TY - JOUR
T1 - Serious emotional disturbance in children and adolescents
T2 - Current status and future directions
AU - Reddy, Linda A.
N1 - Funding Information:
This article was supported by grants 022627 and 022632 from the Society for the Study of School Psychology (SSSP). The author thanks Drs. Andrew Eisen and Pamela P. Abraham for their thoughtful reviews of the manuscript. Appreciation is also extended to Tara Hall for her background library work.
PY - 2001
Y1 - 2001
N2 - Research indicates low rates of identification, poor school performance and completion, and high rates of restrictive placements, despite federal mandates requiring appropriate educational and mental health-related services for children with serious emotional disturbance (SED). The present paper examines the current status of assessment and treatment needs of children with SED. A synthesis of child characteristics, diagnostic criteria, placement rates, and outcomes is presented. Challenges to appropriate and effective care for children with SED are outlined. Five empirically validated behavioral prevention and intervention models are described as examples of "programs that work" with this population. New frameworks are provided to stimulate future thinking on behavioral assessment and therapy for children with SED. Finally, priorities for professional development and research are described.
AB - Research indicates low rates of identification, poor school performance and completion, and high rates of restrictive placements, despite federal mandates requiring appropriate educational and mental health-related services for children with serious emotional disturbance (SED). The present paper examines the current status of assessment and treatment needs of children with SED. A synthesis of child characteristics, diagnostic criteria, placement rates, and outcomes is presented. Challenges to appropriate and effective care for children with SED are outlined. Five empirically validated behavioral prevention and intervention models are described as examples of "programs that work" with this population. New frameworks are provided to stimulate future thinking on behavioral assessment and therapy for children with SED. Finally, priorities for professional development and research are described.
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U2 - 10.1016/S0005-7894(01)80015-0
DO - 10.1016/S0005-7894(01)80015-0
M3 - Article
AN - SCOPUS:0035733763
SN - 0005-7894
VL - 32
SP - 667
EP - 691
JO - Behavior Therapy
JF - Behavior Therapy
IS - 4
ER -