Clause for Confusion: TheDetermina,onofSocialMaladjustmentinthe

Evalua,onofEmo,onalImpairmentDonnaSecorPennington,LMSW

dsecorpenn@gmail.com

Michigan Mandatory Special Educa9on Pe99on Drive 1972

• Grassrootscampaigntoprovidespecialeduca,ontoallpersonswithdisabili,es.

• MASSWwaspartofthecampaign/pe,,ondrive• Predatedthefederallawandprovidedaddi,onalservices• Mandatedinclusionofschoolsocialworkersontheevalua,onteamforE.I.

• Michiganistheonlystatewiththismandate

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Educa9on for All Handicapped Children Act 1975

•  Thedefini,onandcriteriaforthedisabilitycategory“Emo,onallyDisturbed”havebeenriddledwithcontroversyandconfusion.

•  Thereiswidespreadrecogni,onthateffortstoprovideeffec,veeduca,ontochildrenwithemo,onal/behavioralproblemshavebeenlargelyinadequate.

•  Studentswithemo,onalandbehavioraldisordersarethemostunderservedgroupofalldisabilitygroups

•  FamiliesareoQenblamedfortheirstudent’sdisability•  EIstudentshigherratesofdelinquency,incarcera,on,schooldrop

out,teenpregnancy,suicideandsubstanceabuse

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Challenges: Students with Emo9onal and Behavioral Disorders

• Problemofeligibilityisthemostpressingconcern(Forness&Walker2000)

• Epidemiologicales,matesindicatethatapproximately20%ofstudentsexhibitamentalhealthdisordercausingatleastmildfunc,onalimpairment(BazelonCenter2004)

• 80%increaseinrateofhospitaliza,onsofchildrenwithdepression

•  Percentageofstudentsiden,fiedunder“E.D”hasremainedconstantatabout1%(U.S.Dept.ofEduca,on,2008)

• StateDifferences:RangefromVermontat1.44%toArkansasat.012%

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SeriousEmo+onalDisturbanceDefini+on

Congresswassearchingforadefini,onfor“SeriousEmo,onalDisturbance”(SED)andeventuallydecidedtoborrowthedefini,on

fromastudy.

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BowersStudy-1957

EliBowerslandmarkstudyof6000schoolchildrenin200classroomsin75schooldistrictsacrossthena,on• 207childrenweredesignatedas“emo,onallydisturbed”(3.5%)

• (162boysand45girls)Majordifferencesinbehaviorbetweenthedesignatedandnon-designatedstudentsresultedinthefivecharacteris,csincludedinthefederaldefini,on.

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FiveCharacteris,cs1. Aninabilitytolearnthatcannotbeadequatelyexplainedbyintellectualsensoryorhealthfactors

2. Inabilitytobuildormaintainsa,sfactoryinterpersonalrela,onships

3. Inappropriatetypesoffeelingsorbehaviorsundernormalcircumstances

4. Ageneralpervasivemoodofhappinessanddepression5. Atendencytodevelopphysicalsymptomsandfearsassociatedwithpersonalorschoolexperiences

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FederalDefini,onofE.D.(E.I.orE.B.D.) • Oneormoreofthefivecharacteris,cs

• Addi,onally,Emo,onalDisturbanceincludesSchizophrenia• Overanextendedperiodof,me• Adverselyaffectseduca,onalperformance.

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FederalEIDefini,on-Reac,ons

• Vagueandhighlysubjec,ve(Gresham2005)

• Nebulousanduncertain(Jenson&Clark2004)• LacksconsistencywithDSMlanguage/categories• “Whensuchdefini-onslimitorprescribewhomayormaynotreceiveservices,thedefini-onalproblembecomessignificantforstudents,theirfamiliesandschools.”

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SociallyMaladjustedExclusion•  TheBowersstudyanditsproposeddefini,ondidNOTincludetheclause

"doesnotincludechildrenwhoaresociallymaladjustedunlessitisdeterminedthattheyareseriouslyemo-onallydisturbed.”•  Thelegisla,vehistoryandotherhistoricalcircumstancesdonotsupporttheno,onthatthesociallymaladjustedweremeanttobeexcluded.

• Congresssimplyintendedtoexcludejuveniledelinquents?•  EliBowercalledit“inherentlyillogical”sincetheemo,onallydisturbedchildwouldbesociallymaladjustedinschool.

“Thefinaladdendumregardingsocialmaladjustmentisincomprehensible”

(Kauffman,1997)

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Where did this phrase come from? • Firstusedinfederalgrantstotrainteachersfor“Excep,onalChildren”

• 1957:“Excep,onalchildrenincludeschildrenwhoaremaladjusted,socially&emo,onally.”

• 1963:SMandEDweregroupedtogether• “Highlyirregularpoli,calmove”–referredtocommipeeonInterstate&ForeignCommerce.HereitwasfirstdeterminedthatSMcouldbedis,nguishedfromED(OfficeofSchoolReformin

• "Non-handicappeddelinquentstudentswhoseonlydifficul,eswerean,-socialbehavior.”

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The Social Maladjustment Exclusion: Issues of Defini9on and Assessment

“Historicalandlegalanalysessuggestthat,farfromrepresen-ngacongressionalintenttoexcludechildrenwithconductdisorders,thesocialmaladjustmentexclusionmaybe

liAlemorethananhistoricalanomaly”

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Fewchangestodefini,onsince1975

ChildrenwithAu,smremovedfromE.D.Theterm"seriously"wasremoved.(IDEA1997)• NochangesinIDEA2004•  “Thedefini-onofanemo-onaldisturbances-llallowsfortheexclusionofchildrendeemed“sociallymaladjusted”basedontheconceptualiza-onofBrowerin1957.Itishigh-metoabandonthisobsoletedis-nc-oninfavorofservingallchildrenwhoselearningisadverselyaffectedbyemo-onalorbehavioraldifficul-es.”

JimRaines,2004Professor&SSWAAPresident

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What does it mean?? Federalandmoststatestatutesandregula,onsare“silent”

regardingadefini,onof“socialmaladjustment”

Lackofunderlyingtheore,calfounda,onforthedefini,onandconsistentprocessestoaddressthecriteria.

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Few States State Regula9ons

•  SomeexcludeStudentswhohave:• Persistentpapernofan,-social,rule-breakingbehaviororaggressivebehavior,includingdefiance,figh,ng,bullying,disrup,veness,exploi,venessanddisturbedrela,onswithpeersandadult.

• Californiarelatedserviceregula,ons:•  “Deliberatenoncompliancewithacceptedsocialrules,ademonstratedinabilitytocontrolunacceptablebehaviorandtheabsenceofatreatablementalhealthdisorder.+

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Why Include Socially Maladjusted Students?

• Professionalresponsibili,es(ethics)• Co-morbidity&variablesymptomatology• Psychometricerrors(ra,ngscales,informants)• Avoidexclusionofdifficultstudents(includingsuspensions/expulsions)

•  Thesechildren,ifnottreated,tendtopersistintoadulthoodwiththeirinappropriateinterpersonalandsociallydeviantbehavioroQenresul,ngincriminalac,vity,poormaritaladjustmentandsocialrela,ons,andwork-relatedproblems.

• Weareunder-iden,fyingstudentswithsignificantmentalhealthneeds

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Why Exclude Socially Maladjusted Students?

• IntentoftheLaw• BudgetaryConstraints• ProfessionalResponsibility(Ethics)

• Responsibilitytocolleagues,employer• Prognosis• ProgramIntegrity

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Case Law Basics

1. Does the law apply to me? •  Jurisdiction: see map •  Fact pattern: similar enough?

2. If yes, what is the law? •  Holding versus dicta

3. Has the law changed? •  Overturned by different case, new statute or new regulation

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Case Law - Jurisdic9ons

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Eighth Circuit [AR, IA, MN, MO, NE, ND, SD]

Facts of A.C. case: • adolescent female with long history of school refusal, classroom disruption, profanity, insubordination, drug/alcohol abuse, running away from home, criminal conduct, suicide attempts & sexual promiscuity – conduct disorder • tuition for residential treatment $55,000 – school offered to pay 1/3 (not therapy/lodging costs) • services case, not qualification case Independent Sch. Dist. No. 284 v. A.C., 258 F.3d 769 (8th Cir. 2001)

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Eighth Circuit [AR, IA, MN, MO, NE, ND, SD]

• Lower Court: – no evidence student was UNABLE to attend school; residential treatment not necessary to meet her EDUCATIONAL needs. • Appellate Court: – will not draw a “stark distinction between unwillingness and inability to behave appropriately” – emotional problems not separable from the learning process – Does emotional problem need “to be addressed in order for the child to learn”?

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Eighth Circuit [AR, IA, MN, MO, NE, ND, SD]

Facts of Hansen case: • Male fifth grader with conduct disorder, bipolar disorder, and ADHD; behaviors included: – threatened to kill self and others; chronic poor academics • Administrative judge: – school didn’t present any evidence – judge wrote 1 paragraph decision saying school won • Lower court: affirmed Hansen v. Republic R-III Sch. Dist.,632 F.3d 1024 (8th Cir., 2011)

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Eighth Circuit [AR, IA, MN, MO, NE, ND, SD]

Appellate Court: Parents win – Student has inability to build/maintain satisfactory relationships w/teachers & peers – Discredited testimony from Director of Special Education because only based on written reports, not observations – Sufficient evidence that ED caused academic problems

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Defining Legal Cases

Doe v. Sequoia Union High School District (1987). A Federal court ruled that a student with ongoing struggles with

authority, along with low tolerance for frustration, manipulation, impulsivity,

repeated violations of social norms and whose academic problems were due to substance abuse, truancy, and boredom with school was socially maladjusted, not

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Few Journal Ar9cles and Very LiTle Research

BarnepStudy(2012)E.D.vs.S.M.• Studyincluded8000studentsinschoolsandjuvenilecorrec,onsand27evaluators.

• Prac,,onerstookaholis,capproachtoeligibilityanddis,nguishedbetweenEIandSMwithrespecttothea)  Natureofthestudent’sinterpersonalrela,onshipsb) Natureofthestudent’sbehaviorsc)  Thestudent’sabilitytocontrolhisorheremo,ons

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NatureofInterpersonalRela,onships

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Theme: Used a Collabora9ve Process

• ChildFind(ChildStudy)process• Collabora,ngwithpeers

• “Whatdoestheteamthink?”• Exploringe,ologyofbehavior• Linkingneedstoservices

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Theme:RecognizedNewStudentTrends

• Examples:• Substanceabuse• Exposuretoviolence–Post-trauma,cstressdisorder

Differen,aldiagnosisMuskegonHeights:MarquisGresham

•  hpp://www.wzzm13.com/story/news/local/muskegon/2014/04/23/hackley-hospital-er-on-lockdown-following-shoo,ng/8069183/

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PosTrauma9c Stress Disorder • Exposuretoactualorthreateneddeath,seriousinjuryorsexualviolence

• Directlyexperiencing,witnessinginperson,experiencingrepeatedexposuretoaversivedetailsoftheevent,etc.

• Nega,vealtera,onsincogni,onandmoodincludingnega,vebeliefsandexpecta,ons“Iambad”“Noonecanbetrusted”

• Markedlydiminishedinterestorpar,cipa,oninsignificantac,vi,es•  Feelingsofestrangement,recklessandself-destruc,vebehavior,irritablebehavior,angryoutbursts,problemswithconcentra,on

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Theme: Ethical Considera9ons

• NASWCodeofEthics:EthicalPrinciples• Helppeopleinneed• Challengesocialinjus,ce• Inherentdignityandworthoftheperson

• EthicalStandards:• CommitmenttoClients• CulturalCompetence&Diversity“Toassertthatthevastdispari-esineduca-onalandsocialoutcomesbetween

minoritychildrenandtheirwhitecounterpartsarenotrootedinpastandpresentraciallydiscriminatorypoliciesandpervasivebiasesistointen-onally

misdiagnosetheproblem.”F3:Secor

BarneT Conclusion

Advocatesforreconstruc-ngtheiden-fica-onprocessfromastudentcenteredperspec-vethataddressesthe

rightsandneedsofstudentswithemo-onalandbehavioraldisabili-es.

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ExternalizingDisorders

ConductDisorderorO.D.D.

Voluntary/Inten,onalBehavior

Psychopathy

MinnesotaModel:E.I.withData

OneTerm:ManyInterpreta,ons

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Externalizing vs. Internalizing Approach

•  StudentswithE.D.internalizestheirproblemsthroughemo,ons•  StudentswithS.M.externalizestheirproblemsthroughbehaviors• Behaviorforthesociallymaladjustedstudentismo,vatedbyself-gainandstrongsurvivalskills.

•  Lackofageappropriateconcernfortheirbehavioranditseffectsonothers.

• Displaybehaviorwhichmaybehighlyvaluedwithinasmallsubgroup,butwhichmaynotbewithintherangeofculturallypermissiblebehavior.

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Externalizing vs. Internalizing

DisplaysocializedorunsocializedformsofaggressionAnxietyisgenerallynotrelatedtothemisbehaviorofsociallymaladjustedyouth,unlessitisduetothefearofbeingcaught.Intensityanddura,onofbehaviordiffersmarkedlyfrombehaviorstypicallyassociatedwiththeirpeergroup.

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Voluntary/Inten9onal Behavior

• Char-EmISDGuidelines(2012)• Socialmaladjustmentisconceptualizedasaconductproblem,inwhichstudentschoosenottoconformtosociallyacceptablerulesandnorms

• Inten,onalityisthedis,nguishingfeaturebetweensocialmaladjustmentandemo,onalimpairment*

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Char-Em ISD: SM Characteris9cs

• Extensivepeerrela,onshipswithinaselectpeergroup• Exploitsotherswithcharmormanipula,on• Reactswithappropriateaffectbutlacksappropriateguilt• Casualresponsewhenconfrontedaboutbehavior• Refusaltoadmitmistakesevenwhencaughtintheact• Inflatedposi,veself-concept

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Char-Em ISD: SM Characteris9cs

• Lackofempathyandlipleremorse–actsasvic,mevenwhenperpetrators

• Ignoresapemptsofotherstoaltertheirbehavior• Understandsrightfromwrong,butchooses“wrong”• Ra,onalizesbehaviorandminimizesimpact*Note:Inconsideringthisexclusionaryclause.thatinten;onalityrequiresadegreeofcogni;onanddevelopmentalmaturityseldomseeninyoungchildren.

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DSM5Approach:ConductDisorderA.Arepe,,veandpersistentpapernofbehaviorinwhichthebasicrightsofothersormajorage-appropriatesocietalnormsorrulesareviolated,asmanifestedbythepresenceofthree(ormore)ofthefollowingcriteriainthepast12months,withatleastonecriterionpresentinthepast6months:Aggressiontopeopleandanimals

1.oQenbullies,threatens,orin,midatesothers.2.oQenini,atesphysicalfights.3.hasusedaweaponthatcancauseseriousphysicalharmtoothers (e.g., abat,brick,brokenbople,knife,gun).4.hasbeenphysicallycrueltopeople.5.hasbeenphysicallycrueltoanimals.6.hasstolenwhileconfron,ngavic,m(e.g.,mugging,pursesnatching,extor,on,armedrobbery).7.hasforcedsomeoneintosexualac,vity.F3:Secor

ConductDisorder–DSM5Destruc,onofproperty:

8.hasdeliberatelyengagedinfireseungwiththe inten,onofcausingseriousdamage.9.hasdeliberatelydestroyedothers’property(otherthan byfireseung).

DeceivulnessortheQ:

10.hasbrokenintosomeoneelse’shouse,building,orcar.11.oQenliestoobtaingoodsorfavorsortoavoid obliga,ons(i.e.,‘‘cons’’others).12.hasstolenitemsofnontrivialvaluewithoutconfron,nga vic,m(e.g.,shopliQing,butwithoutbreakingand entering;forgery).

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ConductDisorder–DSM5Seriousviola,onsofrules:

13.oQenstaysoutatnightdespiteparentalprohibi,ons,beginningbeforeage13years.14.hasrunawayfromhomeovernightatleasttwicewhilelivinginparentalorparentalsurrogatehome(oroncewithoutreturningforalengthyperiod).

15.isoQentruantfromschool,beginningbeforeage13years.B.Thedisturbanceinbehaviorcausesclinicallysignificantimpairmentinsocial,academic,oroccupa,onalfunc,oning.C.Iftheindividualisage18yearsorolder,criteriaarenotmetforAn,socialPersonalityDisorder

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ConductDisorder:SpecifySeverity

Mild fewifanyconductproblemsinexcessofthoserequiredtomakethediagnosisandconductproblemscauseonlyminorharmtoothers(e.g.,lying,truancy,stayingoutaQerdarkwithoutpermission).

Moderatenumberofconductproblemsandeffectonothersintermediatebetween‘‘mild’’and‘‘severe’’(e.g.,stealingwithoutconfron,ngavic,m,

vandalism).Severe

manyconductproblemsinexcessofthoserequiredtomakethediagnosisorconductproblemscauseconsiderableharmtoothers(e.g.,forcedsex,physicalcruelty,useofaweapon,stealingwhileconfron,ngavic,m,breakingandentering).

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Specify with or without “callous” and unemo9onal traits Thefollowingcharacteris,cs(2ormore)areshownpersistentlyoveratleast12monthsandinmorethanonerela,onshiporseung: Lackofremorseorguiltdoesnotfeelbadorguiltywhenhe/shedoessomethingwrong(exceptifexpressingremorsewhencaughtand/orfacingpunishment).Callous-lackofempathydisregardsandisunconcernedaboutthefeelingsofothers.Unconcernedaboutperformancedoesnotshowconcernaboutpoor/problema,cperformanceatschool,work,orinotherimportantac,vi,es.Shallowordeficientaffectdoesnotexpressfeelingsorshowemo,onstoothers,exceptinwaysthatseemshalloworsuperficial(e.g.,emo,onsarenotconsistentwithac,ons;canturnemo,ons‘‘on’’or‘‘off’’quickly)orwhentheyareusedforgain(e.g.,tomanipulateorin,midateothers).

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Opposi,onalDefiantDisorderDSM5

A.  Apapernofangry/irritablemood,argumenta,ve/defiantbehaviororvindic,venesslas,ngatleastsixmonthsasevidencedbyatleastfoursymptomsfromanyofthefollowingcategoriesandexhibitedwithatleastoneindividualwhoisnotasibling.

Angry/IrritableMoodArgumenta,ve,DefiantBehaviorVindic,veness

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Opposi,onalDefiantDisorderDSM5

Childrenyoungerthan5–Behaviorshouldoccuronmostdaysfor6months.Childrenolderthan5–Behaviorshouldoccuratleastonceperweekfor6monthsB.Thedisturbanceinbehaviorisassociatedwithdistressintheindividualorotherswithinhisorhersocialcontext(family,peergroup)oritimpactsnega,velyonsocial,educa,onal,occupa,onalorotherimportantareasoffunc,oning.C.Thebehaviorsdonotoccurexclusivelyduringthecourseofapsycho,c,substanceuse,depressiveorbipolardisorder.Also,thecriteriaarenotmetfordisrup,vemooddysregula,ondisorder.

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Conduct Disorders: High Comorbidity

These children also have higher incidences of several disorders commonly associated with ED such as problems with attending, learning, and communication, anxiety and mood disorders, impaired social and academic functioning, and depression

(American Psychiatric Association, 2000)

In one study, 70% of special education students exhibited symptoms of S.M.

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Lack of Norm-Referenced Ra9ng Scales

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PsychopathyApproachEvalua,ngthe“characterpathology”ofthechildtodifferen,atebetweenE.I.andS.M.,specificallypsychopathy.InsteadofanAxis1dx.,wearelookingforapersonalitysyndrome.Superficialcharm,shallowaffect,egocentricity,impulsiveness,lackofguiltoranxiety.Childrenwhomayexploitothersandneedadifferentapproachtointerven,on.(Structureandconsequences)Ra,ngScales:HarePsychopathyChecklistYouthVersion(PCL-YV)AvailablefromMul,-HealthSystemsChildhoodPsychopathyScale(1997)www1.psych.purdue.edu/~dlynam/cpspage.htm

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Psychopathy

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•  ScreeningandEvalua,onforSeriousEmo,onalDisability•  SocialMaladjustment

• Differen,aldiagnosisforsocialmaladjustmenthasbeenplaguedbyamul,tudeofmeasurementproblems.Extensivereviewofthemethodologyfordis,nguishingseriousemo,onaldisturbanceandsocialmaladjustmentindicatesthatthereisnoassessmentdeviceormethodologywhichisbothtechnicallyadequateandvalidatedspecificallyforthepurposeofdis,nguishingsocialmaladjustment(Skiba&Grizzle,1991).

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•  Iftheprac,,onerinthefieldsuspectsachildhasbehavioraloremo,onaldifficul,es…theevalua,onteammustconductacomprehensivemul,-facetedevalua,on….Theresultsofsuchevalua,onshouldbetheprimaryconsidera,onforeligibilitydetermina,on.

•  Foreduca,onalpurposes,medicaland/orpsychiatricdiagnosesdonot,inandofthemselves,qualifyachildasseriouslyemo,onallydisturbed.Thiseligibilitydetermina,oncanonlybemadebyaproperlycons,tutedIEPteamofpersonsknowledgeableaboutthestudent.

•  If,aQerreviewingtheresultsofanappropriateevalua,on,theteamissa,sfiedthatthestudentmeetsthecriteriaforseriouslyemo,onallydisturbed,itisinconsequen,alwhetherthestudentmayalsobesociallymaladjusted.Underthefederalandstatedefini,ons,ifthechildmeetsoneormoreofthefiveiden,fyingcharacteris,csandthefourconsidera,ons,heorsheiseligibleforspecialeduca,onservicesregardlessofthepresenceorlackofsocialmaladjustment.

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Connec9cut State Department of Educa9on

• Whendeterminingeligibilityforspecialeduca,onunderthecategoryofED,itisalsocri,calthatthePPTconsiderlinguis,cdifferencesandculturalinfluencesintheanalysisandinterpreta,onofstudentbehavior.

• Bestprac,cesuggeststhatPPTsfocusoncriteriaprovidedinIDEAwhenassessingforthecharacteris,csofED.

•  "OnceEDcriteriaaremetanyevidenceofsocialmaladjustmentisirrelevantforpurposesofdeterminingeligibilityforspecialeduca,on"(McConaughyandRiper,2008).

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“MinnesotaModel”Approach

• Review state criteria • Determine severity and duration • Determine educational impact of problem • Determine how data dis/confirm each of the 5

characteristics • Determine need for services

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Step #1A: Meet at least 1 criteria? - inability to learn and - Inability to maintain satisfactory interpersonal relationships - Inappropriate types of behavior or feelings - General pervasive mood of unhappiness or depression; - Tendency to develop physical symptoms or fears Step #1B: Is the problem of sufficient duration and intensity to constitute a disability?

for a long period of time (duration) to a marked degree (severity)

Step #2: ED causing the academic problem? “condition . . . Adversely affects a child’s educational performance” Is it ED, rather than SM, that causes the difficulties?

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Extended period of time?”

Six weeks, six months, one year? (Six months) What does chronic mean?

Sustained, frequent, acute? How to rule out situational or transitory problems?

What is a “marked degree?” Overt and observable in educational settings? Intra- and/or interpersonal disturbance? Point of comparison? What is significant?

How to determine adverse affect? Grades, standardized tests, classroom performance? Is failure required to be considered? Academics only or do social-emotional functioning, social skills, …?

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U9lize E.I. criteria supported by Data

SchoolRecordsPastInterven,onsSystema,cObserva,onsBehavioralRa,ngScalesSocial/DevelopmentalHistoryClinicalInterviewsDSMDiagnosis

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Case Example

• CaseofAaron•  ?

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SSWAA Resolu9on Statement on Social Maladjustment (2005)

“Thistermhasprimarilybeenusedtodenyservicestochildrenwhohavebrokenschoolrules.TheSchoolSocialWorkAssocia-onofAmericaendorsestheposi-onthatallstudentswhohavebehavioralproblemsthatinterferewiththeirabilitytolearninthegeneraleduca-onclassroomhavetherighttobeprovidedtheservicesandprotec-onsofstudentswhoareconsideredtobeemo-onallydisturbedundertheprovisionsofIDEIA2004.”

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References •  Barnep,D(2012).AGroundedtheoryforiden,fyingstudentswithemo,onaldisturbance:Promisingprac,cesforassessment,interven,onandservicedelivery,ContemporarySchoolPsychology,Vol.16.

•  Brock,Stephen(2015July22).Iden,fyingEmo,onalDisturbance:GuidanceforSchoolPsychologists,NASPSummerConferencePresenta,on.

•  Charlevoix-EmmepISD(2012).Guidelinedocument,Iden,fica,onofstudentswithadisability,Emo,onalImpairment,retrievedfromwww.charemisd.org

•  Gacono,C.&Hughes,T.(2004)Differen,a,ngEmo,onalDisturbancefromsocialmaladjustment:Assessingpsychopathyinaggressiveyouth,PsychologyinSchools,Vol.41(8).

•  Hochbaum,D.,Emo,onaldisturbanceandsocialmaladjustment:DoingawaywiththeIDEA’s“SocialMaladjustmentExclusionaryClause”hpp:/www.nasponline.org/conven,ons/2013/handouts/pa/Dis,nguishingEmo,onalDisturbancefromSocialMaladjustmentALS2.pdf

•  Kehle,T&Bray,M(2004).Emo,onalDisturbance/SocialMaladjustment:Whyistheincidenceincreasing,PsychologyintheSchools,Vol.41(8)

•  Merrell,K.&Walker,H.(2004).Deconstruc,ngadefini,on:Socialmaladjustmentversusemo,onaldisturbanceandmovingthefieldforward,PsychologyintheSchools,41(8).

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ReferencesPublicSchoolsofNorthCarolina,ScreeningandEvalua,onforSeriousEmo,onalDisturbance,Retrievedfrom:hpp://ec.ncpublicschools.gov/instruc,onal-resources/behavior-support/resources/screening-and-evalua,on-for-serious-emo,onal-disability

Quick,Kimberly(2016).Whyblacklivesmaperineduca,ontoo,TheCenturyFounda,on,Retrievedfromhpps://tcf.org/content/commentary/black-lives-maper-educa,on/

Raines,Jim(2006),ThenewIDEA:Reflec,onsonthereauthoriza,onforschoolsocialworkers,SchoolSocialWorkJournal,31(1).

Sadeh,S.&Sullivan,A.(2013).Dis,nguishingemo,onaldisturbancefromsocialmaladjustment,UniversityofMinnesota,Retrievedfromhpp://www.nasponline.org/conven,ons/2013/handouts/pa/Dis,nguishingEmo,onalDisturbancefromSocialMaladjustmentALS2.pdf

SchoolSocialWorkAssocia,onofAmerica(2005).Educa,onalrightsforstudentswithsocialmaladjustment,Resolu,onStatement,FRetrievedfromhpp://www.sswaa.org/?52.

WayneCountyRESA(2004)SocialMaladjustment:AGuidetoDifferen,alDiagnosis&Educa,onalOp,ons,Retrievedfromhpp://www.resa.net/specialeduca,on/spedcompliance/guidelinesandpublica,ons/

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