Comparison of Students with Emotional and/or Behavioral Disorders as Classified by Their School Districts

Autor/in	Mattison, Richard E.
Titel	Comparison of Students with Emotional and/or Behavioral Disorders as Classified by Their School Districts
Quelle	In: Behavioral Disorders, 40 (2015) 3, S.196-209 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Special Education; Emotional Disturbances; Behavior Disorders; School Districts; Classification; Demography; Intelligence Quotient; Academic Achievement; Scores; Teacher Attitudes; Definitions; Criteria; Multiple Disabilities; Comorbidity; Middle School Students; High School Students; Intelligence Tests; Children; Attention Deficit Hyperactivity Disorder; Anxiety; Depression (Psychology); Learning Disabilities; Achievement Tests; Pennsylvania; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Gefühlsstörung; School district; Schulbezirk; Classification system; Klassifikation; Klassifikationssystem; Demografie; Intelligenzquotient; Schulleistung; Lehrerverhalten; Begriffsbestimmung; Multiple disability; Mehrfachbehinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Intelligence test; Intelligenztest; Child; Kind; Kinder; Angst; Learning handicap; Lernbehinderung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment learning disability, and multiple disabilities), which were then compared on demographics, IQ and achievement scores, and teacher ratings of emotional and behavioral problems. Students in the four groups were significantly different only on IQ and achievement scores, but not on demographics or on emotional or behavioral problems. Criterion-based definitions were developed for the four categories. While showing little differentiation between or within the original categories, the definitions showed that 43% of the students appeared to have multiple disabilities (i.e., complex presentations of emotional/ internalizing, behavioral/externalizing, ADHD, and/or learning disabilities). Based on these findings, a potential new special education category was investigated that could enhance the accurate characterization of these students for improved treatment planning, as the current classification process appears inadequate for such students. (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01