History of Emotional Disturbance
Terminology
The term “emotional disturbance” was first developed by Eli Bower in the 1960s, who did research on identifying students who needed services because of severe emotional and behavioral problems. It was proposed in 1957 and actually adopted by Congress in 1975 with the passing of The Education For All Handicapped Children Act (EHC). The definition entailed that these students must show one or more of the following five characteristics:
1. An inability to learn which cannot be explained by intellectual, sensory, or health factors.
2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
3. Inappropriate types of behavior or feelings under normal conditions.
4. A general, pervasive mood of unhappiness or depression.
5. A tendency to develop physical symptoms, pains, or fears, associated with personal or school problems.
(2004-11-01). Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward. Psychology in the schools, 41(8), 899-910.
Emotional disturbance is now more commonly referred to as emotional and behavioral disorders, with the thought that the term has fewer negative connotations. More information can be found on the Council for Exceptional Children's website.
History – Contributors and Legislation
Elizabeth E. Farrell (1870 – 1932) was the founder and first president of the International Council for the Education of Exceptional Children. Faculty members and a group of administrators who went to a summer session at Teachers College at Columbia University, on August 10, 1922, organized the council on August 10, 1922. The Council started with 12 members, and it was renamed in 1958 as the Council for Exceptional Children (CEC). This organization has been relevant in education children with emotional and behavior disorders.
The CEC’s website is a large resource for students, families and professionals, and this history and more of the organization's timeline can be located here:
CEC timeline
CEC homepage
Mills v. Board of Education of District of Columbia (1972)
This court case was brought against the District of Columbia as a result of its schools not providing public education and training to children with disabilities. A couple of the children involved included Peter Mills, a 12-year-old removed from school because of behavior problems, and Jerome James, a 12-year-old labeled as mentally retarded who was never allowed to go to school. There were seven children in all who were involved in the case (the court case in its entirety can be referenced here). At the time of this case, there were approximately 18,000 out of 22,000 students with disabilities in the District of Columbia who were inhibited from partaking in public education without due process (Rapp & Arndt, 2012). In the end, the courts ruled in favor of the plaintiffs. It was determined that all children in the District of Columbia have a right to free public education, and that those with disabilities should be thoroughly reviewed and placed in appropriate programs. This case highlighted that all children, including those with disabilities such as emotional disturbance, have the right to a public education that accounts for their needs and abilities. This case helped pave the road to The Education of All Handicapped Children Act (EHC) of 1975, federal legislation that was enacted to protect this right.
The Education for All Handicapped Children (EHC) 1975
The Education for All Handicapped Children Act (EHC) was passed by federal legislation in 1975, and involves “standardized specific procedures to qualify students for specialized services, evaluate their needs, involve families, purposefully plan for and support individualized needs in the least restrictive environment, and provide procedures for grievance” (Rapp & Arndt, 2012). Emotional Disturbance is one of the disability classifications listed under EHC, so students with this disability were entitled to its provisions. The six provisions of EHC include free appropriate public education, disability qualifications, nondiscriminatory assessment, least restrictive environment, individualized education programs, parent involvement, and procedural due process.
Individuals with Disabilities Education Act (IDEA) of 1990 and the Reauthorizations of 1997 and 2004
EHC was renamed as the Individuals with Disabilities Education Act in 1990. This reauthorization expanded its list of services for students with disabilities on the IEP (individualized education program) to include social work and rehabilitation counseling. This addition means that students with emotional disturbance, a disability classification under IDEA, may now benefit from these services on the IEP. In 1997, IDEA was reauthorized again to include a provision that addressed behavior infractions. Under this provision, a student cannot be expelled from school for misbehaving if the behavior is caused by his or her disability.
As a result of the last reauthorization in 2004, IDEA was renamed the Individuals with Disabilities Education Improvement Act. Under this reauthorization, school districts could now opt to use a response to intervention system (RTI) to determine if a child has a disability that effects his or learning. In this model, schools may implement interventions to see if it helps students who seem to be struggling. This way, schools don't have to wait for a student to fall behind before intervening and providing support.
References
Farley, C. (2012). Evidence-Based Practices for Students with Emotional and Behavioral Disorders: Improving Academic Achievement. Beyond behavior, 21(2), 37-43.
Kilmer, Ryan P., (2010-10-01). Factors Associated With Positive Adjustment in Siblings of Children With Severe Emotional Disturbance: The Role of Family Resources and Community Life.. American journal of orthopsychiatry, 80(4), 473.
Park, J. (2011). Collaborating with Parents to Implement Behavioral Interventions for Children with Challenging Behaviors. Teaching exceptional children, 43(3), 22-30.
Patton, B. (2006). Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior. Teaching exceptional children, 39(2), 14-21.
Radohl, Tamara, (2011-05-01). Incorporating family into the formula: family-directed structural therapy for children with serious emotional disturbance.. Child & family social work, 16(2), 127.
The term “emotional disturbance” was first developed by Eli Bower in the 1960s, who did research on identifying students who needed services because of severe emotional and behavioral problems. It was proposed in 1957 and actually adopted by Congress in 1975 with the passing of The Education For All Handicapped Children Act (EHC). The definition entailed that these students must show one or more of the following five characteristics:
1. An inability to learn which cannot be explained by intellectual, sensory, or health factors.
2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
3. Inappropriate types of behavior or feelings under normal conditions.
4. A general, pervasive mood of unhappiness or depression.
5. A tendency to develop physical symptoms, pains, or fears, associated with personal or school problems.
(2004-11-01). Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward. Psychology in the schools, 41(8), 899-910.
Emotional disturbance is now more commonly referred to as emotional and behavioral disorders, with the thought that the term has fewer negative connotations. More information can be found on the Council for Exceptional Children's website.
History – Contributors and Legislation
Elizabeth E. Farrell (1870 – 1932) was the founder and first president of the International Council for the Education of Exceptional Children. Faculty members and a group of administrators who went to a summer session at Teachers College at Columbia University, on August 10, 1922, organized the council on August 10, 1922. The Council started with 12 members, and it was renamed in 1958 as the Council for Exceptional Children (CEC). This organization has been relevant in education children with emotional and behavior disorders.
The CEC’s website is a large resource for students, families and professionals, and this history and more of the organization's timeline can be located here:
CEC timeline
CEC homepage
Mills v. Board of Education of District of Columbia (1972)
This court case was brought against the District of Columbia as a result of its schools not providing public education and training to children with disabilities. A couple of the children involved included Peter Mills, a 12-year-old removed from school because of behavior problems, and Jerome James, a 12-year-old labeled as mentally retarded who was never allowed to go to school. There were seven children in all who were involved in the case (the court case in its entirety can be referenced here). At the time of this case, there were approximately 18,000 out of 22,000 students with disabilities in the District of Columbia who were inhibited from partaking in public education without due process (Rapp & Arndt, 2012). In the end, the courts ruled in favor of the plaintiffs. It was determined that all children in the District of Columbia have a right to free public education, and that those with disabilities should be thoroughly reviewed and placed in appropriate programs. This case highlighted that all children, including those with disabilities such as emotional disturbance, have the right to a public education that accounts for their needs and abilities. This case helped pave the road to The Education of All Handicapped Children Act (EHC) of 1975, federal legislation that was enacted to protect this right.
The Education for All Handicapped Children (EHC) 1975
The Education for All Handicapped Children Act (EHC) was passed by federal legislation in 1975, and involves “standardized specific procedures to qualify students for specialized services, evaluate their needs, involve families, purposefully plan for and support individualized needs in the least restrictive environment, and provide procedures for grievance” (Rapp & Arndt, 2012). Emotional Disturbance is one of the disability classifications listed under EHC, so students with this disability were entitled to its provisions. The six provisions of EHC include free appropriate public education, disability qualifications, nondiscriminatory assessment, least restrictive environment, individualized education programs, parent involvement, and procedural due process.
Individuals with Disabilities Education Act (IDEA) of 1990 and the Reauthorizations of 1997 and 2004
EHC was renamed as the Individuals with Disabilities Education Act in 1990. This reauthorization expanded its list of services for students with disabilities on the IEP (individualized education program) to include social work and rehabilitation counseling. This addition means that students with emotional disturbance, a disability classification under IDEA, may now benefit from these services on the IEP. In 1997, IDEA was reauthorized again to include a provision that addressed behavior infractions. Under this provision, a student cannot be expelled from school for misbehaving if the behavior is caused by his or her disability.
As a result of the last reauthorization in 2004, IDEA was renamed the Individuals with Disabilities Education Improvement Act. Under this reauthorization, school districts could now opt to use a response to intervention system (RTI) to determine if a child has a disability that effects his or learning. In this model, schools may implement interventions to see if it helps students who seem to be struggling. This way, schools don't have to wait for a student to fall behind before intervening and providing support.
References
Farley, C. (2012). Evidence-Based Practices for Students with Emotional and Behavioral Disorders: Improving Academic Achievement. Beyond behavior, 21(2), 37-43.
Kilmer, Ryan P., (2010-10-01). Factors Associated With Positive Adjustment in Siblings of Children With Severe Emotional Disturbance: The Role of Family Resources and Community Life.. American journal of orthopsychiatry, 80(4), 473.
Park, J. (2011). Collaborating with Parents to Implement Behavioral Interventions for Children with Challenging Behaviors. Teaching exceptional children, 43(3), 22-30.
Patton, B. (2006). Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior. Teaching exceptional children, 39(2), 14-21.
Radohl, Tamara, (2011-05-01). Incorporating family into the formula: family-directed structural therapy for children with serious emotional disturbance.. Child & family social work, 16(2), 127.
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