It is proposed that school psychology facilitate the move toward a comprehensive school-based mental health service model. This type of model is consistent with many of the 2002 Futures of School Psychology Conference goals. This model also recognizes the importance of children's social-emotional functioning in that positive mental health directly impacts the learning potential of children. Additionally, the comprehensive school-based mental health service model emphasizes the importance of prevention and early intervention. These proactive strategies are desperately needed to more effectively meet the rising numbers of youth with mental health needs. By focusing on preventing emotional and behavioral disorders and intervening early at the onset of symptoms, students will no longer have to wait until they are classified as ED or SM to receive much needed services. School psychology can play a pivotal role in the reform efforts toward a comprehensive school-based mental health service model that promotes positive mental health in all children.

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Issues in the Identification and Placement of Behaviorally Disordered Students

Cited by 25 publications

References 7 publications

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

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

Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance

Shifting from categories to services: Comprehensive school‐based mental health for children with emotional disturbance and social maladjustment

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