Serving Students with or At-Risk for Emotional and Behavior Disorders: Future Challenges
Serving Students with or At-Risk for Emotional and Behavior Disorders: Future Challenges
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为患有情绪和行为障碍或有情绪和行为障碍风险的学生提供服务：未来的挑战
DOI：
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发表时间：
2002
影响因子：
1
通讯作者：
Tam E. O'Shaughnessy
中科院分区：
文献类型：
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作者：
K. Lane;F. Gresham;Tam E. O'Shaughnessy
摘要在过去的30年里，情绪和行为障碍（E/BD）领域在识别和评估方面取得了长足的进步。然而，前面还存在着一些艰巨的挑战。本文的目的是讨论我们认为需要立即关注的四个关键挑战。首先，鉴于已有经过经验验证、具有成本效益的筛查程序，因此需要重点关注地区和学校层面的实施。其次，有必要更好地了解目前用于教育有情绪障碍的学生的课程和教学。第三，有必要系统地调查学业不良和外化行为之间的关系，以确定有效的校本干预，针对预防和补救。最后，E/BD领域的许多专业人员需要获得进行有效和准确的功能行为评估（FBA）所需的知识和技能，并使用这些评估来设计更有效的积极行为支持计划。********** 同样，研究界通过开发广泛的心理测量学健全工具，如社会技能评级系统，在评估领域继续取得进展。（SSRS，格雷欣和埃利奥特，1990年），沃克-麦康奈尔社会能力和学校适应量表（SSCSA，步行者& McConnell，1995）、儿童行为检查表（Achenbach，1991）和儿童行为评估系统（Reynolds & Kamphaus，1992）。这些工具使研究和教学界能够更准确地描述学生的学术，行为和社会概况与内化，外化和共病行为问题（格雷欣，莱恩，麦克米伦，和博西亚，1999）。在过去的30年里，情绪和行为障碍（E/BD）领域在识别和评估方面取得了长足的进步。有效、高效的程序和工具，如早期筛查项目（步行者，Severson，&费勒，1994），行为障碍的系统筛查（步行者和塞弗森，1992年），学校档案记录搜索（SARS，步行者，Block-Pedago，Todis，& Severson，1991）和学生风险筛查量表（SRSS，Drummond，1993）已经被开发用于检测处于情绪和行为障碍风险中的学生（参见Severson和步行者，2002的详细讨论）。这些经验验证的方法现在可供从业人员和研究人员使用，并可以以象征性的费用购买。尽管在识别和评估方面取得了进展，但E/BD领域面临着一些严峻的挑战。本文的目的是描述和讨论四个关键挑战，从我们的角度来看，这些挑战需要立即解决（请参见Lane，格雷欣，& O 'Shaughnessy，2002，对其中三个挑战的详细讨论）。首先，既然已经有了经经验验证的、具有成本效益的筛选程序，下一步就是集中在地区和学校层面实施。第二，需要更好地了解目前用于教育有资格接受特殊教育和相关服务的学生的课程和教学，这些学生属于情绪失常类别（艾德），以前属于严重情绪失常类别（《残疾人教育法》，IDEA，1997年）。第三，有必要系统地探讨学业不良与外化行为之间的关系，以确定有效的校本干预措施，针对预防和补救工作。最后，E/BD领域的许多专业人士需要了解和进行有效和准确的功能行为评估（FBA），并使用这些评估来设计更有效的积极行为支持计划。…
Abstract The field of Emotional and Behavioral Disorders (E/BD) has made great strides in the areas of identification and assessment over the last 30 years. However, several formidable challenges lie ahead. The purpose of this article is to discuss four key challenges that we feel require immediate attention. First, given that empirically validated, cost effective screening procedures are available, there is a need to focus on implementation at the district and school-site levels. Second, there is a need to better understand the curriculum and instruction currently used to educate students with emotional disturbances. Third, there is a need to systematically investigate the relationships between academic underachievement and externalizing behaviors in order to identify effective school-based intervention targeting prevention and remediation. Finally, many professionals in the field of E/BD need to acquire the knowledge and skills necessary to conduct valid and accurate functional behavioral assessments (FBA) and use t hese assessments to design more effective positive behavioral support plans. ********** Similarly, the research community has continued to make progress in the area of assessment by developing a wide range of psychometrically sound instruments, such as the Social Skills Rating System (SSRS, Gresham & Elliott, 1990), the Walker-McConnell Scale of Social Competence and School Adjustment (SSCSA, Walker & McConnell, 1995), the Child Behavior Checklist (Achenbach, 1991), and the Behavioral Assessment System for Children (Reynolds & Kamphaus, 1992). These instruments have enabled the research and teaching communities to more accurately describe the academic, behavioral, and social profiles of students with internalizing, externalizing and co-morbid behavior problems (Gresham, Lane, MacMillan, & Bocian, 1999). Over the past 30 years, the field of Emotional and Behavioral Disorders (E/BD) has made great strides in the areas of identification and assessment. Effective, efficient procedures and tools such as the Early Screening Project (Walker, Severson, & Feil, 1994), Systematic Screening for Behavior Disorders (Walker & Severson, 1992), the School Archival Records Search (SARS, Walker, Block-Pedago, Todis, & Severson, 1991), and the Student Risk Screening Scale (SRSS, Drummond, 1993) have been developed to detect students at risk for emotional and behavioral disorders (see Severson & Walker, 2002 for a detailed discussion). These empirically validated approaches are now available for use by practitioners and researchers alike and can be purchased for a nominal fee. Despite the progress in identification and assessment, the E/BD field is faced with some formidable challenges. The intent of this article is to delineate and discuss four key challenges that, from our perspective, call for immediate resolution (see Lane, Gresham, & O'Shaughnessy, 2002, for a detailed discussion of three of these challenges). First, now that empirically validated, cost effective screening procedures are available, the next step is to focus on implementation at the district and school-site levels. Second, there is a need to better understand the curriculum and instruction presently used to educate students who qualify for special education and related services under the category of emotionally disturbed (ED), formerly seriously emotionally disturbed (Individuals with Disabilities Education Act, IDEA, 1997). Third, there is a need to systematically explore the relationships between academic underachievement and externalizing behaviors in an effort to identify effective school-based intervention s targeting prevention and remediation efforts. Finally, many professionals in the field of E/BD need to understand and conduct valid and accurate functional behavioral assessments (FBA) and use these assessments to design more effective positive behavioral support plans. …