Constructing New Theory to Identify Students with Emotional Disturbance

1. Problem-Solving and Resiliency among Special Education Practitioners Dori Barnett, Ed.D. Constructing New Theory to Identify Students with Emotional Disturbance I will be discussing how practitioners (including school psychologists, SETs, and administrators) engage in problem solving and resiliency in the process of identifying students with emotional and behavioral disabilities for special education services in an alternative education setting. This discussion is based on the outcomes of my dissertation research.I will be discussing how practitioners (including school psychologists, SETs, and administrators) engage in problem solving and resiliency in the process of identifying students with emotional and behavioral disabilities for special education services in an alternative education setting. This discussion is based on the outcomes of my dissertation research.

2. Purpose of the Study The problem area explored by this study was how practitioners in an alternative and correctional education setting identify students with emotional and behavioral difficulties for special education services given the criteria for ED. Students with emotional disturbance (ED) are considered by many as the most under identified and under served of all the disability groups (Forness & Kavale, 2001; Gresham, 2005) and Students with emotional disabilities whose needs remain unmet �create substantial challenges for schools, teachers, parents, and their peers� (Gresham, 2005, p. 328). Students with emotional disturbance (ED) are considered by many as the most under identified and under served of all the disability groups (Forness & Kavale, 2001; Gresham, 2005) and Students with emotional disabilities whose needs remain unmet �create substantial challenges for schools, teachers, parents, and their peers� (Gresham, 2005, p. 328).

3. Emotional Disturbance (ED) Many of the problems associated with the identification of students with ED for special education supports and services are attributed to the definition of ED given in the federal and state criteria for ED. ED is defined by a student who exhibits one or more of five characteristics over time, across settings, and to a marked degree that adversely affect educational performance. The final paragraph, referred to as The Exclusionary Clause, poses problems for practitioners working with students with severe behavior/conduct and emotional issues.Many of the problems associated with the identification of students with ED for special education supports and services are attributed to the definition of ED given in the federal and state criteria for ED. ED is defined by a student who exhibits one or more of five characteristics over time, across settings, and to a marked degree that adversely affect educational performance. The final paragraph, referred to as The Exclusionary Clause, poses problems for practitioners working with students with severe behavior/conduct and emotional issues.

4. Context of the Study The context of the study is a county alternative education program serving students in juvenile correctional facilities, social service institutions, and community day schools. A majority of the students exhibit severe behavioral and emotional issues, such as truancy, discipline problems, trauma, and substance abuse.

5. ACE Schools and Programs ACE (a pseudonym) is comprised of two distinct programs: Data indicate that students in ACE have a high prevalence of emotional and behavioral related issues including truancy, discipline, school failure, juvenile delinquency, and involvement in social services. Such students �test� the exclusionary clause and compound the process of identification for ED, given the special education guidelines.ACE (a pseudonym) is comprised of two distinct programs: Data indicate that students in ACE have a high prevalence of emotional and behavioral related issues including truancy, discipline, school failure, juvenile delinquency, and involvement in social services. Such students �test� the exclusionary clause and compound the process of identification for ED, given the special education guidelines.

6. Outcomes of the Study The outcomes of this qualitative study produced six emergent themes that comprise the grounded theory explaining the processes, actions, and interactions that practitioners used to�identify students with emotional disturbance in a contemporary practice setting. This study employed a qualitative, grounded theory research design. Theory is inductively developed through a process of coding initial units of meaning, building codes into concepts, and forming concepts into themes, which are then integrated to form the GT. The resulting theory is �grounded� in practitioners real life experiences with the studied phenomenon. I will be discussing two emergent themes that relate to problem-solving and resiliency in the identification process.This study employed a qualitative, grounded theory research design. Theory is inductively developed through a process of coding initial units of meaning, building codes into concepts, and forming concepts into themes, which are then integrated to form the GT. The resulting theory is �grounded� in practitioners real life experiences with the studied phenomenon. I will be discussing two emergent themes that relate to problem-solving and resiliency in the identification process.

7. Emergent Theme Three: Implementing Reflexive Identification Processes Emergent Theme Three revealed that, in addition to standardized assessment practices, practitioners are implementing reflexive and collaborative identification processes to identify students with ED. These include: Child Find (e.g., Student Study Team), Collaboration with peers, interagency collaboration, C. �Digging deeper� to explore the etiology of behaviors Focusing on student need. In other words, they are going outside the box.Emergent Theme Three revealed that, in addition to standardized assessment practices, practitioners are implementing reflexive and collaborative identification processes to identify students with ED. These include: Child Find (e.g., Student Study Team), Collaboration with peers, interagency collaboration, C. �Digging deeper� to explore the etiology of behaviors Focusing on student need. In other words, they are going outside the box.

8. Literature Research based models, such as RtI, emphasize prevention and early intervention and collaborative problem solving and decision making (Gresham, 2005, 2007). Evidence-based practices (EBPs) affirm the value of participatory action, multi-disciplinary collaboration, and stakeholder involvement (Adelman & Taylor, 1998, 2010; Hoagwood & Johnson, 2003). Collaborative practices are reflected in the underpinnings of IDEA: Free and Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE), the cornerstones of special education law (Kermerer, Samson, & Kermerer, 2008). Related LiteratureRelated Literature

9. Emergent Theme Four: Resolving Problems Posed by New Student Trends Emergent Theme Four yielded student trends that compound the identification process: (a) students exposed to trauma, (b) substance abuse and ED, and ( c) overlapping disorders, known as co-morbidity). Such trends, which are not directly addressed by the existing criteria, prompted practitioners to engage in pragmatic problem solving to meet students� needs. For example, when to relate trauma and substance abuse to an underlying emotional condition; and considering a student�s history of trauma in relation to his/her behavior.Emergent Theme Four yielded student trends that compound the identification process: (a) students exposed to trauma, (b) substance abuse and ED, and ( c) overlapping disorders, known as co-morbidity). Such trends, which are not directly addressed by the existing criteria, prompted practitioners to engage in pragmatic problem solving to meet students� needs. For example, when to relate trauma and substance abuse to an underlying emotional condition; and considering a student�s history of trauma in relation to his/her behavior.

10. Literature Over 50% of children exposed to trauma will develop emotional and behavioral disabilities in adolescence and adulthood (Bell & Johnson, 1995; Perry, 1996, 2006). Exposure to trauma affects brain development and leads to disorders in social, emotional and behavioral functioning (Bell & Johnson, 1995; Perry, 1996, 2006). Co-morbidity studies link emotional and behavioral disorders in children and adolescents: bipolar and conduct disorders (50%); ADHD and anxiety and depression (40%); substance abuse and depression (60%) ( (Biederman et al., 1995; Forness & Kavale, 2001; Kovacs & Pollock, 1996; Rounsaville, 2007). LiteratureLiterature

11. Conclusions and Implications The resulting GT underscores the importance of collaboration and pragmatic problem solving as key processes employed by special education practitioners involved in identifying students for special education services under the classification of ED. Provides support for collaboration and problem-solving models such as RtI and PLCs. Supports the need to broaden and align existing special education criteria to reflect current research findings. Supports the implementation of comprehensive and collaborative school-wide mental health systems. Reframes the role of the school psychologist from �gatekeeper� to �facilitator.� Conclusions and implications of the study.Conclusions and implications of the study.

12. References Adelman, H. & Taylor, L. (2010). Mental health in schools: Engaging learners, preventing problems. Thousand Oakes, CA: Sage. Barnett, D. (2010). Constructing new theory for identifying students with emotional disturbance: A grounded theory approach (Unpublished doctoral dissertation). California State University, Fullerton, CA. Biederman J, Faraone S, & Milberger S. (1996). A prospective 4-year follow-up study of attention-deficit hyperactivity and related disorders. Arch Gen Psychiatry. 53(5), pp. 437-46. Charmaz, K. (2009). Shifting the grounds: Grounded theory in the 21st century. In J.M. Morse et al. (2009). Developing grounded theory: The second generation (pp.125-140). Walnut Creek, CA: Left Coast Press. Forness, S., & Kavale, K. (2001). Reflections on the future of prevention. Preventing School Failure, 45(2), 75-81. Gresham, F. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28(4), 328-344. Individuals with Disabilities Education Improvement Act of 2004, P.L. 108-446, 20 U.S.C. � 1400 et seq. Orange County Department of Education. (in press). ACCESS Truancy Recovery Program [ATRP]. [Handbook]. Costa Mesa, CA: Author. Perry, B.D. (2006). Applying principles of neurodevelopment to clinical work with maltreated and traumatized children. In Boyd, N. (Ed.) (2006). Working with traumatized youth in child welfare (pp. 27-53). New York, NY: Guildford Press.