The Experts below are selected from a list of 12648 Experts worldwide ranked by ideXlab platform

Douglas Cullinan - One of the best experts on this subject based on the ideXlab platform.

  • A Review of the Research on the Scales for Assessing Emotional Disturbance: Screener
    Journal of Applied School Psychology, 2020
    Co-Authors: Matthew C. Lambert, Michael H. Epstein, Douglas Cullinan, Allen G. Garcia, Jodie D. Martin
    Abstract:

    The purpose of this article is to provide a qualitative review of the published research on the Scales for Assessing Emotional Disturbance-3: Screener noting the psychometric properties and overall...

  • Teacher Perceptions and Behavioral Strategies for Students With Emotional Disturbance Across Educational Environments
    Preventing School Failure, 2012
    Co-Authors: Chan Evans, Stacy L. Weiss, Douglas Cullinan
    Abstract:

    The present study examined problem characteristics of students with Emotional Disturbance in 3 educational environments, the behavior management and intervention strategies their teachers used, and what relation exists between problem characteristics and intervention strategies. Teachers completed a behavior problems rating scale and they indicated how frequently they used 15 strategies to address academic, externalizing, and internalizing problems. There were significant differences across environments for only 1 characteristic of Emotional Disturbance, physical symptoms or fears. Teachers in general education settings mainly addressed academic problems; resource/separate classroom educators used instructional, positive, and reductive strategies for academic and externalizing problems and verbal reinforcement for internalizing problems. Separate school educators used a variety of strategies consistently for all 3 problems. Implications for supporting students with Emotional Disturbance across educational...

  • State Definitions of Emotional Disturbance.
    Journal of Emotional and Behavioral Disorders, 2011
    Co-Authors: Jessica J. Wery, Douglas Cullinan
    Abstract:

    This article examines definitions state education agencies use to describe the federal education disability called “Emotional Disturbance.” State definitions were collected so that various aspects of them could be analyzed and compared with results of similar studies completed in the 1970s and 1980s. Among results are that state definitions have changed substantially over the decades and definitions have become increasingly similar to the federal definition. Discussion elaborated key findings about components of the state definitions, changes in terminology, and features of the federal definition shared by state definitions. Several recommendations are offered for research and policy consideration, as suggested by the findings.

  • do race of student and race of teacher influence ratings of Emotional and behavioral problem characteristics of students with Emotional Disturbance
    Behavioral Disorders, 2005
    Co-Authors: Douglas Cullinan, James M Kauffman
    Abstract:

    African American students are disproportionately likely to be identified with the Emotional Disturbance (ED) education disability. To investigate how teachers’ perceptions of students might vary by...

  • Characteristics of Emotional Disturbance Among Female Students
    Remedial and Special Education, 2004
    Co-Authors: Douglas Cullinan, Susan S. Osborne, Michael H. Epstein
    Abstract:

    This article reports data on characteristics of Emotional Disturbance (ED) among female students with and without ED. Teachers rated a national sample of 689 girls on the Scale for Assessing Emotional Disturbance, to measure the five characteristics of ED and a variable called social maladjustment. We compared the two categories (with ED, without ED), three school levels (elementary, middle, high), and two races (African American, European American). Girls with ED exhibited more maladaptive functioning on all variables, but category by school level and category by race interactions varied according to different characteristics. Girls with ED showed a high level of comorbid ED characteristics, again with differences by school level and race. The results have implications for understanding girls with ED and educating them appropriately.

Michael H. Epstein - One of the best experts on this subject based on the ideXlab platform.

  • A Review of the Research on the Scales for Assessing Emotional Disturbance: Screener
    Journal of Applied School Psychology, 2020
    Co-Authors: Matthew C. Lambert, Michael H. Epstein, Douglas Cullinan, Allen G. Garcia, Jodie D. Martin
    Abstract:

    The purpose of this article is to provide a qualitative review of the published research on the Scales for Assessing Emotional Disturbance-3: Screener noting the psychometric properties and overall...

  • Characteristics of Emotional Disturbance Among Female Students
    Remedial and Special Education, 2004
    Co-Authors: Douglas Cullinan, Susan S. Osborne, Michael H. Epstein
    Abstract:

    This article reports data on characteristics of Emotional Disturbance (ED) among female students with and without ED. Teachers rated a national sample of 689 girls on the Scale for Assessing Emotional Disturbance, to measure the five characteristics of ED and a variable called social maladjustment. We compared the two categories (with ED, without ED), three school levels (elementary, middle, high), and two races (African American, European American). Girls with ED exhibited more maladaptive functioning on all variables, but category by school level and category by race interactions varied according to different characteristics. Girls with ED showed a high level of comorbid ED characteristics, again with differences by school level and race. The results have implications for understanding girls with ED and educating them appropriately.

  • Characteristics of Emotional Disturbance of Elementary School Students.
    Behavioral Disorders, 2003
    Co-Authors: Douglas Cullinan, Michael H. Epstein, Chan Evans, Gail Ryser
    Abstract:

    The five characteristics of Emotional Disturbance (ED) as stated in the IDEA definition and a variable called socially maladjusted, were investigated. Participants were African American and Europea...

  • status of and trends in academic intervention research for students with Emotional Disturbance
    Remedial and Special Education, 2003
    Co-Authors: Paul Mooney, Robert Reid, Michael H. Epstein, Ron J Nelson
    Abstract:

    Recent research has examined overall trends in the experimental literature relating to students with Emotional Disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED. Fifty-five studies were included in the descriptive analysis, which spanned the years from 1975 to 2002. Descriptive dimensions of the research included participant demographics, settings, research designs, and dependent and independent variables. Results indicated (a) complete demographic information, especially race and socioeconomic status, was difficult to ascertain for many of the participants; (b) settings were generally special education classrooms; (c) researchers used predominantly single-subject designs; (d) treatment fidelity data were often absent; (e) few studies focused on women and girls or minorities; and (f) there has been a recent decline in both the number and type of studies published, particularly in the...

  • scale for assessing Emotional Disturbance long term test retest reliability and convergent validity with kindergarten and first grade students
    Remedial and Special Education, 2002
    Co-Authors: Michael H. Epstein, Douglas Cullinan, Philip D Nordness, Melody Hertzog
    Abstract:

    Two studies on young children are reported, addressing the psychometric characteristics of the Scale for Assessing Emotional Disturbance (SAED), a standardized, norm-referenced instrument based on the federal definition of Emotional Disturbance (ED). The main purpose of the SAED is to assist in identifying children with Emotional Disturbance by operationally defining ED as stated in the Individuals with Disabilities Education Act Amendments of 1997. The first study investigated the long-term test—retest reliability of the SAED over a 7-month period. The second study examined the convergent validity of the SAED by comparing it with several subscales of the Systematic Screening for Behavior Disorders, a multigate screening system to identify children at risk of behavior problems. The results indicate that the SAED is a reliable and valid instrument for identifying young children who may qualify for the federal definition of ED.

Linda A Reddy - One of the best experts on this subject based on the ideXlab platform.

  • serious Emotional Disturbance in children and adolescents current status and future directions
    Behavior Therapy, 2001
    Co-Authors: Linda A Reddy
    Abstract:

    Research indicates low rates of identification, poor school performance and completion, and high rates of restrictive placements, despite federal mandates requiring appropriate educational and mental health-related services for children with serious Emotional Disturbance (SED). The present paper examines the current status of assessment and treatment needs of children with SED. A synthesis of child characteristics, diagnostic criteria, placement rates, and outcomes is presented. Challenges to appropriate and effective care for children with SED are outlined. Five empirically validated behavioral prevention and intervention models are described as examples of “programs that work” with this population. New frameworks are provided to stimulate future thinking on behavioral assessment and therapy for children with SED. Finally, priorities for professional development and research are described.

Steven I Pfeiffer - One of the best experts on this subject based on the ideXlab platform.

Jack Mcclellan - One of the best experts on this subject based on the ideXlab platform.

  • children on child protective service caseloads prevalence and nature of serious Emotional Disturbance
    Child Abuse & Neglect, 1993
    Co-Authors: Eric W Trupin, Valerie S Tarico, Benson P Low, Ron Jemelka, Jack Mcclellan
    Abstract:

    A multivariate, criterion-referenced approach was used to assess prevalence of serious Emotional Disturbance among children on protective service case loads. Of 140 recipients of protective services, 72% were statistically indistinguishable from children in Washington State's most intensive mental health treatment programs. School problems, substance abuse, and antisocial behaviors were common in the sample, as were family histories of mental illness or substance abuse. Greatest service needs included family support groups, outpatient treatment, school-based treatment, and diagnostic services. These results underline the importance of structural changes to facilitate cross-system collaboration between mental health and protective services.