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Supporting Students with Emotional or Behavioral Disorders: State of the Field
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Mitchell, Barbara S.; Kern, Lee; Conroy, Maureen A. – Behavioral Disorders, 2019
Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact…
Descriptors: Emotional Disturbances, Behavior Disorders, Positive Behavior Supports, Incidence
The Scale for Assessing Emotional Disturbance: Test-Retest and Interrater Reliability.
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Epstein, Michael H.; Cullinan, Douglas; Harniss, Mark K.; Ryser, Gail – Behavioral Disorders, 1999
Three studies are reported addressing the reliability of the Scale for Assessing Emotional Disturbance (SAED), a standardized, norm-reference measure linked to the federal definition of emotional disturbance (ED). Results indicate the SAED possesses acceptable test-retest reliability and reasonable interrater reliability and can assist in the…
Descriptors: Disability Identification, Elementary Secondary Education, Eligibility, Emotional Disturbances
Case Study of a Community Mental Health Collaborative: Impact on Identification of Youths with Emotional or Behavioral Disorders.
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Zanglis, Iris; Furlong, Michael J.; Casas, J. Manuel – Behavioral Disorders, 2000
During the implementation of a cross-agency, co-located service delivery system, the number of youths eligible for public mental health services in Santa Barbara County increased from 956 to 1,826 and the number of youths eligible for special education services for students with emotional/behavioral disorders increased from 101 to 204. (Contains…
Descriptors: Adolescents, Agency Cooperation, Behavior Disorders, Children
Canadian School Programs for Students with Emotional/Behavioral Disorders: An Updated Look
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Dworet, Don; Maich, Kimberly – Behavioral Disorders, 2007
Canada is a country composed of 10 provinces and three territories with very limited federal control over the public K-12 education system. This lack of consistent direction has led to a range of diverse educational policies for educating students with emotional/behavioral disorders (E/BD). This article investigates the current state of policies…
Descriptors: Special Schools, Public Schools, Educational Policy, Special Needs Students