Toward an Acceptable Definition of Emotional Disturbance

Abstract

Most definitions of emotionally disturbed youngsters suggest that disturbances in the child's behavior patterns cause academic and social problems which affect the child and his peers. While the process of identification may be facilitated by operational criteria within a definition, these factors are noticeably absent from definitions of emotional disturbance. The State of Florida has adopted a definition for emotionally handicapped children which has potential for operationalization. That definition and its components as well as a discussion of implications relative to its use are presented here.

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

“…A tendency to develop physical symptoms, pains, or fears associated with personal or school problems. (Algozzine et al, 1978, p. 48)…”

“…Although the great promises of reforms such as responsiveness to intervention (RTI; Berkeley, Bender, Peaster, & Saunders, 2009; Brown-Chidsey & Steege, 2005) and Smart RTI (Fuchs, Fuchs, & Compton, 2012) have been largely unrealized, the core features (e.g., early screening and continuous monitoring to identify students at risk; relentless teaching with effective, practice-based interventions; ongoing and effective data-based decision making and problem solving; active and meaningful engagement and inclusion of families and communities) of multilevel/multitier prevention frameworks (now MTSS and PBS) illustrate critical features of effective classroom-based change. None of this is new and most of it has not changed since our plea for a “more acceptable definition” (Algozzine et al, 1978, p. 48), but what remains left to accomplish is systematic application of it and documentation that doing it results in meaningful and effective education programs for all children.…”

“…Toward an Acceptable Definition of Emotional Disturbance (Algozzine, Schmid, & Conners, 1978) was published when I was an assistant professor at the University of Florida. At that time, Rex Schmid and I shared responsibility for the very fine behavior disorders certification program started by Lyndal Bullock, Tom Kelly, and Mary Kay Dykes, and we worked closely with Bob Connors who was the state consultant for behavior disorders at what is now the Florida Department of Education’s Bureau of Exceptional Education and Student Services.…”

Chapter 1: Psychosocial Development and Human Variance

“…The starting point for educators is classroom behavior with particular focus on teachability . Departure from teachability in children then tends to be most comprehensible to educators under the rubric of "emotional disturbance" (Algozzine, Schmid, & Connors, 1978;Kauffman, 1980;Magliocca & Stevens, 1980;Walker, 1982;Walker & Hops, 1979). Medical diagnosis is of less importance to the educator than the actual behavior of the child.…”

The identification of students with emotional disturbance: Moving the field toward responsible assessment practices

“…Today, students continue to be evaluated for emotional disturbance (ED) using the very same criteria that Eli Bower proposed nearly 60 years ago and that were later codified into law in 1975 (i.e., Public Law 94–142). Whereas provisions in other disability categories, such as Specific Learning Disability, have been amended to reflect contemporary practice and research findings (e.g., Learning Disabilities Roundtable, ), the federal ED criteria remain unaltered despite consistent and long‐standing calls for revision (e.g., Algozzine, Schmid, & Conners, ; Forness & Kavale, ; Hanchon & Allen, ). To place this observation into context, within the same general timeframe (i.e., 60 years), the Diagnostic and Statistical Manual of Mental Disorders (DSM) has undergone revision on five different occasions, each of which represented a concerted effort to capture a current understanding of the classification systems for various psychiatric disorders, including their phenomenology, suspected etiology, epidemiology, and other relevant aspects.…”