Introduction
A student who receives special education services under the category of Emotional Disability has emotional problems of some kind that are adversely affecting his/her educational performance. Usually schools look at grades, discipline records, and performance on achievement tests to quantify educational impact. In determining eligibility for Emotional Disability, several evaluations are typically completed.
A school will conduct psychological testing by a school psychologist, which will include cognitive testing and social/emotional measures (rating scales, interviews, observations). Educational testing is typically completed to determine current levels of achievement in reading, writing, math, and other educational areas. Additionally, a Sociocultural evaluation or interview by a school social worker is typically completed with a parent to rule out environmental factors and obtain a developmental history. (See SPED testing for more information)
Often, the most difficult part of determining eligibility for special education services in this category is determining if the student has an emotional disability or social maladjustment. The following is adapted from a chart that was shown at a training I attended by Bruce Bracken. He adapted it from Social Maladjustment: A Guide to Differential Diagnosis and Educational Options (Wayne County Regional Educational Service Agency – Michigan, 2004).
Behavior Area |
Emotional Disturbance |
Socially Maladjusted |
School Behavior |
Unable to comply with teacher requests; needy or has difficulty asking for help |
Unwilling to comply with teacher requests; truancy; rejects help |
Attitude Toward School |
School is a source of confusion or angst; does much better with structure |
Dislikes school, except as a social outlet; rebels against rules and structure |
School Attendance |
Misses school due to emotional or psychosomatic issues |
Misses school due to choice |
Educational Performance |
Uneven achievement; impaired by anxiety, depression, or emotions |
Achievement influenced by truancy, negative attitude toward school, avoidance |
Peer Relations and Friendships |
Difficulty making friends; ignored or rejected |
Accepted by a same delinquent or socio-cultural subgroup |
Perceptions of Peers |
Perceived as bizarre or odd; often ridiculed |
Perceived as cool, tough, charismatic |
Social Skills |
Poorly developed; immature; difficulty reading social cues; difficulty entering groups |
Well developed; well attuned to social cues |
Interpersonal Relations |
Inability to establish or maintain relationships; withdrawn; social anxiety |
Many relations within select peer group; manipulative; lack of honesty in relationships |
Interpersonal Dynamics |
Poor self-concept; overly dependent; anxious; fearful; mood swings; distorts reality |
Inflated self concept; independent; underdeveloped conscience; blames others; excessive bravado |
Locus of Disorder |
Affective disorder; internalizing |
Conduct disorder, externalizing |
Aggression |
Hurts self and others as an end |
Hurts others as a means to an end |
Anxiety |
Tense; fearful |
Appears relaxed; “cool” |
Affective Reactions |
Disproportionate reactions, but not under student’s control |
Intentional with features of anger and rage; explosive |
Conscience |
Remorseful; self critical; overly serious |
Little remorse; blaming; non-empathetic |
Sense of Reality |
Fantasy; naïve; gullible; thought disorders |
“Street-wise”; manipulates facts and rules for own benefit |
Developmental Appropriateness |
Immature; regressive |
Age appropriate or above |
Risk Taking |
Avoids risks; resists making choices |
Risk taker; “daredevil” |
Substance Abuse |
Less likely; may use individually |
More likely; peer involvement |
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Adapted from Social Maladjustment: A Guide to Differential Diagnosis and Educational Options (Wayne County Regional Educational Service Agency – Michigan , 2004) |
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