Who is Identified as Emotionally/Behaviorally Disordered? (continued)

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Many learners identified with a primary disability other than emotional/behavioral disorders, such as mental retardation, orthopedically impaired, and visually impaired, often demonstrate challenging behaviors. Identification as having a primary disability, however, precludes identification as "emotionally/behaviorally disordered" according to current definitions.

Their Social Skills and Interactions Vary from Those of Their Peers

The most frequently stated reasons for learners to be identified as emotionally/behaviorally disordered are (a) poor peer relationships, (b) frustration, (c) low academic achievement, (d) shy and withdrawn behavior, (e) disruptive behavior, (f) fighting, (g) refusal to work, and (h) short attention span. Poor peer relationships was the most frequent reason for referral among both boys and girls (Hutton, 1985).

Learners identified as emotionally/behaviorally disordered vary from their counterparts with disabilities in terms of social interactions. In a full-inclusion setting, Sale and Carey (1995) documented that students with physical disabilities received significantly more "liked-most" nominations than any other group of students. Learners identified as emotionally/behaviorally disordered, however, had the lowest "liked-most" scores, being the least frequently nominated in positive situations and the most frequently nominated in negative situations.

One pervasive problem of learners identified as emotionally/behaviorally disordered, which may contribute to their being "least-liked," is aggression (Hughes, 1985). In their study, Epstein, Kauffman, and Cullinan (1985) found the most persistent pattern of behavior reported among the learners identified as having emotional/behavioral disorders to be aggression.

They Are Less Likely To Live with Both Parents

In a large national sample, Cullinan et al. (1992) found that one third of adolescents identified as emotionally/behaviorally disordered lived with both parents, whereas two thirds of adolescents not identified as emotionally/behaviorally disordered lived with both parents. Students identified as emotionally/behaviorally disordered have a higher rate of living in one-parent families than students of any other disability classification (Wagner & Shaver, 1989).

Other Demographic Characteristics

Demographic and economic factors may influence the number of students identified as emotionally/behaviorally disordered (Wagner et al., 1991; Oswald & Coutinho, 1995). In school districts, the amount of per pupil revenue was the strongest single predictor of the rate at which learners were identified as emotionally/behaviorally disordered. As district revenue increased, the likelihood of identification increased. State and local evaluation and multidisciplinary team procedures may also have an impact on identification rates, as well as the availability of both a full continuum of placement settings and of comprehensive services offered by mental health service providers (Oswald & Coutinho, 1995).

One would assume that learners admitted to a psychiatric hospital for service would be identified as emotionally/behaviorally disordered by their schools. However, in a study by Singth et al. (1994), almost half—46%—of the learners receiving inpatient psychiatric services and partial hospitalization were not identified as emotionally/behaviorally disordered by their schools. These nonidentified learners were served in general education classrooms. Ten percent of these learners were found to have other disabilities. Their average age of hospital admission was 11.6 years. African American students were overrepresented in the sample of nonidentified students, with only 56% of the learners admitted to hospitalization being Caucasian. Significant issues for these learners were alcohol abuse (80%) and drug abuse (85%).