Serious Emotional Disturbance and Social Maladjustment: A Critical Examination of Four Schools of Thought

Rosenblatt, Jennifer A.; Furlong, Michael J.

doi:10.1007/bf03341095

Cited by 5 publications

(4 citation statements)

References 39 publications

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“…For example, the debate as to whether services should be provided to youths considered to have social maladjustment (or "troubling") issues versus youth with SED (or "troubled" behaviors) has been a constant policy theme over the years, especially in the educational sector (for a more detailed review, refer to Rosenblatt & Furlong, 1997). The current study has empirically validated that as many as four different clusters of youth exist across all agency subpopulations.…”

Section: Differences In Profiles Of Youth Across Clustersmentioning

confidence: 69%

“…For example, services for children considered to have social maladjustment (SM) characteristics have been denied in some educational settings (Slenkovich, 1992) and/or relegated exclusively to juvenile justice systems. This trend appears to be due to rigid interpretation of federal eligibility criteria for special education that attempts to discriminate children with "troubled" (those youth with SED in need of mental health and special education services) from children with "troubling" (those youth requiring correctional interventions) behaviors (Rosenblatt & Furlong, 1997). Initially coined by Hobbs (1982), the term troubled generally refers to youth with internalizing and emotional difficulties, while the term troubling refers to youth with externalizing and acting-out behaviors.…”

mentioning

confidence: 94%

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Troubled or Troubling? Characteristics of Youth Referred to a System of Care Without System-Level Referral Constraints

Rosenblatt

Robertson

Bates

et al. 1998

Journal of Emotional and Behavioral Disorders

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The characteristics of 128 youth with emotional and behavioral disorders referred to a system of care were investigated according to agency referral, behavioral and emotional issues, and risk factors. The referral process in this system of care was unique, with each agency referring youth deemed to need multiagency services. The primary analysis used a two-step clustering procedure to examine characteristic profiles, and results produced evidence of four types of referral profiles: Troubled, Troubling. Troubled and Troubling, and At Risk. It was found that youth with various impairments and corresponding needs were referred by different agencies (e.g., troubling youth were most likely to be referred by juvenile probation), but all agencies referred youth across the four clusters. The results of this study are examined with respect to the long-standing policy debate regarding which youth with emotional and behavioral disorders should be given priority to receive services. Implications about evaluating outcomes in systems of care are also discussed.

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Section: Differences In Profiles Of Youth Across Clustersmentioning

confidence: 69%

mentioning

confidence: 94%

Troubled or Troubling? Characteristics of Youth Referred to a System of Care Without System-Level Referral Constraints

Rosenblatt

Robertson

Bates

et al. 1998

Journal of Emotional and Behavioral Disorders

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“…The Individuals with Disabilities Education Act (IDEA) definition of emotional disturbance provides little guidance in the identification and treatment of this population of children. The definition is vague and contains controversial language (Rosenblatt & Furlong, 1997) in addition to including children with a variety of internalizing, externalizing, and comorbid behavior problems (Stinnett, Bull, Koonce, & Aldridge, 1999).…”

Section: Assessment Of Students Displaying Behavioral Problemsmentioning

confidence: 99%

Predicting Positive Outcomes for Students With Emotional Disturbance

Nickerson

Brosof

Shapiro

2004

California School Psychol

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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.

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“…Besides the ongoing controversial identification guidelines and the disparate manner in which they can be interpreted (Rosenblatt & Furlong, 1997), orher reasons have been postulated to explain the variation in state identification rates of E/BD. Coutinho and Denny (1 996) suggested that numerous factors may affect the fidelity, interpretability, and comparability of placement rates.…”

mentioning

confidence: 99%

Case Study of a Community Mental Health Collaborative: Impact on Identification of Youths with Emotional or Behavioral Disorders

Zanglis¹,

Furlong

Casas

2000

Behavioral Disorders

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The participants in Santa Barbara County's Multiagency Integrated System of Care (MISC) have serious emotional or behavioral disorders that require collaboration among family members, health and safety-net agencies, education, and community-based organizations. This investigation compares the characteristics of students referred to school-administered special education services due to emotional or behavioral disorders (E/BD) prior to initial opening into the system of care and those identified as having E/BD after the initial opening into MISC. At the time this study was conducted, serious emotional disturbance (SED) was the term use in California; however, to reflect current terminology the term E/BD is used throughout this article. The purpose of this study was to (a) investigate the influences of cross-agency coordinated service delivery on the frequency of special education eligibility both locally and statewide (California); (b) examine the psychosocial histories, presenting problems, and diagnostic information of E/BD-identified students in the MISC program; and (c) examine issues related to concerns that the implementation of collaborative systems of care will increase E/BD identification rates. During the implementation of a cross-agency, colocated service delivery system, the number of county youths who were eligible for public mental health services in Santa Barbara County increased from 956 to 1,826. At the same time, the number of youths residing in the county who were eligible for special education E/BD services increased from 101 to 204. Whether these youths with E/BD, who were identified by the schools after the system of care was in place, represent a distinct group is explored. Issues related to the interpretation of findings and for improving understanding of identification patterns for students with E/BD are offered.

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Serious Emotional Disturbance and Social Maladjustment: A Critical Examination of Four Schools of Thought

Cited by 5 publications

References 39 publications

Troubled or Troubling? Characteristics of Youth Referred to a System of Care Without System-Level Referral Constraints

Troubled or Troubling? Characteristics of Youth Referred to a System of Care Without System-Level Referral Constraints

Predicting Positive Outcomes for Students With Emotional Disturbance

Case Study of a Community Mental Health Collaborative: Impact on Identification of Youths with Emotional or Behavioral Disorders

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