Predicting Positive Outcomes for Students With Emotional Disturbance

Abstract

This longitudinal study assessed changes in skills for students with emotional disturbance (ED) over a one-year time period in a private special education school and examined variables that predicted positive outcomes for these students. At Time 1, teachers rated 84 students with ED using standardized behavior rating scales to assess problem severity and skills for predicting inclusion. Information was also obtained about students' school behavior from the school's behavioral level system. One year later (Time 2), the educational placement of 83 of the 84 students was categorized as being either equal/more restrictive or being less restrictive, and teachers completed rating scales assessing skills for inclusion and emotional/behavioral strengths of 54 students still enrolled in the special education school. Students exhibited improved peer relationships and emotional maturity, and demonstrated several strengths. Scores indicated that the students with ED were unlikely to experience success in less restrictive educational settings. Although none of the variables predicted placement in less restrictive educational settings, problem severity, school behavior, and skills for inclusion each predicted the other positive outcomes. The importance of using strength-based approaches, in addition to empirically supported interventions, is highlighted.

Strength-Based versus Traditional Social-Emotional Reports: Impact on Multidisciplinary Team Members’ Perceptions

“…Given that the classroom teacher plays a critical role in developing the classroom atmosphere, the inclusion of strength-based assessment for students with EBD within the context of a psychoeducational report may serve as a foundation for a more positive educational environment for these students. Students with EBD have been found to possess multiple strengths, despite severity of impairment (Nickerson, Brosof, & Shapiro, 2004;Walrath, Mandell, Holden & Santiago, 2004), suggesting that the use of strengthbased measures with this population may be effective in calling attention to the frequently overlooked assets these students possess.…”

Positive Behavior Supports in Exclusionary Schools: A Practical Approach Based on What We Know

“…One study reported that the use of level system data was effective as one of several predictors of future school performance (Nickerson, Brosof, & Shapiro, 2004 ). In general, teachers have positive views concerning the level system and its effect on student behavior.…”