Early Identification of Emotionally Handicapped Children in School. Second Edition, Third Printing

Bower, Eli M.; Thomas, Charles C.

doi:10.1097/00006324-197509000-00010

Cited by 52 publications

(63 citation statements)

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“…It is widely understood that the federal definition of ED adopted by Congress in 1975 was based upon a previous definition developed and refined by Eli Bower in the 1960s (see Bower, 1981Bower, , 1982and Kauffman, 2000 for detailed discussion of the history of the ED definition). Through research funded by the State of California, Bower and his associates developed a protocol for identifying California students who were in need of receiving services because of their severe behavioral and emotional problems.…”

Section: Historical Roots Of the Emotionally Disturbed Definitionmentioning

confidence: 99%

Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward

Merrell¹,

Walker²

2004

Psychology in the Schools

119

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In this article we discuss the definition of emotionally disturbed (ED) from the Individuals with Disabilities Education Act, with a specific focus on the clause contained in this definition, which is designed to exclude from special education services students who are considered to be socially maladjusted (SM). The history of the SM exclusionary clause and its impact is detailed herein. We argue that the federal ED definition, and especially its SM exclusionary clause, have both served to inhibit the progress of the behavior disorders subspecialty within the special education field, and have diverted energy and attention from more important aspects of serving students with behavioral and emotional problems. From both a pragmatic and empirical standpoint, we argue that the SM exclusionary clause is untenable, and that it deserves neither our support nor the continued professional focus that it continues to demand. Using the "Triangle of Support" model as an exemplar, we propose that assessment methods should be linked to comprehensive systems of service delivery to provide a true cascade of services for students with behavioral and emotional problems. Recommended alternative definitions of ED are discussed, including the National Coalition definition of Emotional and Behavioral Disorders that narrowly missed congressional approval for replacing the current definition. Further, we recommend adoption of the externalizing-internalizing broadband dimensional dichotomy as an emerging and scientifically sound alternative way of conceptualizing emotional and behavioral problems.

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Section: Historical Roots Of the Emotionally Disturbed Definitionmentioning

confidence: 99%

Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward

Merrell¹,

Walker²

2004

Psychology in the Schools

119

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“…The easiest of these definitions to adapt to the secondary age child is the classical list of characteristics developed by Bower ( 1960) for use in identifying the emotionally disturbed child. Bower believed that, to be considered emotionally disturbed, a child was to exhibit one or more of the following characteristics, either to a marked extent or over a period of time.…”

Section: Definitions and Descriptionsmentioning

confidence: 99%

The Emotionally Disturbed Adolescent: Development of Program Alternatives in Secondary Education

McDowell¹,

Brown²

2018

Exceptional

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A major dilemma confronting public education today is how to provide an appropriate education for adolescents who exhibit a variety of behavior disorders. The Education for All Handicapped Children Act (Public Law 94-142) has the potential to dramatically change the educational prospects of this previously neglected secondary level group. University personnel, state directors of special education, public school administrators, and teachers have begun to direct attention toward discovering and developing educational procedures that will be effective with disturbed and troubled youth. The time when these youth can be rejected by or expelled from the public schools is passing.Although the law states that all children must be served by the public schools, the "how to's" of an appropriate education for secondary age handicapped youth are in the beginning stages of development and, in all likelihood, will take many more years to evolve. In the meantime, educators charged with the responsibility of developing and establishing programs for adolescents with behavior disorders need to take stock of where the field has been and what is currently known. Until more relevant research is forthcoming, sharing of information pertaining to successful programming strategies is critical if the full potential of the law is to be realized.Throughout most of man's history, individuals with physical or behavioral differences were systematically abused, neglected, and excluded from important segments of society. Efforts to provide services for what we now term exceptional or handicapped persons began in Europe approximately 150 years ago. The first real efforts in the United States to educate exceptional persons occurred in the latter half of the nineteenth century with the establishment of residential schools. A majority of these schools, however, did not address the needs of emotionally or behaviorally disordered children.

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“…Bower also defines game as development and enrichment of various capabilities in an entertaining environment (Bower, 1974). Game is an alternative way of presenting the somewhat unknown, mysterious object of the design study in a more intuitional form that is suitable for student-centered learning.…”

Section: First-year Architectural Design Education and Gamementioning

confidence: 99%

Game as a mediator in a first year architectural design education

Birer

2016

PROSOC

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First year architectural design education can be started with various methods which, through testing within different studio studies, can also give ideas as to how to start architectural education. This study will address the contributions, and results of starting first-year architecture education with game as a mediator. When they start their architectural education, students will have their own unique experiences of form, and space gained since their childhood in their built environment. Therefore, in order to refine the students' perceptions on their built environments at the beginning of the education process, it's necessary to provide them with opportunities that will give them confidence in what they can do about form and space. The aim of this paper is to emphasize the importance of the first year in architectural design education, and to discuss the beginning methods, considerate student, tutor and educational factors together. Thus, the game selected to start the architectural education with the purpose of activating the gaming instinct of the student is the "City Game". The findings of this study provide guidelines for tutors to set up a favorable learning environment from the city and that cooperative learning can be enjoyable by the game for the students.

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Early Identification of Emotionally Handicapped Children in School. Second Edition, Third Printing

Cited by 52 publications

References 0 publications

Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward

Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward

The Emotionally Disturbed Adolescent: Development of Program Alternatives in Secondary Education

Game as a mediator in a first year architectural design education

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