Behavioral Disorders

We report findings of a convergent validity study examining the internalizing subscale (SRSS-15) of the newly adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE12) with the internalizing subscale of the Teacher Report Form (TRF; Achenbach, 1991) conducted in 13 schools across three states with 195 kindergarten through fifth-grade elementary students. Results of logistic regression and receiver operating characteristics curves suggest the following cut scores for the SRSS-15: 0–1 low risk, 2–3 moderate risk, and 4–15 high risk for internalizing behavior patterns, relative to the internalizing subscale of the TRF subscale. Limitations and future directions are discussed, along with illustrations of how to use the SRSS-15 scores for decision making in a tiered system of supports.

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were staff buy-in, school administrator support, and consistency. The most commonly cited barriers were staff buy-in, resources: time, and resources: money. Results are discussed in terms of enhancing durability of evidence-based practices in schools.

Using large-sample, archival data from the state of South Carolina's juvenile justice agency, we examine the question of race differences in predictors of repeat offending for a sample of approximately 100,000 youth who had been referred for criminal offenses. Independent variables relating to background, adverse parenting, mental health, school-related disabilities, and features of first offenses contributed to more than 25% of the variance in recidivism for both Black and White youth. Male gender, eligibility for free or reduced school lunch, diagnoses based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; text rev.; American Psychiatric Association, 2000), placement in Child Protective Services, and school identification as having a classification of emotional or behavioral disorders or learning disabilities were all predictive of juvenile recidivism. In addition, early age of first offense, status offenses, and being prosecuted for a first offense were significant predictors. Magnitudes of prediction were similar across racial groups, suggesting similar vulnerability of both Black and White youth to these early adversities. Interactions between race and other independent variables accounted for only .001 of the variance in recidivism. However, there were several significant interactions. Mental health history and characteristics of the first offense were stronger predictors for White youth than for Black youth. Gender, poverty (free or reduced lunch), and school identification of having a classification of emotional or behavioral disorders were stronger predictors for Blacks than for Whites. Implications for prevention are addressed.

This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment learning disability, and multiple disabilities), which were then compared on demographics, IQ and achievement scores, and teacher ratings of emotional and behavioral problems. Students in the four groups were significantly different only on IQ and achievement scores, but not on demographics or on emotional or behavioral problems. Criterion-based definitions were developed for the four categories. While showing little differentiation between or within the original categories, the definitions showed that 43% of the students appeared to have multiple disabilities (i.e., complex presentations of emotional/internalizing, behavioral/externalizing, ADHD, and/or learning disabilities). Based on these findings, a potential new special education category was investigated that could enhance the accurate characterization of these students for improved treatment planning, as the current classification process appears inadequate for such students.