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Journal articles on the topic 'Students with emotional disturbance'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Davis, C. R. (Bob), and Kay Sather Bull. "Emotionally disturbed, gifted/talented students in rural schools." Rural Special Education Quarterly 8, no. 4 (December 1987): 15–22. http://dx.doi.org/10.1177/875687058700800404.

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This paper examines the concept of the emotionally disturbed gifted/talented student in rural areas. Areas examined include: definitions of emotional disturbance (ED) and intellectually gifted/talented (G/T), factors related to growing up rural and/or gifted which can cause conflict which may lead to emotional disturbance, school-related sources of conflict for rural gifted students, the teacher's role in climate setting and intervention to reduce conflict and to ameliorate problems of emotional disturbance, and an example of where and when to get additional help (when the teacher is not equipped to intervene).

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2

Cullinan, Douglas, and Michael H. Epstein. "Comorbidity among Students with Emotional Disturbance." Behavioral Disorders 26, no. 3 (May 2001): 200–213. http://dx.doi.org/10.1177/019874290102600301.

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3

Cullinan, Douglas, Susan Osborne, and Michael H. Epstein. "Characteristics of Emotional Disturbance Among Female Students." Remedial and Special Education 25, no. 5 (September 2004): 276–90. http://dx.doi.org/10.1177/07419325040250050201.

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4

Malmgren, Kimber W., and Joseph C. Gagnon. "School Mobility and Students with Emotional Disturbance." Journal of Child and Family Studies 14, no. 2 (June 2005): 299–312. http://dx.doi.org/10.1007/s10826-005-5058-0.

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5

Conte, Hope R., Robert Plutchik, Katherine V. Wild, and Peter Buckley. "Medical School Stressors and Emotional Disturbance." Psychological Reports 57, no. 3_suppl (December 1985): 1192–94. http://dx.doi.org/10.2466/pr0.1985.57.3f.1192.

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Responses of 21 medical students requesting psychiatric evaluation at a personnel clinic were compared on a 33-item measure of stress with those of 25 medical students who had never been involved in psychiatric treatment. Items distinguishing clinic and comparison groups related to general psychological problems such as anxiety and difficulty concentrating on work rather than to problems related to the medical school experience per se, such as dealing with very sick people or worry over having to make life and death decisions.

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Cullinan, Douglas, Chan Evans, Michael H. Epstein, and Gail Ryser. "Characteristics of Emotional Disturbance of Elementary School Students." Behavioral Disorders 28, no. 2 (February 2003): 94–110. http://dx.doi.org/10.1177/019874290302800201.

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The five characteristics of emotional disturbance (ED) as stated in the IDEA definition and a variable called socially maladjusted, were investigated. Participants were African American and European American elementary school boys and girls, 336 with ED and 548 without ED. Variables were measured with the Scale for Assessing Emotional Disturbance. Students with ED exceeded those without ED on all characteristics. Student category and race interacted for all characteristics in various ways. There were also interactions of category and gender. Among students with ED, one form of comorbidity was more prevalent among girls than boys, but there were no differences by race. Results clarify how students with ED exhibit the five characteristics associated with having ED and the socially maladjusted condition and show the need to consider all five characteristics in understanding the ED disability.

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7

McQuillan, Kathleen, George J. DuPaul, Edward S. Shapiro, and Christine L. Cole. "Classroom Performance of Students with Serious Emotional Disturbance." Journal of Emotional and Behavioral Disorders 4, no. 3 (July 1996): 162–70. http://dx.doi.org/10.1177/106342669600400303.

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8

Costenbader, Virginia, and Margery Reading-Brown. "Isolation Timeout Used with Students with Emotional Disturbance." Exceptional Children 61, no. 4 (February 1995): 353–63. http://dx.doi.org/10.1177/001440299506100404.

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This 1-year-long study investigated the use of isolation timeout as a behavioral control intervention in a special educational facility. Subjects were 156 students with emotional disturbance. The relationship of timeout to demographic variables was examined for a subsample of 73 students. Results indicate that 13,000 separate timeouts occurred over the academic year. Average time in isolation was 23 hr per student. Older students in more restrictive placements were found to spend significantly more time in isolation than were other groups, though much of this difference was due to voluntary timeouts. Alternatives to timeout as a behavior control measure are discussed.

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9

Nickerson, Amanda B., Amy M. Brosof, and Valerie B. Shapiro. "Predicting Positive Outcomes for Students With Emotional Disturbance." California School Psychologist 9, no. 1 (January 2004): 39–49. http://dx.doi.org/10.1007/bf03340906.

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10

Denny, R. Kenton, Michael H. Epstein, and Ernest Rose. "Direct Observation of Adolescents with Serious Emotional Disturbance and Their Nonhandicapped Peers in Mainstream Vocational Education Classrooms." Behavioral Disorders 18, no. 1 (November 1992): 33–41. http://dx.doi.org/10.1177/019874299201800102.

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The purpose of the present study was to determine whether the behavior of students with serious emotional disturbance differs from that of their nonhandicapped peers in integrated vocational classrooms and to determine whether teachers instruct students with serious emotional disturbance differently than they do students with no handicaps. Eleven pairs of students and their teachers were observed in a variety of vocational settings. Overall, the behavior of the two student groups did not differ significantly, nor did the behavior of teachers differ towards the students. The results are discussed in terms of integrating students with serious emotional disturbance into mainstream vocational education classes.

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11

Musser, Erinn H., Melissa A. Bray, Thomas J. Kehle, and William R. Jenson. "Reducing Disruptive Behaviors in Students with Serious Emotional Disturbance." School Psychology Review 30, no. 2 (June 1, 2001): 294–304. http://dx.doi.org/10.1080/02796015.2001.12086117.

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12

Pierce, Gael E., and Pete Penman. "Rorschach Psychological Characteristics of Students with Serious Emotional Disturbance." California School Psychologist 3, no. 1 (January 1998): 35–42. http://dx.doi.org/10.1007/bf03341105.

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13

Hollo, Alexandra, Jason C. Chow, and Joseph H. Wehby. "Profiles of Language and Behavior in Students With Emotional Disturbance." Behavioral Disorders 44, no. 4 (October 18, 2018): 195–204. http://dx.doi.org/10.1177/0198742918804803.

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Although global associations between language and behavioral development are well established, relations among components and subgroups within these disorders remain unclear. The primary aim of this study was to explore whether language components differed by behavioral subtypes: internalizing only, externalizing only, or both. To control for confounding factors identified in prior studies related to sampling and measurement, we conducted profile analyses of receptive, expressive, pragmatic, semantic, syntactic, or higher order language skills in 46 boys with emotional disturbance (ED) using one comprehensive language measure. On average, the internalizing-only group outperformed all other behavioral subgroups. Absence of interaction effects indicated similar patterns of performance, with all groups performing lowest in pragmatic language. We also report prevalence rates of language deficits in the sample and analyze results using two different grouping strategies. Discussion includes the importance of considering comorbidity and establishing independent behavioral subgroups in research, as well as implications for assessment and intervention in practice.

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14

Cullinan, Douglas, and Edward J. Sabornie. "Characteristics of Emotional Disturbance in Middle and High School Students." Journal of Emotional and Behavioral Disorders 12, no. 3 (July 2004): 157–67. http://dx.doi.org/10.1177/10634266040120030301.

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15

Hanchon, Timothy A., and Ryan A. Allen. "IDENTIFYING STUDENTS WITH EMOTIONAL DISTURBANCE: SCHOOL PSYCHOLOGISTS’ PRACTICES AND PERCEPTIONS." Psychology in the Schools 50, no. 2 (December 13, 2012): 193–208. http://dx.doi.org/10.1002/pits.21668.

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16

Mastropieri, Margo A., Thomas E. Scruggs, Nancy Irby Cerar, Dannette Allen-Bronaugh, Catherine Thompson, Mary Guckert, Pat Leins, Clara Hauth, and Yojanna Cuenca-Sanchez. "Fluent Persuasive Writing With Counterarguments for Students With Emotional Disturbance." Journal of Special Education 48, no. 1 (April 2, 2012): 17–31. http://dx.doi.org/10.1177/0022466912440456.

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17

Gunter, Philip L., R. Kenton Denny, Susan L. Jack, Richard E. Shores, and C. Michael Nelson. "Aversive Stimuli in Academic Interactions between Students with Serious Emotional Disturbance and their Teachers." Behavioral Disorders 18, no. 4 (August 1993): 265–74. http://dx.doi.org/10.1177/019874299301800405.

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This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching practices also are presented.

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18

Wagner, Mary, Marilyn Friend, William D. Bursuck, Krista Kutash, Albert J. Duchnowski, W. Carl Sumi, and Michael H. Epstein. "Educating Students With Emotional Disturbances." Journal of Emotional and Behavioral Disorders 14, no. 1 (January 2006): 12–30. http://dx.doi.org/10.1177/10634266060140010201.

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19

Rock, Elana Esterson, Michael S. Rosenberg, and Deborah T. Carran. "Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance." Exceptional Children 61, no. 3 (December 1994): 254–68. http://dx.doi.org/10.1177/001440299506100305.

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This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

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20

Handwerk, Michael L., and Richard M. Marshall. "Behavioral and Emotional Problems of Students with Learning Disabilities, Serious Emotional Disturbance, or Both Conditions." Journal of Learning Disabilities 31, no. 4 (July 1998): 327–38. http://dx.doi.org/10.1177/002221949803100402.

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21

Wiley, Andrew L., Gary N. Siperstein, Kaitlin E. Bountress, Steven R. Forness, and Frederick J. Brigham. "School Context and the Academic Achievement of Students with Emotional Disturbance." Behavioral Disorders 33, no. 4 (August 2008): 198–210. http://dx.doi.org/10.1177/019874290803300401.

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22

Tobin, Tary J., and George M. Sugai. "Discipline Problems, Placements, and Outcomes for Students with Serious Emotional Disturbance." Behavioral Disorders 24, no. 2 (February 1999): 109–21. http://dx.doi.org/10.1177/019874299902400209.

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23

Oswald, Donald P., and Martha J. Coutinho. "Identification and Placement of Students with Serious Emotional Disturbance. Part I." Journal of Emotional and Behavioral Disorders 3, no. 4 (October 1995): 224–29. http://dx.doi.org/10.1177/106342669500300404.

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24

Coutinho, Martha J., and Donald Oswald. "Identification and Placement of Students with Serious Emotional Disturbance. Part II." Journal of Emotional and Behavioral Disorders 4, no. 1 (January 1996): 40–52. http://dx.doi.org/10.1177/106342669600400105.

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25

Villarreal, Victor. "State-Level Variability of Educational Outcomes of Students with Emotional Disturbance." Exceptionality 23, no. 1 (February 2, 2015): 1–13. http://dx.doi.org/10.1080/09362835.2014.986610.

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26

Elisabeth Hess Rice and Cherng-Jyh Yen. "Examining Gender and the Academic Achievement of Students with Emotional Disturbance." Education and Treatment of Children 33, no. 4 (2010): 601–21. http://dx.doi.org/10.1353/etc.2010.0011.

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27

Bettini, Elizabeth A., Michelle M. Cumming, Kristen L. Merrill, Nelson C. Brunsting, and Carl J. Liaupsin. "Working Conditions in Self-Contained Settings for Students With Emotional Disturbance." Journal of Special Education 51, no. 2 (October 13, 2016): 83–94. http://dx.doi.org/10.1177/0022466916674195.

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Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.

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28

Epstein, Michael H., Regina M. Foley, and Douglas Cullinan. "National Survey of Educational Programs for Adolescents with Serious Emotional Disturbance." Behavioral Disorders 17, no. 3 (May 1992): 202–10. http://dx.doi.org/10.1177/019874299201700301.

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Despite an increasing national and local emphasis on special education for adolescents identified as seriously emotionally disturbed, little information is available on the nature of actual education programs operated for such students. This national survey sought data on key aspects of such educational offerings including some program demographics and teacher characteristics as well as program features. These aspects are summarized to provide an indication of what is being done in school programs. Implications are presented for teacher preparation and other needs related to a better understanding of programs for adolescents with serious emotional disturbance.

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29

Bal, Aydin, Jennifer Betters-Bubon, and Rachel E. Fish. "A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance." Education and Urban Society 51, no. 2 (June 23, 2017): 247–68. http://dx.doi.org/10.1177/0013124517716260.

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Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of behavioral outcome disparities in Wisconsin. Using the entire state’s data, we conducted multilevel logistic regression analyses. The analyses showed that African American students were seven times and Native American and Latino students were two times more likely to receive exclusionary discipline. African American students and Native American students were two to three times more likely to be labeled as emotionally disturbed. Students’ race, gender, income, language, attendance, and academic proficiency were related to outcome disparities while school characteristics were not substantively meaningful predictors, excepting the percentage of transferred students. Implications for future research and practice are discussed.

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30

Curtin, Kevin A. "Developing a Therapeutic Community for Students with Emotional Disturbance: Guidelines for Practice." Journal of Therapeutic Schools and Programs 1, no. 4 (2010): 134–46. http://dx.doi.org/10.19157/jtsp.issue.04.01.07.

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31

Hoge, Matthew R., Carl J. Liaupsin, John Umbreit, and Jolenea B. Ferro. "Examining Placement Considerations for Students With Emotional Disturbance Across Three Alternative Schools." Journal of Disability Policy Studies 24, no. 4 (November 7, 2012): 218–26. http://dx.doi.org/10.1177/1044207312461672.

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32

MATTISON, RICHARD E. "Use of Psychotropic Medications in Special Education Students with Serious Emotional Disturbance." Journal of Child and Adolescent Psychopharmacology 9, no. 3 (January 1999): 149–55. http://dx.doi.org/10.1089/cap.1999.9.149.

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33

Griffin, Michael D., and E. Scott Huebner. "Multidimensional Life Satisfaction Reports of Middle School Students with Serious Emotional Disturbance." Journal of Psychoeducational Assessment 18, no. 2 (June 2000): 111–24. http://dx.doi.org/10.1177/073428290001800202.

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34

Lago-Delello, Ellie. "Classroom Dynamics and the Development of Serious Emotional Disturbance." Exceptional Children 64, no. 4 (June 1998): 479–92. http://dx.doi.org/10.1177/001440299806400404.

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This study investigated classroom dynamics and young children identified as at risk for the development of serious emotional disturbance (SED) as compared to not-at-risk peers. Assessment of classroom dynamics included teacher (attitudes and perceptions), student (academic engagement and perceptions of teacher's expectations), and instructional factors (accommodations for at-risk students), as well as classroom interactions (teacher-student and peer). Results indicated that young children identified as at risk for the development of SED but not yet labeled by the school were experiencing a significantly different reality in the classroom than not-at-risk peers. Implications for effective classroom interventions for these young at-risk children include collaborative/consultation teacher models, task modifications, direct instruction, and cooperative learning and peer tutor programs.

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35

Cullinan, Douglas, and James M. Kauffman. "Do Race of Student and Race of Teacher Influence Ratings of Emotional and Behavioral Problem Characteristics of Students with Emotional Disturbance?" Behavioral Disorders 30, no. 4 (August 2005): 393–402. http://dx.doi.org/10.1177/019874290503000403.

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African American students are disproportionately likely to be identified with the emotional disturbance (ED) education disability. To investigate how teachers’ perceptions of students might vary by race, we analyzed Black and White teachers’ ratings of 769 students with ED, subdivided by race and grade level, on six emotional and behavior problem variables. Results did not support the position that, among students with ED, overrepresentation of African Americans arises from racial bias in teacher perceptions of emotional and behavioral problems; however, there were several interesting main and interaction effects. Discussion focused on implications of present results for the continuing issue of race disproportionality among students with ED, as well as several lines of research that might clarify race disproportionality and related issues in identification of students with ED.

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36

Nickerson, Amanda B., and Amy M. Brosof. "Identifying Skills and Behaviors for Successful Inclusion of Students with Emotional or Behavioral Disorders." Behavioral Disorders 28, no. 4 (August 2003): 401–9. http://dx.doi.org/10.1177/019874290302800407.

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Despite an increasing shift toward full inclusion of all students with disabilities, students with emotional or behavioral disorders (E/BD) remain in segregated placements and experience less successful outcomes in general education than do students in other disability categories. Special education teachers completed the Scales for Predicting Successful Inclusion (SPSI) and the Devereux Behavior Rating Scale–School Form (DBRS-SF) for 89 students with E/BD. Information about each student's level on the school's behavior management program was also collected. Compared to normative scoring samples, the students with E/BD exhibited severe skill deficits and moderate levels of emotional and behavioral disturbance. The SPSI and the DBRS-SF were inversely correlated, and the SPSI and behavioral levels were positively correlated. The SPSI successfully distinguished between students with severe emotional and behavioral problems and those with less severe behaviors. Results highlight the importance of teaching nonacademic skills necessary for inclusion to students with E/BD, using multiple measures to determine placement, and programming for inclusion in a systematic manner.

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37

Sample, Pat L. "Postschool Outcomes for Students with Significant Emotional Disturbance following Best-Practice Transition Services." Behavioral Disorders 23, no. 4 (August 1998): 231–42. http://dx.doi.org/10.1177/019874299802300405.

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Six best practices—vocational intervention, paid work experience, social skills curriculum, interagency collaboration, parent involvement, and individualized plans/planning—were linked to postschool outcomes of employment and community adjustment for students with significant emotional disturbance (SED). Telephone and in-person interviews were conducted with 30 (57%) of 53 former students who had participated in supported employment and entrepreneurial education transition grant projects between 1989 and 1994. The former students answered questions about their employment, residential situations, community involvement, recreational pursuits, and citizenship activities 6 months, 12 months, and 24 months after leaving school. Univariate analyses of individual interventions and student outcomes showed that students out of school for 6 months who had been employed for long periods of time while in school had higher rates of employment than those who had not worked. Students out of school for 7 year whose parents were actively involved in their educational programs were more likely than their peers with uninvolved parents to have a successful community adjustment. Recommendations for further study include pursuing the development of appropriate definitions and assessment of transition services and interventions and exploring further interventions over which educators have direct control.

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38

Sullivan, Amanda L. "Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance." Behavioral Disorders 43, no. 1 (October 3, 2017): 244–52. http://dx.doi.org/10.1177/0198742917732360.

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The debate surrounding disproportionality in the identification of culturally and linguistically diverse students for special education, and in the category of emotional disturbance in particular, remains highly contentious, particularly as scholars grapple with the meaning and causes of disproportionality. In this article, I discuss assumptions underpinning this line of scholarship and implications for the meaning we make of research findings related to disparities in special education and students’ needs. Efforts to understand and address inequity must be juxtaposed with the imprecise, and at times inscrutable, conceptual, psychometric, procedural, and causal issues surrounding identification and potential disproportionality, even while maintaining a fundamental desire to benefit students.

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39

Regan, Kelley S., Margo A. Mastropieri, and Thomas E. Scruggs. "Promoting Expressive Writing among Students with Emotional and Behavioral: Disturbance via Dialogue Journals." Behavioral Disorders 31, no. 1 (November 2005): 33–50. http://dx.doi.org/10.1177/019874290503100107.

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Written dialogue journals are intended to improve writing and encourage positive social skills by promoting individualized written discussions between a teacher and students' emotional and behavioral needs. This study investigated expressive writing using dialogue journals with five elementary students with emotional and behavioral disturbance (EBD), using a multiple baseline design across baseline, intervention, maintenance, and generalization phases. Students were randomly assigned to treatment order to meet randomization test assumptions. Baseline data were collected from student responses to traditional writing prompts. Individualized dialogue journals, in which students and teachers communicated daily to observed social behavioral issues, were implemented for the duration of the intervention. Dependent measures included student attention to task, length and quality of student written entries, and a student satisfaction survey. Visual analysis indicated an increase in time on task for all participants, and an increase in length of writing and writing quality for four of the five participants. Randomization tests applied to these data yielded significant results for all writing measures. In addition, survey results suggested that participants regarded the dialogue journals with mild satisfaction overall. Implications for future research are discussed.

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40

Neef, Nancy A., Doran Shade, and Mark S. Miller. "ASSESSING INFLUENTIAL DIMENSIONS OF REINFORCERS ON CHOICE IN STUDENTS WITH SERIOUS EMOTIONAL DISTURBANCE." Journal of Applied Behavior Analysis 27, no. 4 (December 1994): 575–83. http://dx.doi.org/10.1901/jaba.1994.27-575.

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41

Siperstein, Gary N., Andrew L. Wiley, and Steven R. Forness. "School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance." Behavioral Disorders 36, no. 3 (May 2011): 172–84. http://dx.doi.org/10.1177/019874291003600303.

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Lack of progress of children with emotional disturbance (ED) has begun to be documented in longitudinal school-based studies. Variability in these studies may be due to several factors, including widespread differences in academic, behavioral, and social functioning of these children, their special education status, and school contextual factors. In this study, 86 children were followed over a two-year period: children were drawn from three subgroups—children with ED receiving special education in low-income schools, children with ED receiving special education services in high-income schools, and children not receiving special education services but who were considered high risk for ED. Outcome measures included reading and math achievement along with ratings of behavioral progress. Despite initial differences in overall functioning, there was, almost without exception, no significant progress in any of the three subgroups over the course of a full academic year. This lack of progress was not related to the type of special education and related services that students received in self-contained or full inclusion programs. Results and implications are discussed regarding lack of response of children with or at risk for ED to intervention in both general and special education.

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42

Evans, Chan, Stacy L. Weiss, and Douglas Cullinan. "Teacher Perceptions and Behavioral Strategies for Students With Emotional Disturbance Across Educational Environments." Preventing School Failure: Alternative Education for Children and Youth 56, no. 2 (January 2012): 82–90. http://dx.doi.org/10.1080/1045988x.2011.574170.

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43

Regan, Kelley S. "Using Dialogue Journals in the Classroom: Forming Relationships with Students with Emotional Disturbance." TEACHING Exceptional Children 36, no. 2 (November 2003): 36–41. http://dx.doi.org/10.1177/004005990303600205.

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44

Floyd, Carlyn, and Elisabeth Hess Rice. "Beliefs about the NCTM Standards of Special Educators of Students with Emotional Disturbance." Investigations in Mathematics Learning 1, no. 3 (March 2009): 73–90. http://dx.doi.org/10.1080/24727466.2009.11790287.

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45

Gage, Nicholas A. "Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis." Education and Treatment of Children 36, no. 4 (2013): 127–45. http://dx.doi.org/10.1353/etc.2013.0038.

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46

Mooney, Paul, Michael H. Epstein, Robert Reid, and J. Ron Nelson. "Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance." Remedial and Special Education 24, no. 5 (September 2003): 273–87. http://dx.doi.org/10.1177/07419325030240050301.

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47

Reid, Robert, Jorge E. Gonzalez, Philip D. Nordness, Alexandra Trout, and Michael H. Epstein. "A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance." Journal of Special Education 38, no. 3 (November 2004): 130–43. http://dx.doi.org/10.1177/00224669040380030101.

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48

King, Seth A. "Multiple-Stimulus Without Replacement Preference Assessment for Students at Risk for Emotional Disturbance." Journal of Behavioral Education 25, no. 4 (June 20, 2016): 431–54. http://dx.doi.org/10.1007/s10864-016-9256-1.

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49

Hutton, Jerry B. "Evaluation Status, Educational Setting, and Behavior Ratings of Students with Serious Emotional Disturbance." Psychological Reports 77, no. 3 (December 1995): 1049–50. http://dx.doi.org/10.2466/pr0.1995.77.3.1049.

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60 students' files were randomly selected from a pool of 308 who were designated as seriously emotionally disturbed by their school districts. Analysis indicated that n = 30 students receiving their initial evaluations were rated more negatively by their special education and homeroom teachers than those 30 being reevaluated. Compared with the 60 special education teachers, more negative ratings were given by the 60 homeroom teachers. Elementary and secondary school placement did not significantly affect the behavior ratings.

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Caseau, Dana L., Ruth Luckasson, and Roger L. Kroth. "Special Education Services for Girls with Serious Emotional Disturbance: A Case of Gender Bias?" Behavioral Disorders 20, no. 1 (November 1994): 51–60. http://dx.doi.org/10.1177/019874299402000101.

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Abstract:

Despite the fact that boys greatly outnumber girls in receiving services under the category Serious Emotional Disturbance (SED), the possibility of bias against girls with SED has received relatively little attention. Data on three groups of adolescent students were analyzed: (a) students served as SED by the public schools (ED Sch, n=53), (b) students identified by the schools as SED but served as inpatients at a private psychiatric hospital (ED Psy, n=24), and (c) students not identified as SED by the public schools but who received services at a private psychiatric hospital (NI Psy n=40). Girls were a small proportion of the ED Sch and ED Psy groups, but the majority of the NI Psy group. These preliminary data indicate that some girls with serious emotional problems are not identified by the public schools yet are being served by private psychiatric hospitals. Possible reasons for this potentially inequitable allocation of school special education resources are suggested. Consideration and further study of the gender issues and identification and services to students with SED are discussed.

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