Social maladjustment and emotional disturbance: Problems and positions I

Clarizio, Harvey F.

doi:10.1002/1520-6807(199204)29:2<131::aid-pits2310290207>3.0.co;2-i

Cited by 8 publications

(5 citation statements)

References 17 publications

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“…However, only one of the five empirically based criteria (frequency) identified by Clarizio (1990) was ranked in the top five (third) in the current study. Further research is needed to determine whether those school psychologists who consider empirically based criteria more important are able to assess the severity of behavior disorders more accurately.…”

Section: Resultsmentioning

confidence: 70%

“…Of the 1 1 criteria, 5 were empirically based and 6 were clinically based. Clarizio (1990) previously identified 5 criteria that research has shown to be important in evaluating the severity of depression, attention deficit hyperactivity disorder, and conduct disorder in children (i.e., related to current and/or future adjustment). The subjects were not aware that these criteria were dichotomized, however.…”

Section: Methodsmentioning

confidence: 99%

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Assessing the severity of behavior disorders: Rankings based on clinical and empirical criteria

Clarizio

Klein

1995

Psychol. Schs.

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School psychologists need to assess the severity of behavior disorders accurately to facilitate comprehensive diagnosis, to provide appropriate intervention, to enlighten research efforts, and to be in compliance with state and federal guidelines. Although clinicians in fields such as mental retardation categorize severity of behavior to make diagnostic and general treatment decisions, school psychologists rarely attempt to assess severity in any systematic or comprehensive way. The primary purpose of this study is to see how 92 practicing school psychologists rank 11 variables in their assessments of SED in school-age children. A secondary purpose is to examine the extent of school psychologists' reliance upon clinical and empirical criteria in assessing the seventy of SED. It is concluded that school psychologists agree in their rankings of variables from most to least important and that they do not consider empirical criteria more important than clinically based criteria when assessing SED. Implications for practice are presented.The accurate assessment of the severity of behavior disorders by school psychologists is necessary to facilitate comprehensive diagnosis, to provide appropriate intervention, to enlighten research efforts, and to be in compliance with state and federal guidelines. Children who exhibit more severe behavior often need additional or more intensive services. Epstein, Detwiler, and Reitz (1985) pointed out that higher quality interventions will not be forthcoming until the behaviors of children now classified as seriously emotionally disturbed (SED) or behavior disordered (BD) are more accurately assessed. Assessing the severity of behavior is also necessary to satisfy the least restrictive environment (LRE) and appropriate education requirements of the Individuals with Disabilities Education Act (IDEA, 1990). School psychologists cannot recommend appropriate placements and treatment plans for children with SED until an accurate measure of severity is obtained. Unfortunately, there is little systematic mention of assessing for severity of behavior disorders in texts on child psychopathology (Achenbach,

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Section: Resultsmentioning

confidence: 70%

Section: Methodsmentioning

confidence: 99%

Assessing the severity of behavior disorders: Rankings based on clinical and empirical criteria

Clarizio

Klein

1995

Psychol. Schs.

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“…An early lie is a predictor of crime and other forms of maladjustment occurring in adulthood (Stouthamer-Loeber, 1986). In adolescents, lying is strongly correlated with other behavioral disorders such as: brawls, thefts, truancy, home escape, arson, vandalism, drinking, smoking, and drug use (Stouthamer-Loeber, 1986;McGhee & Short, 1991;Clarizio, 1992aClarizio, , 1992b. It is considered a symptom of social maladjustment (Pytka, 2001).…”

Section: Introductionmentioning

confidence: 99%

The Lie as An Indicator of Social Maladjustment of Young People

Florczykiewicz

Pytka²

2020

PBE

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The aim of the study was to compare views and attitudes towards lies held by Polish teenagers who were properly socialized and socially maladjusted (179 people). The diagnostic survey method and the questionnaire technique were used. It has been established that socially adapted youth better recognize lies, more often use altruistic and manipulative lies, more often lies to parents and teachers. Also, being lied to more often, they react with breaking contact with the liar and experience disappointment and anger; moreover, in the situation of being caught lying, they experience shame more often. In turn, socially maladjusted young people use destructive lies that aim to hurt someone. It was also found that the use of a lie, views on the admissibility of a lie and the tendency to justify it are independent of social adaptation.

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“…We published the article in the context of a need to operational criteria for special education definitions and in the hope of addressing the nagging concerns related to who was and who should be receiving services for emotional disturbance, and the potential stigma associated with being labeled (cf. Clarizio, 1992; Forness, 1992a, 1992b, 1996; Kauffman & Badar, 2013; Mercer, Forgnone, & Wolking, 1978; Olympia et al, 2004; Yard, 1977; Ysseldyke, Algozzine, & Thurlow, 1982). My interest in definitions grew from my experiences teaching “educable mentally retarded,” “disabled reader,” and “emotionally disturbed” (as they were known at that time) students.…”

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confidence: 99%

Toward an Acceptable Definition of Emotional Disturbance: Waiting for the Change

Algozzine

2017

Behavioral Disorders

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My interest in definitions grew from my experiences teaching "educable mentally retarded," "disabled reader," and "emotionally disturbed" (as they were known at that time) students. As a novice teacher, I was struck by the similarities more than differences among these students in the different selfcontained special education classrooms where I worked. As a doctoral student at the Pennsylvania State University and as a professor, I spent time studying issues in identification and assessment practices in special education. Defining Emotional Disturbance and Identifying Disturbed Behavior In special education, a definition creates a condition and identification practices bring it to life. Emotional disturbance is and has been one of the disability categories specified under the mandatory special education law that has become and been reauthorized as the Individuals With Disabilities Education Act (IDEA) and its implementing regulations (U.S. Department of Education, 2017; Ysseldyke et al., 1982, 1992, 2000). It is currently defined as follows: i. The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: A. An inability to learn that cannot be explained by intellectual, sensory, or health factors. B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. C. Inappropriate types of behavior or feelings under normal circumstances. D. A general pervasive mood of unhappiness or depression. E. A tendency to develop physical symptoms or fears associated with personal or school problems. ii. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. (CFR §300.7 (a) 9). Children who meet these criteria, as determined by a multidisciplinary team, may receive services under IDEA.

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Social maladjustment and emotional disturbance: Problems and positions I

Cited by 8 publications

References 17 publications

Assessing the severity of behavior disorders: Rankings based on clinical and empirical criteria

Assessing the severity of behavior disorders: Rankings based on clinical and empirical criteria

The Lie as An Indicator of Social Maladjustment of Young People

Toward an Acceptable Definition of Emotional Disturbance: Waiting for the Change

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