Placement of students with emotional and behavioral disorders

Sarup Mathur, Kristine Jolivette

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education settings, residential facilities, and schools within secure juvenile justice facilities. A specific placement option is based on the individualized academic and social needs of the student and includes the least restrictive environment to meet those needs. After the IFSP or IEP team develops a student's IFSP or IEP, then the team makes a placement decision. Multiple factors influence initial placement decisions including an overall reluctance to identify students with E/BD, false positives and negatives, co-morbidity, and disproportionality. Other factors may influence a temporary or long-term change in placement such as inappropriate student behavior and/or academic failure. No matter the placement, the educational services provided within each should be evidence-based, implemented with fidelity, be individualized, and be socially valid.

Original languageEnglish (US)
Title of host publicationAdvances in Special Education
Pages87-105
Number of pages19
Volume22
DOIs
StatePublished - 2012

Publication series

NameAdvances in Special Education
Volume22
ISSN (Print)02704013

Fingerprint

Students
Education
student
Residential Facilities
Social Justice
comorbidity
general education
education
disability
justice
Morbidity
classroom
school
evidence

Keywords

  • Alternative placements
  • Co-morbidity
  • Emotional and behavioral disorders
  • Least restrictive placement
  • Placement options
  • Restrictive placement

ASJC Scopus subject areas

  • Education
  • Clinical Psychology

Cite this

Mathur, S., & Jolivette, K. (2012). Placement of students with emotional and behavioral disorders. In Advances in Special Education (Vol. 22, pp. 87-105). (Advances in Special Education; Vol. 22). https://doi.org/10.1108/S0270-4013(2012)0000022007

Placement of students with emotional and behavioral disorders. / Mathur, Sarup; Jolivette, Kristine.

Advances in Special Education. Vol. 22 2012. p. 87-105 (Advances in Special Education; Vol. 22).

Research output: Chapter in Book/Report/Conference proceedingChapter

Mathur, S & Jolivette, K 2012, Placement of students with emotional and behavioral disorders. in Advances in Special Education. vol. 22, Advances in Special Education, vol. 22, pp. 87-105. https://doi.org/10.1108/S0270-4013(2012)0000022007
Mathur S, Jolivette K. Placement of students with emotional and behavioral disorders. In Advances in Special Education. Vol. 22. 2012. p. 87-105. (Advances in Special Education). https://doi.org/10.1108/S0270-4013(2012)0000022007
Mathur, Sarup ; Jolivette, Kristine. / Placement of students with emotional and behavioral disorders. Advances in Special Education. Vol. 22 2012. pp. 87-105 (Advances in Special Education).
@inbook{e4d26fd1e31c44d79b34a61e1ef37c5a,
title = "Placement of students with emotional and behavioral disorders",
abstract = "Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education settings, residential facilities, and schools within secure juvenile justice facilities. A specific placement option is based on the individualized academic and social needs of the student and includes the least restrictive environment to meet those needs. After the IFSP or IEP team develops a student's IFSP or IEP, then the team makes a placement decision. Multiple factors influence initial placement decisions including an overall reluctance to identify students with E/BD, false positives and negatives, co-morbidity, and disproportionality. Other factors may influence a temporary or long-term change in placement such as inappropriate student behavior and/or academic failure. No matter the placement, the educational services provided within each should be evidence-based, implemented with fidelity, be individualized, and be socially valid.",
keywords = "Alternative placements, Co-morbidity, Emotional and behavioral disorders, Least restrictive placement, Placement options, Restrictive placement",
author = "Sarup Mathur and Kristine Jolivette",
year = "2012",
doi = "10.1108/S0270-4013(2012)0000022007",
language = "English (US)",
isbn = "9781780525044",
volume = "22",
series = "Advances in Special Education",
pages = "87--105",
booktitle = "Advances in Special Education",

}

TY - CHAP

T1 - Placement of students with emotional and behavioral disorders

AU - Mathur, Sarup

AU - Jolivette, Kristine

PY - 2012

Y1 - 2012

N2 - Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education settings, residential facilities, and schools within secure juvenile justice facilities. A specific placement option is based on the individualized academic and social needs of the student and includes the least restrictive environment to meet those needs. After the IFSP or IEP team develops a student's IFSP or IEP, then the team makes a placement decision. Multiple factors influence initial placement decisions including an overall reluctance to identify students with E/BD, false positives and negatives, co-morbidity, and disproportionality. Other factors may influence a temporary or long-term change in placement such as inappropriate student behavior and/or academic failure. No matter the placement, the educational services provided within each should be evidence-based, implemented with fidelity, be individualized, and be socially valid.

AB - Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education settings, residential facilities, and schools within secure juvenile justice facilities. A specific placement option is based on the individualized academic and social needs of the student and includes the least restrictive environment to meet those needs. After the IFSP or IEP team develops a student's IFSP or IEP, then the team makes a placement decision. Multiple factors influence initial placement decisions including an overall reluctance to identify students with E/BD, false positives and negatives, co-morbidity, and disproportionality. Other factors may influence a temporary or long-term change in placement such as inappropriate student behavior and/or academic failure. No matter the placement, the educational services provided within each should be evidence-based, implemented with fidelity, be individualized, and be socially valid.

KW - Alternative placements

KW - Co-morbidity

KW - Emotional and behavioral disorders

KW - Least restrictive placement

KW - Placement options

KW - Restrictive placement

UR - http://www.scopus.com/inward/record.url?scp=84886577409&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84886577409&partnerID=8YFLogxK

U2 - 10.1108/S0270-4013(2012)0000022007

DO - 10.1108/S0270-4013(2012)0000022007

M3 - Chapter

AN - SCOPUS:84886577409

SN - 9781780525044

VL - 22

T3 - Advances in Special Education

SP - 87

EP - 105

BT - Advances in Special Education

ER -