Behavioral/Emotional Problems of Children with Serious Emotional Disturbances and Learning Disabilities

Abstract

This study tested the discriminative validity of two empirically based rating scales for differentiating children with serious emotional disturbance (SED) from children with learning disabilities (LD) and matched normal controls. Subjects were 366 children with SED, 366 with LD, and 366 normal controls, ages 5–18, matched on gender, age and demographic variables. Parent ratings were obtained on the Child Behavior Checklist (CBCL) and teacher ratings on the Teacher's Report Form (TRF) for each subject. Results showed that children with SED scored significantly higher than children with LD on all but one CBCL scale and all TRF scales. Both groups scored higher than normal controls on all but one scale. Teacher-reported aggressive behavior was the best predictor of SED versus LD classification. Other significant predictors included attention problems, delinquent behavior, social problems, thought problems, and withdrawal. Implications are discussed regarding assessment and special education eligibility decisions.

Additional information

Notes on contributors

Stephanie H. McConaughy

Stephanie H. McConaughy, PhD, is a Research Associate Professor in the Department of Psychiatry, University of Vermont. She received her doctorate in psychology from the University of Vermont in 1980. Her research interests include assessment and epidemiology of child psychopathology and behavioral/emotional problems in children in special education programs.

Richard E. Mattison

Richard E. Mattison, MD, is the Blanche F. Ittleson Associate Professor of Child Psychiatry and Director of the Division of Child Psychiatry of the Washington University School of Medicine, St. Louis, Missouri. His research interests include the psychosocial characteristics and outcomes of students with serious emotional disturbance.

Reece L. Peterson

Reece L. Peterson, PhD, is an Associate Professor of Special Education at the University of Nebraska-Lincoln. He received his doctorate from the University of Minnesota, and has research interests in policy issues related to students with emotional or behavioral disorders.