ERIC Digest 454

ERIC Identifier: ED295398
Publication Date: 1988-00-00
Author: Zabel, Robert H.
Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.

How Are "Emotional Disturbances" Defined?

Emotional and behavioral disturbances represent significant behavioral excesses or deficits. Many labels are used to denote deviant behavior; these labels include: emotionally handicapped or disturbed, behaviorally disordered, socially maladjusted, delinquent, mentally ill, psychotic, and schizophrenic. Each of these terms refers to patterns of behavior that depart significantly from the expectations of others. In recent years, "behavioral disorders" has gained favor over "emotional disturbance" as a more accurate label leading to more objective decision-making and fewer negative connotations.

Public Law 94-142 defines serious emotional disturbance (SED) as "a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: --An inability to learn which cannot be explained by intellectual, sensory, or health factors. --An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. --Inappropriate types of behavior or feelings under normal circumstances. --A general pervasive mood of unhappiness or depression. --A tendency to develop physical symptoms or fears associated with personal or school problems." (U.S. FEDERAL REGISTER, 42, August 23, 1977, pp. 42478-42479).

The federal definition includes children who are diagnosed as schizophrenic, but excludes socially maladjusted children "unless it is determined that they are seriously emotionally disturbed." Although autism was formerly included under the SED designation, in 1981 it was transferred to the category of "other health impaired."

In A STUDY OF CHILD VARIANCE, Rhodes and Tracy (1974) identified several conceptual models for understanding emotional and behavioral disorders. Biophysical, psychoanalytical, behavioral, sociological, and ecological models offer different theoretical perspectives on the nature and causes of behavioral deviance.

How Many Children are Emotionally Disturbed?

Estimates of the number of school-age children and adolescents with emotional or behavioral disorders depend on the definitions and criteria that are used. At some point in their lives, most individuals exhibit behavior that others consider excessive or inappropriate for the circumstances. Thus, frequency, intensity, duration, and context must be considered in making judgments of disturbance. Unlike some other educational disabilities, emotional and behavioral disorders are not necessarily lifelong conditions.

Although teachers typically consider 10%-20% of their students as having emotional or behavioral problems, a conservative estimate of the number whose problems are both severe and chronic is 2%-3% of the school-age population. Currently, less than one-half that number are formally identified and receive special education services.