State terminology of behavioral disorders

Miller, Ted L.; Epstein, Michael H.

doi:10.1002/1520-6807(197904)16:2<224::aid-pits2310160211>3.0.co;2-6

Psychol. Schs.

1979

DOI: 10.1002/1520-6807(197904)16:2<224::aid-pits2310160211>3.0.co;2-6

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State terminology of behavioral disorders

Ted L. Miller¹,

Michael H. Epstein²

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Cited by 6 publications

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“…Examining state definitions of ED collected by the National Association of State Directors of Special Education (1982), Cullinan, Epstein, and McLinden (1986) found a tendency Journal of Emotional and Behavioral Disorders 21(1) for some state definitions to show similarity to the federal definition. This suggested that the federal definition of ED may have begun to influence definitions and terms (Miller & Epstein, 1979) used by states.…”

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State Definitions of Emotional Disturbance

Wery

Cullinan

2011

Journal of Emotional and Behavioral Disorders

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This article examines definitions state education agencies use to describe the federal education disability called "emotional disturbance." State definitions were collected so that various aspects of them could be analyzed and compared with results of similar studies completed in the 1970s and 1980s. Among results are that state definitions have changed substantially over the decades and definitions have become increasingly similar to the federal definition. Discussion elaborated key findings about components of the state definitions, changes in terminology, and features of the federal definition shared by state definitions. Several recommendations are offered for research and policy consideration, as suggested by the findings.

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State Definitions of Emotional Disturbance

Wery

Cullinan

2011

Journal of Emotional and Behavioral Disorders

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“…analytically-based definitions in the diagnosis and classification of childhood maladjustment. The trend is manifested poignantly by the rapid development of behavioral criteria for the identification of social and emotional disorders in the fields of special education (Miller & Epstein, 1979) and child psychiatry and psychology (Achenbach, 1980). Educators and clinicians are encouraged by the apparent advantage afforded through diagnostic systems keyed to observable and potentially alterable behaviors, requiring relatively unobtrusive summative evaluations by contextuallyinformed persons such as teachers in the schools and parents in the home.…”

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confidence: 99%

Syndromes of social maladaptation among elementary school boys and girls

McDermott

1982

Psychol. Schs.

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The cross-sex comparability of child social maladaptation is assessed within populations of elementary school children. The randomly aggregated normative sample for the revised Bristol Social Adjustment Guides (BSAG) was partitioned into subsamples of 1,305 boys and 1,222 girls ranging in age from 5 to 15 years. The children were observed by 900 classroom teachers and rated on the BSAG's six core syndromes and two associated groupings of problem behavior. For each sex, scores on the various behavioral groupings were normalized and submitted to principal components factor analysis with varimax rotation of retained dimensions. A general two-factor model emerged, with one factor resembling a dimension of general overreaction and the other a dimension of general underreaction. Cross-sex equivalence of factor structures was confirmed via Kaiser's analytic factor relations process. The BSAG's core syndromes and nonsyndromic groupings were found to sustain similar functions across the sexes, although differential trends were noted in the prevalence of specific behavioral syndromes.

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Child behavior disorders by age and sex based on item factoring of the revised Bristol Guides

McDermott

1984

J Abnorm Child Psychol

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Standardized teacher observations of 2,527 schoolchildren, selected at random for the revised Bristol Social Adjustment Guides were partitioned into four subsamples consisting of 797 5- to 10-year-old boys, 758 5- to 10-year-old-girls; 508 11- to 15-year-old boys, and 464 11- to 15-year-old girls, respectively. The children were observed by over 900 teachers and rated on 104 indicators of maladaptive behavior. Item scores for each age/sex sample were subjected to first- and second-order factor analysis, with varimax rotation yielding identical second-order models of behavior disorder across age and sex samples and somewhat different first-order models for each sample. Comparison of derived dimensions with dimensions emergent in other behavior problem research indicated considerable consistency. Moreover, the similarity of the factorially derived dimensions confirmed the cross-age and -sex generality of the syndromes known as unforthcomingness, hostility, and depression, and provided reasonable support for the utility of the syndrome of inconsequence, although it was apparent that inconsequence stands as more a composite of underlying factor dimensions reflecting hyperactive and attention-seeking behaviors. While the withdrawal syndrome found factorial support, its integrity was clearly specific to child age and sex.

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State terminology of behavioral disorders

Cited by 6 publications

References 6 publications

State Definitions of Emotional Disturbance

State Definitions of Emotional Disturbance

Syndromes of social maladaptation among elementary school boys and girls

Child behavior disorders by age and sex based on item factoring of the revised Bristol Guides

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