Identified Deficits and Their Congruence to the IEP for Behaviorally Disordered Students

Abstract

Questionnaires were sent to the support personnel and teachers of a randomly selected, statewide sample of 632 behaviorally disordered students to examine the nature of the behavioral, social/emotional, academic, and other deficits contained in the diagnostic report(s) and to determine the congruence of this diagnostic information to the students' individualized education programs (IEPs). Respondents returned 463 instruments for an overall return rate of 73.3%. Congruence percentages were calculated bidirectionally so that lack of agreement between diagnostic information and the IEP was examined from the perspective of both the evaluator/diagnostician and the IEP writers. The identified deficits indicated that the primary concern for mild behaviorally disordered students was a failure to complete assignments or stay on-task, while moderate and severe behaviorally disordered students demonstrated a substantial shift to peer relationships as the primary area of concern. Concurrent core academic deficits were often not present. Congruence calculation indicated a moderate lack of agreement between areas of deficit and IEP goals and objectives, especially with respect to social/emotional areas. Questions regarding the nature of mild behavioral disorders classification are proposed and reaffirmation of the lack of a diagnostic-instructional link demonstrated.