Avoiding the Special Education Trap for Conduct Disordered Students

Murray, B. G.; Myers, Mary Alice

doi:10.1177/019263659808259410

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…Lack of early social skills competencies have also been found to be strong predictors of later student conduct problems (Olson & Rosenblum, 1998). Furthermore, the best clinical predictors of social maladjustment in children are home socialization factors (Murray & Myers, 1998). Pellegrini (1992) suggested that early social competencies themselves may be transformed into academic, schoolbased competencies such as literacy and other positive educational outcomes.…”

Section: Factors That May Influence Academic Successmentioning

confidence: 99%

Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained students

Ferguson

Jimerson

Dalton

2001

Psychology in the Schools

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This prospective longitudinal study followed a sample of 106 kindergarten students through 11th grade examining the effects of family characteristics, school readiness, socialization, and student demographics on academic achievement and behavioral adjustment outcomes. These educational outcomes were contrasted among four groups consisting of: 1) early grade retainees; 2) transitionally placed retained students; 3) students recommended for transitional placement, but promoted; and 4) regularly promoted students. While previous studies examining the efficacy of early grade retention focus exclusively on between-group comparisons, this study examines the family and individual characteristics of successful and unsuccessful retained students by including both between-group and within-group effects on academic and behavioral outcomes. The results of this study demonstrate that retained students' initial school readiness, socioeconomic status, mother's level of education, parental value of education, kindergarten personalsocial functioning, and chronological age are distinctly associated with subsequent academic or behavioral outcomes. Variables associated with relative educational success following early failure are delineated and research implications are discussed.

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Section: Factors That May Influence Academic Successmentioning

confidence: 99%

Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained students

Ferguson

Jimerson

Dalton

2001

Psychology in the Schools

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“…25). This has led many school psychologists to misclassify a child who is SMA as "seriously emotionally disturbed" after a major offense (Murray & Myers, 1998). However, some educators as inappropriate view placing these children into classrooms for children with serious emotional disturbance (SED).…”

Section: Introductionmentioning

confidence: 99%

“…However, some educators as inappropriate view placing these children into classrooms for children with serious emotional disturbance (SED). Some educators even see putting such children into SED classes as damaging to the child because programming needs for the two types of students differ (Murray & Myers, 1998; Clarizio, 1992). Specifically, the behavior of SMA children logically exacerbates the problems of SED children.…”

Section: Introductionmentioning

confidence: 99%

Evidence based practice in the home and school to help educate the socially maladjusted child.

Cautilli

Tillman

2004

Journal of Early and Intensive Behavior Intervention

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Educators often exclude socially maladjusted children (SMA) from a proper education due to serious disruptive behavior. Never the less, these children are entitled to services under section 504 and the Americans with Disabilities Act. While SMA children are indeed difficult to educate, review of the associated literature suggests that methods to remediate and manage behavior patterns exists. This paper will explore effective education for SMA children and effective ways to manage their behavior in the classroom. In addition, this paper will explore the research suggesting that SMA children are harmed by educating them with other children who are SMA. We conclude that meeting the educational needs of children with social maladjustment involves the combination of home and school programming in an inclusive setting.

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Social maladjustment and students with behavioral and emotional disorders: Revisiting basic assumptions and assessment issues

Olympia

Farley

Christiansen

et al. 2004

Psychology in the Schools

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While much of the current focus in special education remains on reauthorization of the Individuals with Disabilities Act of 1997, disparities in the identification of children with serious emotional disorders continue to plague special educators and school psychologists. Several years after the issue of social maladjustment and its relationship to serious emotional disturbance was discussed and debated, little appears to have changed. Children, adolescents, and families are subjected to widely varying philosophies, assessment procedures, and services based on questionable criteria used to determine whether a student "qualifies" for services under the Serious Emotional Disturbance (SED) designation. In this paper, we address how this issue has significantly affected access to services for students with serious emotional disturbances. Faulty assumptions regarding the relationship of social maladjustment to emotional disturbance in children/adolescents are identified and the implications of these assumptions for children are described. The lack of research supporting specific tools developed to assess social maladjustment in the context of a serious emotional disorder and the impact of this current practice on children is addressed from a practical and ethical standpoint. The role of the school psychologist as gatekeeper is contrasted to that of the more positive role as facilitator.

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Avoiding the Special Education Trap for Conduct Disordered Students

Cited by 4 publications

References 6 publications

Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained students

Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained students

Evidence based practice in the home and school to help educate the socially maladjusted child.

Social maladjustment and students with behavioral and emotional disorders: Revisiting basic assumptions and assessment issues

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