Abstract
We created a 40-item teacher rating scale to assess learning, social, and personal problems among students with serious emotional disturbance and no known handicaps. Special and regular educators completed ratings on 269 students with emotional disturbance and 49 nondisabled pupils aged 12–17 across the U.S. We categorized all subjects by race, gender, population density of residence, family status, and age, and students with serious emotional disturbance were also classified by type of placement, length of time in special education, and use of prescriptive medication. Results indicated that (a) adolescents with emotional disturbance had significantly more learning, social, and personal problems than nondisabled peers; (b) both males and females with emotional disturbance had more problems than similar gender nondisabled youth; (c) younger females had more problems than older ones; (d) youth with emotional disturbance in more restrictive placements had more problems than those in less restrictive educational settings; and (e) subjects with emotional disturbance on psychotropic medication had more personal problems than others taking stimulants or no prescription drugs. We discuss the findings related to other similar studies and the need for additional information on the interaction between learning, social, and personal difficulties among students identified as seriously emotionally disturbed.
Similar content being viewed by others
References
Achenbach, T. M., & Edelbrock, C. (1978). The classification of child psychopathology: A review and analysis of empirical efforts.Psychological Bulletin, 85 1275–1301.
Achenbach, T. M., & Edelbrock, C. (1980).Child Behavior Checklist-Teacher's Report Form. Burlington, VT: University of Vermont.
Achenbach, T. M., & Edelbrock, C. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen.Monographs of the Society for Research in Child Development, 46, (Serial No. 188).
Achenbach, T. M., & Edelbrock, C. (1986).Manual for the Teacher's Report Form and teacher version of the Child Behavior Profile. Burlington, VT: University of Vermont.
Achenbach, T. M., & Edelbrock, C. (1989). Diagnostic, taxonomic, and assessment issues. In T. H. Ollendick & M. Hersen (Eds.),Handbook of child Psychopathology (2nd ed.; pp. 53–69). New York: Plenum.
Campbell, M., Cohen, I. L., Perry, R., & Small, A. M. (1989). Psychopharmacological treatment. In T. H. Ollendick & M. Hersen (Eds.),Handbook of child Psychopathology (2nd ed.; pp. 473–497). New York: Plenum.
Carlson, W. J., Williams, W. B., & Davol, H. (1984). Factor structure of child home observation data.Journal of Abnormal Child Psychology, 12 245–260.
Chinn, P. C., & Hughes, S. (1987). Representative of minority students in minor education classes.Remedial and Special Education, 8(4), 41–46.
Cronbach, L. (1951). Coefficient alpha and the internal structure of tests.Psychometrika, 16 297–334.
Cullinan, D., & Epstein, M. H. (1985). Adjustment problems of mildly handicapped and nonhandicapped students.Remedial and Special Education, 6(2), 5–11.
Cullinan, D., Epstein, M. H., Cole, K., & Dembinski, R. (1985). School behavior problems of behaviorally disordered and nonhandicapped girls.Journal of Clinical Child Psychology, 14 162–164.
Cullinan, D., Epstein, M. H., & Kauffman, J. M. (1984). Teachers' ratings of students' behaviors: What constitutes behavior disorder in school.Behavioral Disorders, 10 9–19.
Cullinan, D., Epstein, M. H., & Lloyd, J. (1983).Behavior disorders of children and adolescents. Englewood Cliffs, NJ: Prentice-Hall.
Cullinan, D., Epstein, M. H., & Sabornic, E. J. (1992). Selected characteristics of a national sample of Seriously Emotionally Disturbed adolescents.Behavioral Disorders, 17 273–280.
Cullinan, D., Gadow, K. D., & Epstein, M. H. (1987). Psychoactive drug treatment among learning-disabled, educable mentally retarded, and seriously emotionally disturbed students.Journal of Abnormal Child Psychology, 15 469–477.
Cullinan, D., Polloway, E., & Epstein, M. H. (1987). Social and personal adjustment of elementary and secondary students.Journal of Psychopathology and Behavioral Assessment, 9 281–294.
Edelbrock, C. (1988). Informant reports. In E. S. Shapiro & T. R. Kratochwill (Eds.), Behavioral assessment in the schools (pp. 351–383). New York: Guilford.
Epstein, M. H., & Olinger, E. (1987). Use of medication in school programs for behaviorally disordered pupils.Behavioral Disorders, 12 138–145.
Epstein, M. H., Cullinan, D., & Rosemier, R. A. (1983). Behavior problems of behaviorally disordered and normal adolescents.Behavioral Disorders, 8 171–175.
Epstein, M. H., Kinder, D., & Bursuck, B. (1989). The academic status of adolescents with behavior disorders.Behavioral Disorders, 14 157–165.
Grieger, R. M., & Richards, H. C. (1976). Prevalence and structure of behavior symptoms among children in special education and regular classroom settings.Journal of School Psychology, 14 27–28.
Grossman, A. (1990).Teacher perceptions of social competence of mildly handicapped students within regular and special class settings: A cross-categorical comparison. Unpublished doctoral dissertation, University of South Carolina, Columbia.
Hannah, M. E., & Pliner, S. (1983). Teacher attitudes toward handicapped children: A review and synthesis.School Psychology Review, 12 12–25.
Hetherington, E. M., & Martin, B. (1986). Family factors and psychopathology in children.Psychopathological Disorders of Childhood, 11 423–446.
Hoge, R. D. (1983). Psychometric properties of teacher-judgement measures of pupil aptitudes, classroom behaviors, and achievement levels.Journal of Special Education, 17 401–429.
Kauffman, J. M. (1984). Saving children in the age of big brother: Moral and ethical issues in the identification of deviance.Behavioral Disorders, 10 60–70.
Kauffman, J. M. (1989).Characteristics of behavior disorders of children and youth (4th ed.). Columbus, OH: Merrill.
Kauffman, J. M., Cullinan, D., & Epstein, M. H. (1987). Characteristics of students placed in special programs for the seriously emotionally disturbed.Behavioral Disorders, 12 175–184.
Kratochwill, T. R., & Sheridan, S. M. (1990). Advances in behavioral assessment. In T. B. Gutkin & C. R. Reynolds (Eds.),The handbook of school psychology (2nd ed.; pp. 328–359). New York: Wiley.
Last, C. G., & Hersen, M. (Eds.). (1989).Handbook of child psychiatric diagnosis. New York: Wiley.
Luebke, J., Epstein, M. H., & Cullinan, D. (1987). First-and second-order factor analyses of the behavior problem checklist with behaviorally disordered pupils.Behavioral Disorders, 12 193–199.
Mash, E. J., & Terdal, L. G. (Eds.). (1981).Behavioral assessment of childhood disorders. New York: Guilford.
Mattison, R. E., Bagnato, S. J., & Strickler, E. (1987). Diagnostic importance of combined parent and teacher ratings on the Revised Behavior Problem Checklist.Journal of Abnormal Child Psychology, 15 617–628.
O'Leary, K. D., & Johnson, S. B. (1986). Assessment and assessment of change. In H. C. Quay & J. Werry (Eds.),Psychopathological disorders of childhood (3rd ed.; pp. 423–446). New York: Wiley.
Patterson's American Education. (1986). Mt. Prospect, IL: Educational Directories, Inc.
Quay, H. C., (1986). Conduct disorders. In H. C. Quay & J. S. Werry (Eds.),Psychopathological disorders of childhood (3rd ed.; pp. 35–72). New York: Wiley.
Quay, H. C., & Peterson, D. (1983).Manual for the Revised Behavior Problem Checklist. Coral Gables, FL: University of Miami.
Rotheram-Borus, M. J. (1989). Ethnic differences in adolescents' identity status and associated behavior problems.Journal of Adolescence, 12 361–374.
Sabornie, E. J., Thomas, V., & Coffman, R. M. (1989). Assessment of social/affective measures to discriminate between behaviorally disordered and nonhandicapped early adolescents.Monograph in Behavioral Disorders: Severe Behavior Disorders of Children and Youth, 12 21–32.
Schultz, E. W., Salvia, J. A., & Feinn, J. (1974). Prevalence of behavioral symptoms in rural elementary school children.Journal of Abnormal Child Psychology, 2 17–24.
Simpson, R. G. (1989). Agreement among teachers in using the Revised Behavior Problem Checklist to identify deviant behavior in children.Behavioral Disorders, 14 151–156.
Simpson, R. G., & Halpin, G. (1986). Agreement between parents and teachers in using the Revised Behavior Problem Checklist to identify deviant behavior in children.Behavioral Disorders, 12 54–59.
Smith, C. R., Wood, F. H., & Grimes, J. (1988). Issues in the identification and placement of behaviorally disordered students. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.),Handbook of special education research and practice: Mildly handicapped conditions (Vol. 2; pp. 95–123). New York: Pergamon.
U. S. Department of Education. (1989).Eleventh Annual Report to Congress on the Implementation of The Education of the Handicapped Act. Washington, DC: Office of Special Education Programs.
Valdes, K. A., Williamson, C. L., & Wagner, M. M. (1990).The national longitudinal transition study of special education student: Youth categorized as emotionally disturbed (Vol. 3). Menlo Park, CA: Stanford Research Institute.
Walker, H. M. (1990, October). Social skills assessment with students who are learning disabled: The new rating scales for teachers. In E. J. Sabornie (Chair),Promoting social-emotional well-being and self-management. Symposium conducted at the 12th International Conference of the Council for Learning Disabilities, Austin, TX.
Walker, H. M., & McConnell, S. R. (1988).Walker-McConnell scale of social competence and school adjustment. Austin, TX: Pro-Ed.
Walker, H. M., Shinn, M. R., O'Neill, R. E., & Ramsey, E. (1987). A longitudinal assessment of the development of antisocial behavior in boys: Rationale, methodology, and first year results.Remedial and Special Education, 8(4), 7–16, 27.
Werry, J. S., & Quay, H. C. (1971). The prevalence of behavior symptoms in younger elementary school children.American Journal of Orthopsychiatry, 41 136–143.
Wood, F. H. (1985). Issues in the identification and placement of behaviorally disordered students.Behavioral Disorders, 10 219–228.
Ysseldyke, J. E., & Foster, G. G. (1978). Bias in teacher observations of emotionally disturbed and learning disordered children.Exceptional Children, 44 613–615.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Sabornie, E.J., Cullinan, D. & Epstein, M.H. Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance. J Child Fam Stud 2, 159–175 (1993). https://doi.org/10.1007/BF01350650
Issue Date:
DOI: https://doi.org/10.1007/BF01350650