Current Educational Practices in Classifying and Serving Students with obsessive-Compulsive Disorder

Abstract

Current educational practices for classifying and serving students with mental health disorders such as obsessive-compulsive disorder (OCD) have been associated with specific problems. These include the stigma of labeling, misalignment of school-based categories (e.g., E/BD, OHI) with clinical diagnoses, and concerns regarding the provision of appropriate services to these students. In the present study, Illinois school psychologists completed a survey on current practices for classifying and serving students with a primary diagnosis of OCD. The results indicated that 0.7% of the students served by school psychologists had a primary diagnosis of OCD. The majority of these students (74.5%) were served under IDEA. Of the students receiving services under IDEA, 51.4% were classified under E/BD and 31.8% under OHI. Approximately two-thirds of the students with OCD (67.1%) were educated in less restrictive settings (e.g., regular classroom with or without resource/part-time special class). School psychologists' comments suggested a pattern of ambiguity and uncertainty surrounding the appropriateness of IDEA categories for OCD, concerns regarding the stigma of labeling, and problems related to providing appropriate services to these students. Response-to-Intervention (RtI) as an alternative to current evaluation practices is proposed and recommendations for improving traditional categorical service delivery models when RtI is not implemented are provided.

Books Portraying Characters with Obsessive-Compulsive Disorder

“…Multidisciplinary teams often classify students with OCD under IDEA's Emotional Disturbance category. However, experts recommend that teams use the Other Health Impairment category to differentiate it from a behavioral or conduct disorder and to recognize its neurological etiology (Adams, Smith, Bolt, & Nolten, 2007). General education classrooms primarily serve most students identified as having OCD (Adams et al, 2007).…”

“…Designing Integrated Instruction (Adams, Smith, Bolt, & Nolten, 2007). General education classrooms primarily serve most students identified as having OCD (Adams et al, 2007).…”

Obsessive Compulsive Disorder: What an Educator Needs to Know

“…When they receive services under IDEA, they are classified under the disability category of either Emotional/Behavioral Disorder (EBD) or Other Health Impairment (OHI). Also, students with OCD may qualify for services under Section 504 of the Rehabilitation Act of 1973 (Adams, Smith, Bolt & Nolten, 2007). The following sections address how teachers can meet the needs of students with OCD by appropriately structuring and accommodating the classroom environment, curriculum and instruction, and assessment.…”

“…It is estimated that obsessive compulsive disorder (OCD) affects approximately 1 -4% of children and adolescents (Adams, Smith, Bolt & Nolten, 2007;. The Diagnostic and Statistical Manual of Mental Disorders (DSM) lists the requisite characteristics of OCD as involuntary, recurring, and unwanted obsessions and/or compulsions (American Psychological Association [APA], 2013).…”

Teachers' Knowledge and Stigmatizing Attitudes Associated With Obsessive-Compulsive Disorder: Effectiveness of a Brief Educational Intervention

“…Children and adolescents are highly vulnerable to developing OCD (3). OCD has been estimated to affect ∼1-4% of children and adolescents (4)(5)(6), and from 40 to 80% of adults with OCD experienced their first symptomatic manifestations during childhood (7)(8)(9)(10)(11)(12). In fact, studies suggest that adult males experience its onset before the age of 10, and adult females during adolescence (2).…”