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 publicationBehavioral Disorders
Subtitle of host publicationIdentification, Assessment, and Instruction of Students with EBD
EditorsJeffrey Bakken, Festus Obiakor, Anthony Rotatori
Pages87-105
Number of pages19
DOIs
StatePublished - Dec 1 2012

Publication series

NameAdvances in Special Education
Volume22
ISSN (Print)0270-4013

Keywords

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

ASJC Scopus subject areas

  • Education
  • Clinical Psychology

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  • Cite this

    Mathur, S., & Jolivette, K. (2012). Placement of students with emotional and behavioral disorders. In J. Bakken, F. Obiakor, & A. Rotatori (Eds.), Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD (pp. 87-105). (Advances in Special Education; Vol. 22). https://doi.org/10.1108/S0270-4013(2012)0000022007