The Social Maladjustment Exclusion: Issues of Definition and Assessment

Abstract

The social maladjustment exclusionary clause in the federal definition of serious emotional disturbance has been, and continues to be, a source of confusion and controversy. This review seeks to clarify issues of definition and assessment for school psychologists facing the task of operationalizing and measuring the exclusion. Historical and legal analyses suggest that, far from representing a congressional intent to exclude children with conduct disorders, the social maladjustment exclusion maybe little more than an historical anomaly. A review of existing approaches to distinguishing between serious emotional disturbance and social maladjustment failed to disclose any measures that were technically adequate and specifically validated for that purpose. Further, various sources of information suggest that conduct or behavior problems, represent the most prevalent condition among children declared eligible for service as seriously emotionally disturbed. For school psychologists in states with an exclusion for social maladjustment, proactive recommendations are offered, emphasizing opportunities for education and focusing on issues of least restrictive environment rather than differential diagnosis.

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Notes on contributors

Russell Skiba

Russell Skiba, PhD, received his doctorate from the University of Minnesota in 1967. He is currently Assistant Professor of Educational Psychology at Indiana University. His research interests include definition and assessment in behavioral disorders, and the integration of students with learning and behavioral problems.

Ken Grizzle

Ken Grizzle, MA, is a doctoral student in School Psychology at Indiana University. His research interests include behavioral disorders assessment, eligibility, and policy issues.